Öğretmen adaylarının bilişötesi öğrenme stratejileri ile öğretmen yeterlik algıları üzerine bir çalışma

Bu araştırma, İngilizce öğretmen adaylarının, öğretmen yeterlik algısı ile bilişötesi öğrenme stratejileri arasında anlamlı bir ilişkinin olup olmadığı ve adayların öğretmen öz-yeterlik algıları ile bilişötesi öğrenme stratejilerinin, cinsiyet ve sınıf düzeylerine göre farklılaşıp farklılaşmadığmı belirlemek için yapılmıştır. Çalışma grubunu, Muğla Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, İngilizce Öğretmenliği Ana Bilim Dalı'nda öğrenim gören 172 öğretmen adayı oluşturmaktadır. Araştırmanın verileri Öğretmen Özyeterlik Ölçeği ve Bilişötesi Öğrenme stratejileri Ölçeği ile toplanmıştır. Araştırma sonuçlarına göre, öğretmen adaylarının öğretmen yeterlik algısı düzeyleri ve kendi biliş sistemi yapısı, çalışması hakkındaki bilgisi "iyi" düzeydedir. Öğretmen adaylarının öğretmen yeterlik algısı düzeyleri cinsiyetlerine göre değişmezken, sınıf düzeylerine göre birinci sınıfla üçüncü sınıf arasında anlamlı farklılık bulunmuştur. Bilişötesi öğrenme stratejileri sınıf düzeylerine ve cinsiyete göre değişmemektedir. Öğretmen adaylarının öğretmen yeterlik algıları ile bilişötesi öğrenme stratejileri arasında . anlamlı bir ilişki vardır.

PDF

___

Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in Turkey. Educational Technology & Society, 9(1), 176-187.
Anderson, S. E. & Maninger R. M. (2007). Preservice teachers' abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151 - 172.
Angeli, C. & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designer: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning, 21(4), 292-302.
Angeli, C. (2005). Transforming a teacher education method course through technology: effects on preservice teachers' technology competency. Computers & Education, 45(4), 383-398.
Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
Beaudin, L., and C. Hadden. 2004. Developing technopedagogical skills in preservice teachers. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004, (pp. 492-498). Norfolk, VA: Association for the Advancement of Computing in Education.
Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
Bruce, B., & Levin, J. (1997). Educational technology: Media for inquiry, communication, construction, and expression. Journal of Educational Computing Research, 17(1), 79-102.
Chen, F., Looi, C., & Chen, W. (2009). Integrating technology in the classroom: A visual conceptualization of teachersD knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488.
Chen, R. (2010). Investigating models for preservice teachers' use of technology to support student-centered learning. Computers & Education, 55(1), 32-42.
Cox, S. & Graham, C.R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. Tech Trends, 53(5), 60-69.
Choy, D., Wong, A.F. L., Gao, P. (2009). Student teachers' intentions and actions on integrating technology into their classrooms during student teaching: A Singapore study. Journal of Research on Technology in Education, 42(2), 175-195.
Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319-346.
Guerrero, S. M. (2005). Teacher knowledge and a new domain of expertise: Pedagogical technology knowledge. Journal of Educational Computing Research, 33(3), 249-267.
Guzey, S.S., & Roehrig, G.H. (2009). Teaching science with technology: Case studies of science teachers' development of Technology, Pedagogy, and Content Knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
Gülbahar, Y. (2008). Improving the technology integration skills of prospective teachers through practice: a case study. The Turkish Online Journal of Educational Technology - TOJET, 7(4), 71-81.
Harris, J.B. & Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive
study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
Hew, K. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
Hofer, M., ve Swan, K.O. (2009).Technological pedagogical content knowledge in action: A case study of a middle school digital documentary project. Journal of Research on Technology in Education, 41(2), 179-200.
Hsu, S. (2010). The Relationship between Teacher's technology integration ability and usage. Journal of Educational Computing Research, 43(3), 309 - 325.
Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744-1751.
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers' professional development. Computers & Education, 55(3), 1259-1269.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
Koehler, M. J., & Mishra, P. (2008). Introducing technological pedagogical knowledge. In AACTE (Eds.). The Handbook of Technological Pedagogical Content Knowledge for Educators. Routledge/Taylor & Francis Group for the American Association of Colleges for Teacher Education.
Koehler, M. J., & Mishra, P. (2009). What Is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Lambert, J. & Gong, Y. (2010). 21st century paradigms for pre-service teacher technology preparation. Computers in the Schools, 27(1), 54-70.
Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Education Technology Research & Development, 55(1), 83-116.
Lim, C. P., & Khine, M. (2006). Managing teachers' barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education, 14(1), 97-125.
Margerum-Leys, J., & Marx, R. (2002). Teacher knowledge of educational technology: A study of student teacher/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
Oncu, S., Delialioglu, O. & Brown, C.A. (2008). Critical components for technology integration: How do instructors make decisions? Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46.
Ozdemir, S., & Kilic, E. (2007). Integrating information and communication technologies in the Turkish primary school system. British Journal of Educational Technology, 38 (5), 907-916.
Richardson, S. (2009). Mathematics teachers' development, exploration, and advancement of technological pedagogical content knowledge in the teaching and learning of algebra. Contemporary Issues in Technology and Teacher Education, 9(2), 117-130.
Schmidt, D. A., Baran, E., Thompson A. D., Koehler, M. J., Mishra, P. & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
Shin, T., Koehler, M., Mishra, P., Schmidt, D., Baran, E. & Thompson, A. (2009). Changing technological pedagogical content knowledge (TPACK) through course experiences. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2009 (pp. 4152-4159). Chesapeake, VA: AACE.
Suharwoto, G. & Niess, M. L. (2006). How do subject specific teacher preparation program that integrate technology throughout the courses support the development of mathematics preservice teachers' TPCK. Paper presented at the meeting of the Society of Information Technology and Teacher Education (SITE), Orlando, Florida.
Tinio, V. (2003). ICT in education. ICT for Development, United Nations Development Programme, New York.
Wilson, E., & Wright, V. (2010). Images over time: The intersection of social studies through technology, content, and pedagogy. Contemporary Issues in Technology and Teacher Education, 10(2), 220-233.
Yalın, H. I., Karadeniz, Ş., & Şahin, S. (2007). Barriers to information and communication technologies integration into elementary schools in Turkey. Journal of Applied Sciences, 7(24), 4036-4039.
Zhao, Y. (2007). Social studies teachers' perspectives of technology integration. Journal of Technology and Teacher Education, 15(3), 311-333.