Impediments to Teaching Practice in Pre-Service Teacher Education

Bu çalışmanın amacı, aday öğretmenler ve uygulama öğretim elemanlarına göre öğretmenlik uygulamasındaki engelleri tespit etmek ve 1997 uygulamalarının bu engellere nasıl yanıt verdiğini tasvir etmektir. Çalışmaya ODTÜ Eğitim Fakültesi’nden öğretmenlik uygulamasına devam eden 70 öğrenci ile altı uygulama öğretim elemanı katılmıştır. Çalışmanın verileri öğrencilere uygulanan ve beş açık uçlu sorundan oluşan bir anket ile uygulama öğretim elemanlarıyla yapılan bireysel görüşme yoluyla toplanmıştır. Bireysel görüşme ve anket yoluyla toplanan veriler, nicel araştırma teknikleri kullanılarak çözümlenmiştir. Aday öğretmen ve uygulama öğretim elemanlarından elde edilen bulgular bütünleştirilmiş ve 1997 uygulamaları çerçevesinde tartışılmıştır. Ortaya çıkan engellerin giderilmesi için öğretmen eğitiminin işbirliğine dayalı, paylaşılan bir sorumluluk olduğu sonucuna varılmıştır.

Hizmet Öncesi Öğretmen Eğitiminde Öğretmenlik Uygulamasında karşılaşılan Engeller

The purpose of this study is to explore the impediments student teachers face during teaching practice according to student teachers and supervisors, and describe how the 1997 teacher education reform responded to the identifiedimpediments. The subjects in the study were 70 student teachers attending teaching practice and six supervisors from the Faculty of Education at the Middle East Technical University in Ankara. For data collection purposes a questionnaire comprising five open ended questions was administered to the student teachers. An open ended interview was conducted with the supervisors, and this constituted the second data set. Data gathered through the interviews and questionnaires were subjected to content analysis. Results are presented and then discussed in relation to the 1997 teacher education reform teaching practice component. It is concluded that, to overcome existing impediments, teacher education should be perceived as a cooperative or shared responsibility

PDF

___

Battal, N. (1998). Yüksek öğretim kurulu dünya bankası milli eğitim gelistirme projesinin degerlendirilmesi: Balikesir örneği. [An evaluation of Higher Education Council (HEC)-World Bank national education development project: The case of Balikesir.] Unpublished Research Report. Balıkesir, Turkey.
Bray, J. (1997). A Comparison of teacher concern for the non-traditional student teacher and the traditional student teacher. (ERIC document reproduction Services ED390844). Abstract retrieved February 21, 1997, from http://ericae2.educ.cua.edu/scripts/we.
Bogdan, C. & Biklen, K. S. (1998). Qualitative research for education: An introduction to theory and methods (3rd Ed.). Boston: Allyn and Bacon.
Enginarlar, H. (1996). Practicum in ELT: Prospects and problems. Dil Dergisi.
Frye, H. (1988). The Principal’s role in teacher preparation. Journal of Teacher Education, 39 (6), 54-58.
Gaffey, C. S., Woodward, H. & Lowe, K. (1995). Improving school experience: An Australian perspective. Action in Teacher Education, 17 (2), 7-17.
Hacioglu, F. & Alkan, C. (1997). Öğretmenlik uygulamaları: Öğretim teknolojisi. [Teaching practices: Instructional technologies]. Istanbul: Alkim Yayınları.
Hoover, L. N, O'Shea, J. L., & Carroll, G. R. (1988). The supervisor-intern relationship and effective interpersonal communication skills. Journal of Teacher Education, 39 (2), 22-27.
Johnston, S. (1994). Experience is the best teacher or is it? An analysis of the role of experience in learning to teach. Journal of Teacher Education, 45, 199-207.
Kiraz, E. (2001). Anomalies associated with school experience: What teacher candidates encounter. Hacettepe Ünivesitesi Eğitim Fakültesi Dergisi, 21, 66-74.
Koc, S. et al. (1998). Fakulte-okul işbirligi [Faculty School Partnership]. Ankara: Higher Education Counsil.
Koehler-Richardson, V. (1988). Barriers to the effective supervision of student teaching: A field study. Journal of Teacher Education, 39 (2), 28-32.
McDermott, K., Gormley, K., Rothenberg, J. P. & Hammer, J. (1995). The influence of classroom practice experience on student teachers’ thoughts about teaching. Journal of Teacher Education, 46, 184-191.
Miles, B. M. & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed). USA: Sage Pub.
Sidal, C. (1996). Öğretmen yetiştiermede okul deneyiminin önemi ve bir yaklaşım önerisi. [The role of field practice in teacher education: An approach proposal] In C. Kuru (Ed.),.Symposium on development and progress in modern teacher education. Ankara: MEB Yayınları.
Stoddart, T. (ed). (1990). Prospectives on guided practice. (ERIC data bases technical services 91-1 ED330682). Abstract retrieved February 21, 1997, from http://io.syr.edu/plweb.cgi/fastweb?g.
Zimpher, N.L. (1988) A design for the professional development of teacher leadership. Journal of Teacher Education, 39 (1), 53-60.
Zimpher, L. N., Devoss, G. G. & Nott, D. L. (1980). A Closer look at university student teacher supervision. Journal of Teacher Education, 31 (4), 11-15.