Akran Koçluk Uygulamasının Fen Bilgisi Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisine Etkisi

Bu çalışmanın amacı akran koçluk uygulamasının fen bilgisi öğretmen adaylarının Teknolojik Pedagojik Alan Bilgisi (TPAB) ve TPAB’ı oluşturan öğelerin gelişimine etkisini incelemektedir. Bu amaçla çalışmaya 37 fen bilgisi öğretmen adayı (27 kız ve 10 erkek) katılmıştır. Çeşitli türleri olan koçluk uygulamasının “karşılıklı akran koçluğu” bu çalışmada kullanılmıştır. 10 haftalık araştırma sürecinin ilk iki haftasında, öğretmen adaylarına akran koçluğu eğitimi verilmiştir. Kalan 8 haftada ise öğretmen adaylarından sınıf içi öğretim süreçlerinde akran koçluğu uygulamasını kullanmaları istenmiştir. Ayrıca her hafta “Öğretmenlik Uygulaması” dersi kapsamında en az bir saatlik teorik dersler işlenmiş ve bu derslerde öğretmen adaylarına öğretim uygulamaları ve akran koçluğu formlarına yönelik dönütler verilmiştir. Dolayısıyla çalışma kapsamında 296 form incelenmiştir. Çalışmada elde edilen verilerin analizinde içerik analizi kullanılmıştır. Çalışmada elde edilen veriler; 1-Bilimsel açıklama, 2-Kısmen bilimsel açıklama ve 3-Bilimsel olmayan açıklama olmak üzere üç kategoride incelenmiştir. Elde edilen bulgular, öğretmen adaylarının TPAB ve öğelerinde gelişim olduğunu göstermiştir. Öğretmen adaylarının ilk haftalarda üç bilgi alanında (alan, pedagojik ve pedagojik alan bilgisi) ön görüşme aşamasında kısmen bilimsel açıklama düzeyinde bulundukları sadece teknolojik ve teknolojik pedagojik alan bilgisinde bilimsel olmayan düzeyde yoğunlaşmanın olduğu belirlenmiştir. Son haftalara doğru ise pedagojik bilgi, teknolojik bilgi ve teknolojik pedagojik alan bilgisinde gelişimin bilimsel düzeyde yoğunlaşmaya doğru olduğu belirlenmiştir. Gözlem aşamasında ise öğretmen adaylarının ilk haftalarda beş bilgi alanında da kısmen bilimsel açıklamada yoğunlaştıkları son haftalara doğru bilimsel açıklama düzeyine doğru bir geçiş olduğu ortaya çıkmıştır. Son görüşme aşamasında ise, dört bilgi alanında ilk haftalarda bilimsel olmayan açıklama düzeyinde yoğunlaşan öğretmen adayları sonlara doğru kısmen bilimsel açıklamaya doğru gelişim gösterdiği tespit edilmiştir. Sadece pedagojik bilgide ilk haftalarda kısmen bilimsel düzeyde yer alan öğretmen adayları son haftalara doğru da aynı düzeyde kaldığı belirlenmiştir.

Anahtar Kelimeler:

Akran koçluğu, Fen bilgisi eğitimi, Fen bilgisi öğretmen adayları

The Effects Of Peer Coaching On The Technological Pedagogical Content Knowledge Of Pre-Service Science Teachers

This study aims to examine the effects of peer coaching on the development of Pre-service Science Teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPCK) and the components of TPCK. A total of 37 pre-service science teachers (27 females and 10 males) participated in the study. Of the different types of coaching that are available, “mutual peer coaching” was used in this study. In the first two weeks of the 10-week research process, the PSTs received peer coaching training. In the remaining 8 weeks, the PSTs were asked to implement peer coaching in their classroom teaching. In addition, one-hour theoretical classes were taught each week in the “Teaching Practice” course, during which the PSTs received feedback on their teaching practices and peer coaching forms. Therefore, a total of 296 forms were examined in this study. The data were analyzed through content analysis. They were examined in three categories: 1-Scientific explanation, 2-Partially scientific explanation, and 3-Non-scientific explanation. The findings showed an improvement in the PSTs’ TPCK and its components. It was found that during the preliminary interviews in the early weeks, the PSTs had partially scientific explanations in the three content areas (content knowledge, pedagogical knowledge and pedagogical content knowledge), and non-scientific explanations only in technological knowledge and technological pedagogical content knowledge. In the later weeks, they moved towards scientific explanations in pedagogical knowledge, technological knowledge and technological pedagogical content knowledge. In the observation of their teaching, the PSTs had partially scientific explanations in all five content areas in the first weeks, and shifted towards scientific explanations in later weeks. In the final interviews, the PSTs were found to move from nonscientific explanations towards partially scientific explanations in four content areas. On the other hand, only in pedagogical knowledge, students who had partially scientific explanations in the first weeks remained at the same level in the later weeks.

Keywords:

peer coaching science education, pre-service science teachers, TPCK,

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