Change, stability and context: Prospective teachers' perceptions

Bu çalışmanın amacı birinci ve dördüncü sınıftaki öğretmen adaylarının iyi öğretim, iyi öğretmen ve iyi öğrenci hakkındaki algılarını saptamak ve karşılaştırmaktır. Kapalı- ve açık-uçlu sorulardan oluşan bir anket, Pamukkale Üniversitesi Eğitim Fakültesinde kayıtlı 142 birinci ve 138 dördüncü sınıf öğretmen adayına uygulanmıştır. Bulgular, birinci sınıftaki öğretmen adaylarının dördüncü sınıftakilere göre daha öğretmen ve konu merkezli bir algıya sahip olduklarını göstermektedir. Öğretmen adaylarının iyi öğretime yönelik algıları tek boyutludan daha bütüncül bir anlayışa doğru, iyi öğretmene yönelik algıları profesyonel ve duyuşsaldan kişisel boyuta doğru ve iyi öğrenciye yönelik algıları akademik boyuttan sosyal boyuta doğru değişmektedir. Bulgular öğretmen yetiştirme programında öğretmen merkezli algıların değişime uğradığını göstermekle birlikte, bazı yerleşik inançların da devam ettiği izlenimini vermektedir.

Değişim, durağanlık ve bağlam: Öğretmen adaylarının algıları

This study aims to explore and compare first-year and fourth-year prospective teachers’ perceptions of good teaching, a good teacher, and a good student. A questionnaire with close- and open-ended questions was administered to 142 first-year and 138 fourth-year prospective teachers enrolled in the Faculty of Education at Pamukkale University. Findings suggest that first-year prospective teachers demonstrate a more teacher- and subject-oriented perception in general than fourth-year prospective teachers do. Prospective teachers’ perceptions of good teaching move from uniform toward holistic, their perceptions of a good teacher move from professional and affective toward personal, and their perceptions of a good student move from academic toward social. The results disclose evidence to assert a clash in the program changing the teacher-oriented perceptions. The results also give an impression that some of the embedded legacies go unchallenged.

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