Matematik Öğretmen Adaylarının Matematik Öğretmeye Yönelik Kaygılarının İncelenmesi

Bu araştırmanın amacı Fen-Edebiyat Bölümü mezunlarına öğretmenlik bilgi ve becerisini kazandırmaya yönelik pedagojik formasyon uygulamasına devam eden ve Eğitim Fakültesinde öğrenim görmekte olan matematik eğitimi bölümü öğretmen adaylarının matematik öğretmeye yönelik kaygı düzeylerini belirlemektir. Buna ilave olarak bu kaygılarının cinsiyet ve öğretmenlik eğitimi alınan program değişkenine göre anlamlı bir fark gösterip göstermediğini tespit etmektir. Araştırmanın örneklemini Eğitim Fakültesi Matematik Eğitimi bölümünde lisans öğrenimi görmekte olan ve matematik bölümü mezunu olup Pedagojik Formasyon Eğitimi almakta olan toplam 301 matematik öğretmeni adayı oluşturmaktadır. Çalışma genel tarama modelinde yapılmış betimsel aynı zamanda da öğretmen adaylarının matematik öğretmeye yönelik kaygı düzey ortalamalarını inceleyen karşılaştırma çalışmasıdır. Matematik öğretmen adaylarının matematik öğretmeye yönelik kaygı düzeylerini belirlemek için ”Matematik Öğretmeye Yönelik Kaygı Ölçeği” kullanılmıştır. Matematik eğitimi bölümünde ve Pedagojik Formasyon Programında öğrenim gören matematik öğretmen adaylarının matematik öğretmeye yönelik kaygılarının incelenmesi için betimsel istatislikler ve normal dağılım göstemeyen veriler için Mann whitney-u istatistikleri kullanılmıştır. Araştırmanın sonucunda Eğitim Fakültesinde öğrenim görmekte olan öğretmen adayları ile Pedagojik Formasyon programı matematik öğretmen adaylarının matematik öğretmeye yönelik kaygı puan ortalamaları birbirine çok yakın bulunmuştur. İki gruptaki matematik öğretmen adaylarının matematik öğretmeye yönelik kaygılarının cinsiyete göre kızlar lehine anlamlı bir farklılık gösterdiği tespit edilmiştir.

Anahtar Kelimeler:

matematik bölümü, öğretmen adayı, matematik öğretimi, kaygı, formasyon eğitimi

The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels

The aim of this research is to determine prospective mathematics teachers’ mathematics teaching anxiety level who continue Pedagogical Formation Program aiming at acquiring the skills to the teachers who graduated in the Science Department and who studied in Mathematics Education Department at the Faculty of Education. Besides, it is aimed to examine whether the difference is significant in accordance with the program from which teacher education is received and gender variables. The sample of the research consists of 301 prospective math teachers who is studying at Math Education Department at Faculty of Education and receiving Pedagogical Formation Education. The study is a descriptive study which is made in accordance with the general survey model and is also a comparative study in which teaching anxiety mean levels of prospective math teachers about mathematics are examined. “The Mathematics Teaching Anxiety Scale” is used to examine the anxiety levels about teaching math of prospective math teachers. Descriptive statistics are used for the mathematics teaching anxieties of prospective math teachers who are studying at Math Education Department and Pedagogical Formation Program. As a result of the research, mathematics teaching anxiety mean scores of the prospective math teachers who continue Pedagogical Formation Program and who are studying in Mathematics Education Department at the Faculty of Education are found very close to each other. It is obtained that the prospective math teachers’ anxieties for teaching mathematics in two groups have a significant difference in accordance with gender in favor of female ones.

Keywords:

mathematics department, teacher candidate, mathematics teaching, anxiety, formation education,

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