Fahriye AKSAL ALTINAY, Zehra GAZİ ALTINAY

The film as visual aided learning tool in classroom management course

Bu araştırmanın amacı, görsel öğrenme aracı olarak filmin, öğretmenlik uygulamasında, öğretmen adaylarının bilgi oluşturma sürecindeki etkisini ortaya çıkarmaktır. Eylem çalışması temelinde, alan bilgisi ve meslek bilgisini zenginleştirmek , görsel destekli öğretim ve öğrenme sürecinde bilgiyi oluşturmak amacıyla filmin rolü üzerinde araştırma yapılmıştır. Nitel araştırma özelliklerini taşıyan bu çalışmaya, otuz sekiz öğretmen adayı gönüllü olarak katılmıştır. Yansıtma ve eleştirel düşünme becerisi temeline bağlı kişisel görüş raporları aracılığı ile nitel veriler araştırmada elde edilmiştir. Kişisel görüş raporları, öğretmen adaylarının filmin konu alan bilgisinin yapılandırılmasındaki rolü ve mesleki bilgilerinin görsel destekli öğretimle yeniden oluşturulmasmdaki katkısını ortaya çıkarmıştır. Bu araştırma, filmin bilgi oluşturmadaki rolünü vurgulayarak, görsel destekli öğrenme sürecinin öğrenme ve beceri gelişimine katkısı olduğunu da ortaya koymuştur.

Sınıf yönetimi dersinde görsel destekli öğrenme aracı olarak film

This research aims to investigate the impact of the visual aided learning on pre-service teachers' co-construction of subject matter knowledge in teaching practice. The study revealed the examination of film as an active cognizing and learning tool in classroom management course within teacher education programme. Within the framework of action research, teaching sessions were reorganized with integrating mediated and visual aided learning process to enhance pre-service teachers' subject matter knowledge and abilities in teaching practice. The qualitative research approach was employed in this study, thirty eight pre-service teachers self-reports revealed the in-depth interpretation and analysis on their experiences and gained awareness in teaching practice in relation to film inline with supervision. Visual aided learning process through film and the instructor's supervision provided meaningful contributions in enhancing co-construction of knowledge in teaching practice and also it contributed to internalize professional practice as well.

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