Mualla Bilgin AKSU, Türkan AKSU, Çiğdem APAYDIN, GAMZE KASALAK, Oya TAN, YEŞİM ŞENOL

Aday Öğretmenlerin Uygulamalı Eğitim Sürecinin Akran Danışma ve Kliniksel Denetim Yoluyla Desteklenmesi

Bu araştırmanın amacı, aday öğretmenlerin uygulamalı eğitim sürecinin akran danışma ve kliniksel denetim yoluyla desteklenmesidir. Araştırma deneme öncesi model ve nitel yöntem kullanılarak karma desende yürütülmüştür. Araştırmanın çalışma grubunu altı farklı okulda görev yapan 14 aday ve 14 rehber öğretmen oluşturmuştur. Deneme öncesi modelin nicel yöntemi için geliştirilen dört denence ön ve son test ile sınanmıştır. Nitel yöntem için de tüm katılımcıların akran danışma ve kliniksel denetim sürecine ilişkin görüşleri alınmıştır. Araştırma sonuçları, aday öğretmenlerin inançlarının sınıf yönetiminde yeterlikte olumlu yönde değiştiğini, ancak öğretimde yeterlik inançlarında önemli bir farklılık olmadığını göstermiştir. Aday öğretmenlerin açık ve gizli kendi alanlarında da ön ve son test puanları arasında istatistiksel farklılık bulunmamıştır. Araştırmanın nitel bulguları, akran danışma ve kliniksel denetimin uygulamalı eğitim sürecinde aday öğretmenlerin gelişimine katkı sağlayabileceğini göstermektedir. Sonuç olarak, uygun koşulların sağlanması halinde, aday öğretmenlerin yetiştirilmesinde akran danışma ve kliniksel denetimin kullanılması önerilebilir.

Promoting Practical Training Process of Novice Teachers through Peer Consultation and Clinical Supervision

The purpose of this study was to promote practical training process of novice teachers through peer consultation and clinical supervision. This study was conducted in a hybrid design using preexperimental model and qualitative method. The study participants were consisted of 14 novice teachers and 14 mentors employed in six different schools. Four hypotheses developed for the quantitative method of the study were tested via pre and posttest. The views of all the participants regarding peer consultation and clinical supervision process were obtained for the qualitative method. Results of the quantitative study revealed that novice teachers' beliefs differed positively in classroom management efficacy but there was no significant difference in teaching efficacy beliefs at the end of the study. No statistical difference between pre and posttest scores was also found in novice teachers' open and private self-areas. The qualitative findings of this study indicated that peer consultation and clinical supervision can contribute to novice teachers' development in the process of practical training. In conclusion, if appropriate conditions are met, it is recommended that peer consultation and clinical supervision be used for training novice teachers.

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Kuram ve Uygulamada Eğitim Yönetimi-Cover

ISSN: 1300-4832
Yayın Aralığı: Yılda 4 Sayı
Başlangıç: 1995
Yayıncı: Pegem Akademi Yayıncılık Eğitim Danışmanlık Hizmetleri Tic. Ltd. Şti.

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