Are Computer Teachers Trained for the Teaching Profession? An Assessment of Computer Teacher Training Program

Bu çalışma, bilgisayar öğretmeni adaylarının öğretmenlik mesleği hakkındaki düşüncelerini ve onlann karakteristik özelliklerini ortaya koymaktadır. Aynca bu çalışmada, bilgisayar öğretmeni adaylannın pedagojik ve konu alanı yeterliklerinin gelişimleri incelenmiş, onlann teknoloji entegrasyonu hakkında düşünceleri irdelenmiştir. Bu amaç için, Orta Doğu Teknik Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi bölümü 2. 3. ve 4. sınıf öğrencilerine yönelik 3 bölümden oluşan bir anket uygulanmıştır. Çalışmanın sonuçlan göstermektedir ki, bilgisayar öğretmen adaylarının öğretmenlik mesleği hakkındaki algılan düşük çıkmakta aynca algılan yıllar arasında gittikçe düşmektedir. Diğer bir sonuç ise, bilgisayar öğretmeni adayları konu alanı olarak kendilerini tamamen yeterli görmekte iken pedagojik alandaki yeterlikleri yıllar arasında gelişim göstermektedir.

Bilgisayar Öğretmenleri Öğretmenlik Mesleği İçin Eğitiliyorlar mı? Bir Bilgisayar Öğretmeni Yetiştirme Programının Değerlendirilmesi

This paper presents perceptions about the teaching profession and the characteristics of prospective computer teachers. This study investigated the pedagogical and subject matter domain competencies of pre-service computer teachers. Moreover, this paper presents the views of prospective computer teachers with regard to successful technology- integration. Three questionnaires were administered to 2nc* 3™ and 4* year computer teachers enrolled at the Middle East Technical University (METU) in Turkey, in order to examine their perceptions of teaching as a profession and their progress in competencies in the domain of pedagogy and subject matter. The results revealed that prospective computer teachers' perceptions regarding the teaching of Computer as a profession were not high and their perceptions decreased more and more over time. Moreover, the results additionally showed that prospective computer teachers at METU feel fully competent within the subject matter domain and their pedagogic competencies increased as time passed.

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