Öğretmen Adaylarının Sosyal Beceri Öğretimine İlişkin Bilgi Düzeylerinin Belirlenmesi
Bu araştırmanın amacı öğretmen adaylarının sosyal beceri öğretimine ilişkin bilgi düzeylerini belirlemek ve öğretmen adaylarının sosyal beceri öğretimine ilişkin bilgi düzeylerinin devam ettikleri program türüne göre değişip değişmediğini saptamaktır. Çalışmaya Abant İzzet Baysal Üniversitesi Eğitim Fakültesi’ne devam eden ve araştırmaya katılmaya gönüllü olan 253 öğretmen adayı katılmıştır. Araştırmada veri toplamak amacıyla Öğretmen Adayı Kişisel Bilgi Formu (ÖAKBF) ve Sazak Pınar (2009) tarafından geliştirilen Sosyal Beceri Öğretimi Bilgi Testi (SBÖBT) kullanılmıştır. SBÖBT’de sosyal beceri öğretimine ilişkin problem durumlarına dayalı 13 çoktan seçmeli, 5 kısa cevaplı olmak üzere toplam 18 madde yer almaktadır. Araştırmanın sonunda araştırmaya katılan öğretmen adaylarının sosyal beceri öğretimine ve sosyal beceri öğretim teknikleri olan model olmaya ilişkin bilgilerinin oldukça düşük olduğu ve prova etme tekniği ile ödüllendirme tekniklerine yönelik bilgilerinin ise olmadığı görülmüştür. Araştırmada ayrıca öğretmen adaylarının sosyal beceri öğretimine ilişkin bilgi düzeylerinin devam ettikleri program türüne göre değiştiği belirlenmiştir.
Identifying Knowledge Levels of Turkish Teacher Candidates about Teaching Social Skills
The purpose of this study is to determine knowledge levels of teacher candidates about teaching social skills and to examine whether program types of teacher candidates affect their knowledge levels about teaching social skills. The study group of this study consists of 253 teacher candidates attending the Faculty of Education at Abant Izzet Baysal University in Bolu, Turkey. The Personal Information Form for teacher candidates and Knowledge Test of Teaching Social Skills developed by the researcher (2009) were used in this study. The first finding of this study was that teacher candidates’ knowledge about teaching social skills and modeling techniques was insufficient and rehearsal and rewarding techniques were not obtained. Another important finding of this study was that the knowledge levels of teacher candidates about teaching social skills significantly differed in terms of types of programs teacher candidates were attending.
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