Öğretmenlerin Mesleki Öğrenme Topluluğundaki Yapılandırmacı Ders Planı Hazırlama Deneyimleri: İlkokul Öğretmenleriyle Yapılmış Bir Örnek Olay Çalışması

Çalışmanın amacı, öğretmenlerin mesleki öğrenme topluluğu uygulamalarına ilişkin görüşlerinin belirlenmesi ve bu uygulamanın yapılandırmacı ders planı hazırlama becerisi ile yapılandırmacılık ve yapılandırmacı ders planı anlayışlarında oluşturduğu değişimin incelenmesidir. Araştırmada sekiz haftalık bir süreçte yapılandırmacı anlayışa dayalı ders planı hazırlama konusunda yürütülen mesleki öğrenme topluluğu uygulaması örnek olay olarak ele alınmıştır. İlkokul düzeyinde görev yapmakta olan dört sınıf öğretmeni çalışmanın katılımcıları olarak belirlenmiştir. Odak grup görüşmeleri, metaforlar ve doküman incelemesi yoluyla veri toplanmıştır. Araştırmada uygulamadan önce ve sonra yapılan odak grup görüşmelerinden edinilen veriler, betimsel analiz yöntemiyle çözümlenmiştir. Oluşturulan metaforlar tablolaştırılmış, kodlanmış ve metaforlara ait açıklamalar doğrudan alıntı ile verilmiştir. Uygulamadan önce ve sonra hazırlanan ders planlarını değerlendirmek için "Ders Planı Puanlama Anahtarı" kullanılmıştır. Araştırmanın sonucunda öğretmenlerin mesleki öğrenme topluluğuna ilişkin olumlu görüşleri olduğu ve bu uygulamanın ders planlarında yapılandırmacı anlayışa doğru bir değişim yarattığı ortaya çıkmıştır. Elde edilen sonuçlara bağlı olarak öneriler getirilmiştir.

Teachers' Experiences in a Professional Learning Community on The Constructivist Lesson Planning: A Case Study Among Primary School Teachers

The purpose of the study is to determine the opinions of teachers about professional learning community (PLC) practices, and examine the change caused by this practice on their constructivist lesson planning skills, constructivist lesson plans (CLP) and constructivism comprehensions. In the research, the professional learning community practice being carried out regarding preparation of constructivist lesson planning in an eight weeks period has been addresses as case study. Four class teachers, serving at the level of primary school, have been determined as the participants of the study. Data has been collected through focus group meetings, metaphors and document review. In the research, the results obtained before and after the practice have been analyzed by descriptive analysis method. The metaphors formed by the teachers have been tabulated, coding has been made for the metaphors and the explanations -relevant to the metaphors formed- have been provided by direct citation. The "Lesson Plan Rubric" has been used in order to assess the lesson plans prepared before and after the practice. As the result of the research, it has emanated that the teachers have positive opinions regarding professional learning community, and that this practice creates a change towards constructivist comprehension in lesson plans. Depending on the obtained results, suggestions have been brought.

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