Öğretmenlerin Mesleki İnançları ile Öğrencilerin Problem Çözmeye Yönelik Tutumları Arasındaki İlişki: İsteklilik, Sebat ve Güven

Bu çalışmada öğretmenlerin mesleki inançları ile öğrencilerin problem çözmeye yönelik tutumları arasında ilişkinin olup olmadığı incelenmiştir. Burada ifade edilen problem çözmeye yönelik tutum kavramı isteklilik, sebat ve güven kategorileri ile temsil edilmektedir. Araştırma bir devlet ilkokulunun 4. sınıfında öğretime devam eden 12 tane sınıf öğretmeni ve öğrenime devam eden 395 öğrenci ile gerçekleştirilmiştir. Nicel araştırma türlerinden ilişkisel tarama modeline göre yapılan bu çalışmada veriler iki tür ölçek ile elde edilmiştir: öğretmenlere uygulanan mesleki inanç ölçeği ve öğrencilere uygulanan problem çözme tutum envanteri. Veri analizinde betimsel ve çıkarımsal istatistik kullanılmıştır. Analiz sonuçları öğretmenlerin mesleki inançlarının duyuşsal ve davranışsal boyutta yoğunlaştığını göstermektedir. Ayrıca öğretmenlerin mesleki inançları ile öğrencilerin problem çözmeye yönelik tutumları arasında iki değişkenin de alt boyutları çerçevesinde ilişki bulunmuştur.

Anahtar Kelimeler:

matematik eğitimi, mesleki inanç, temel eğitim, ilkokul öğrencileri, korelasyonel ilişki tarama

The Relationship between Teachers 'Professional Beliefs and Students' Attitudes towards Problem Solving: Willingness, Persistence and Confidence

In this study, it was investigated whether there is a relationship between teachers 'professional beliefs and students' attitudes towards problem solving. The concept of attitude towards problem solving expressed here is represented by the categories of willingness, persistence and confidence. The research was carried out with 12 classroom teachers who continue their education in the 4th grade of a public primary school and 395 students who continue their education. In this study, which was conducted according to the relational screening model, which was one of the quantitative research types, the data were obtained with two types of scales: professional belief scale applied to teachers and problem solving attitude inventory applied to students. Descriptive and inferential statistics were used in the data analysis. The results of the analysis show that teachers' professional beliefs are concentrated in affective and behavioral dimensions. In addition, a relationship was found between teachers 'professional beliefs and students' attitudes towards solving promlem within the framework of the sub-dimensions of both variables.

Keywords:

mathematics education, professional belief, elementary education, primary school students, correlational screening,

PDF

___

Ashton, P. T. (2015). Historical overview and theoretical perspectives of research on teachers’ beliefs. International handbook of research on teachers’ beliefs, 31-47.
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey and Company.
Budak, İ. (2007). Matematikte üstün yetenekli öğrencileri belirlemede bir model. (Yayınlanmamış doktora tezi). Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
Buyukozturk, S. (2016). Sosyal Bilimler için Veri Analizi El Kitabı İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum, PegemA Yayıncılık, Genişletilmiş 22. Baskı, Ankara.
Brown, C. A., & Cooney, T. J. (1982). Research on Teacher Education: A Philosophical Orientation. Journal of research and Development in Education, 15(4), 13-18.
Chan, K. W. (2004). Preservice Teachers' Epistemological Beliefs and Conceptions about Teaching and Learning: Cultural Implications for Research in Teacher Education. Australian Journal of Teacher Education, 29(1), 1-13.
Chapman, O. (1997). Metaphors in the teaching of mathematical problem solving. Educational studies in Mathematics, 32(3), 201-228.
Chong, S., & Low, E. L. (2009). Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase. Educational Research for Policy and Practice, 8(1), 59-72.
Clark, C. M., & Peterson, P. L. (1984). Teachers' Thought Processes. Occasional Paper No. 72.
Enyedy, N., Goldberg, J., & Welsh, K. M. (2006). Complex dilemmas of identity and practice. Science Education, 90(1), 68-93.
Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-34.
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191.
Field, A. (2009).Discovering statistics using (3.Edition). London: Sage Publication.
Fraenkel, J. R. ,Wallen, N.E., & Hyun, H., H. (2012). How to design and evaluate research in education (Eight Edition). NewYork: McGraw-Hill.
Guskey, T. (2002). Professional development and teacher change, Teachers and Teaching: Theory and Practice, 8(3), 381-391.
Harland, J., & Kinder, K. (2014). Teachers’ continuing professional development: framing a model of outcomes. Professional development in education, 40(4), 669-682. https://math.berkeley.edu/~gmelvin/polya.pdf, Retrieved from 15.12.2019.
Kagan, D., M. (1992). Implication of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of educational research, 72(2), 177-228.
Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers' use of inquiry teaching practices. Journal of research in science teaching, 44(9), 1318-1347.
McMillan, J. W., & Schumacher, S. (2014). Research in education: Evidence-based inquiry (Seventh Edition).Boston:Pearson.
National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: NCTM .
Olkun, S., & Toluk-Ucar, Z. (2012). İlköğretimde etkinlik temelli matematik öğretimi (5. Baskı). Ankara: Eğiten Kitap.
Ornstein A.C. & Lasley, T. J. (2000). Strategies for effective teaching. Boston: McGraw Hill.
Ozgen, B. (2012). Öğretmen ve öğretmen adaylarının mesleki inançları üzerine bir araştırma, (Yayınlanmamış doktora tezi). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
Pajares, M. F. (1992). Teachers‟ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
Podell, D. M., & Soodak, L. C. (1993). Teacher efficacy and bias in special education referrals. The Journal of educational research, 86(4), 247-253.
Putnam, R.T., Lampert, M., & Peterson, P L. (1990). Alternative perspectives on knowing mathematics in elementary schools. In C. Cazden (Ed.), Review of Research in Education, Vol 16, (pp. 57-150). Washington, DC: American Educational Research Association.
Richardson, V. (1996). The Role of Attitudes and Beliefs in Learning to Teach. J. Sikula, T. Buttery, & E. Guyton (Eds), Handbook of Research on Teacher Education: A Project of the Association of Teacher Educators (102-119). New York: Macmillan Library Reference.
Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American educational research journal, 28(3), 559-586.
Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: appropriate use and interpretation. Anesthesia & Analgesia, 126(5), 1763-1768.
Sunbul, M., A. (1996). Öğretmen niteliği ve öğretimdeki rolleri. Kuram ve Uygulamada Eğitim Yönetimi, 8(8), 597-608.
Turkish Republic Ministry of National Education [MoNE]. (2018). İlkokul ve ortaokul matematik dersi öğretim programı. Ankara: Turkish Republic Ministry of National Education.
Turkish Ministry of National Education [MoNE]. (2017). General competencies for teaching profession. Ankara: Turkish Republic Ministry of National Education.
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6(2), 137-148.
Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3-9.