An Integrative Model for Preparing Effective Teachers

Problem Durumu: Öğretmen adayları, hizmet öncesi eğitim programının onlara gerçek okul ortamına geçişte, mesleki yeterlikler açısından gerekli becerileri sağladığını ummaktadırlar. Ancak adaylar, öğretimin gerçek şartları ile karşılaştıklarında hayal kırıklığı yaşamaktadırlar. Öğretmen eğitimindeki temel görüşler, deneyimin öğretim yaklaşımlarını ve davranış özelliklerini oluşturmada güçlü bir etkiye sahip olduğuna dikkat çekmektedir. Ayrıca, öğretmenlerin genellikle kendi öğretim stillerini, yaşanılan deneyimlere göre şekillendirme beklentisine sahip oldukları belirtilmektedir. Bu bağlamda öğretmen adayları, öğretim hakkında temel bilgilere sahip olmak ve mesleki becerilerini öğretim sürecine etkin bir şekilde aktararak geliştirmek istemektedirler. Bu durumun, öğretmenlik uygulamaları sürecinde yeni öğretmenlerle işbirliği yapılarak sağlanabileceği belirtilmektedir. Araştırmanın Amacı: Bu çalışmanın amacı; öğretmen adaylarının okul uygulamalarına katılmadan önce nitelikli bir şekilde yetiştirilmelerini sağlayacak bütünleştirici bir model geliştirmektir. Kavramsal Çatı: Geliştirilen model, yeni öğretmenlerin mesleki deneyimlerini adaylarla paylaşmalarını sağlayarak, adayların mesleki becerilerinin geliştirilmesi için deneyimlerin sorgulanmasını öngören öğretmenlik uygulamaları sürecinin oluşturulması esasına dayanmaktadır. Sonuçlar: Geliştirilen modelde; adayların, öğretmenlik uygulamaları sürecinde yeni öğretmenlerin hazırladığı mesleki gelişim dosyalarını ve deneyim günlüklerini kullanmaları, yeni öğretmenlerin de e-posta ve bire bir iletişim ile adaylarla etkileşime girmeleri ve mesleki deneyimlerini paylaşmaları sonucu, adayların öğretmenlik uygulamalarını etkili bir şekilde nasıl tamamlayabilecekleri vurgulanmaktadır. Geliştirilen model kapsamında, eğitim fakültelerinde ve uygulama okullarında okul uygulamalarının yürütülmesinde, yansıtıcı uygulama süreçlerinin yapılandırılmasının gerekliliği ön plana çıkmaktadır. Bu süreçlerin beklenen düzeyde yürütülmesinde ise, yeni öğretmenlerin kazandıkları mesleki deneyim kayıtları dikkate alınarak, adayların ve uygulama öğretim elemanlarının bütünleştirici model kapsamında yönlendirilmeleri gerekmektedir.

Etkili Öğretmen Yetiştirmede Bütünleştirici Bir Model

Background: Student teachers expected that pre-service teacher education program has been supplied them necessary skills in terms of professional competencies when entering real school settings. Student teachers can quickly fall into feelings of discouragement when they confront the real requirements of teaching. However, the basic views in teacher education pay attention to the experience which has very strong eﬀect in constructing teaching approaches and devel- oping principles of attitude. Besides, it is stated that teachers are usually expected to shape their teaching style according to experienced situation. In this context, student teachers would like to gain basic knowledge about teaching and want to develop their professional skills adapting them to the teaching process eﬀectively. It is stated that this can be achieved during their teaching practice through collaboration with beginning teachers. Purpose: The aim of this study is to develop an integrative model that will prepare student teachers to be qualiﬁed before attending practicum in schools. Conceptual Framework: The basis of the developed model is to construct an inquiry - based teaching practice process for student teachers to improve professional skills by analyzing and sharing the reﬂections of beginning teachers’ experiences. Conclusions: It is emphasized in this model how student teachers can complete the teaching practice process eﬀectively as a result of making use of beginning teachers’ professional experiences, diaries and personal professional portfo- lios during teaching practice and also interacting with them one-to-one and also by e-mail contacts. In the context of developed model, it is revealed that the reﬂective practice processes need to be constructed at the faculties of educa- tion and the practice schools during teaching practice. For the implementing this processes at expected level, student teachers and mentors need to be oriented in the context of integrative model taking the records of gained professional experiences of beginning teachers into consideration.

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