İlköğretim matematik öğretmen adaylarının matematik öğretimine ilişkin inançları

Bu çalışmada ilköğretim matematik öğretmen adaylarının matematik öğretimine ilişkin inançları belirlenmeye çalışılmıştır. Ayrıca bu inançların altında yatan nedenler tartışılmaktadır. Öğretmenlerin inançları onların öğretim uygulamalarını etkilediği ve geliştirilen program reformlarının başarılı olmasında çok kritik role sahip olduğu için, öğretmenlerin inançlarının bilinmesi çok önemlidir. Toplam 181 ilköğretim matematik öğretmen adayına matematik öğretiminin nasıl yapılması gerektiği sorularak altı başlıkta ("Öğretmenin rolü ne olmalı?", "Öğrencinin rolü ne olmalı?", "Uygulama nasıl olmalı?", "Ölçme ve değerlendirme nasıl yapılmalı?", "Öğrencilerarası etkileşim nasıl olmalı?", "Öğretmen ve öğrenciler arasındaki etkileşim nasıl olmalı?") yazılı olarak fikirlerini açıklamaları istenmiştir. Ayrıca çalışma grubuna dâhil olan adaylardan 6 tanesi ile de yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırmadan elde edilen bulgulara göre genel olarak öğretmen adaylarının, geleneksel öğretime daha yakın olmak üzere, geleneksel ve yapılandırmacı görüş arasında bir inanca sahip oldukları tespit edilmiştir. Elde edilen bulgulara göre matematik öğretmen adaylarının öğretime ilişkin inançları tartışılmış ve matematik öğretmen adaylarının eğitimine öğretime ilişkin önerilerde bulunulmuştur.

Prospective elementary mathematic teachers' beliefs about teaching mathematics

The goal of this study is to determine elementary mathematics teachers' beliefs about teaching mathematics. The reasons underlying these beliefs are also discussed. Determining the beliefs of teachers is important since teachers' instructional practices are impacted by teacher's beliefs and they are critical in the success of curriculum reform. The way how mathematics should be taught was asked to 181 prospective elementary mathematics teachers and requested to explain their views by writing under six headings ("What is the role of the teacher?", "What is the role of the student?", "How should be the teaching?", "How should the measurement and evaluation be done?", "How should be the interaction among students?", and "How should be the interaction between students and teacher?"). Semi-constructed interviews were made with 6 of the participants. The results of the study showed that prospective mathematics teachers have mostly intermediate point of view between traditional and constructivist teaching and closer to traditional teaching. Some implications related to teaching are suggested using the results.

PDF

___

Ajzen, I., Fishbein, M. (1980). Understanding Attitudes and Predicting Social Behaviour. Prentice-Hall, Englewood Cliffs, N.J.
Ambrose, R. (2004). "Initiating Change in Prospective Elementary School Teachers' Orientations to Mathematics Teaching by Building on Beliefs" Journal of Mathematics Teacher Education, 7, 2, 91-119.
Bağcı-Kılıç, G. (2001). "Oluşturmacı Fen Öğretimi" Kuram ve Uygulamada Eğitim Bilimleri, 1, 9-22.
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Prentice-Hall, Englewood Cliffs, N.J.
Beswick, K. (2005). "The Beliefs/Practice connection in broadly defined contexts" Mathematics Education Research Journal, 17, 2, 39-68.
Boz, N. (2008). "Turkish Pre-Service Mathematics Teachers' Beliefs about Mathematics Teaching" Australian Journal of Teacher Education, 33, 5, 66-80.
Boz, Y., Uzuntiryaki, E. (2006). "Turkish Prospective Chemistry Teachers' Beliefs about Chemistry Teaching" International Journal of Science Education, 28, 1647-1667.
Brown, C., Borko, H. (1992). Becoming a mathematics teacher. In: D. Grouws (Ed.), Hand-book of Research on Mathematics Teaching and Learning (pp. 209-239), New York: Macmillan.
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.
Bryan, L. A. (2003). "Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning" Journal of Research in Science Teaching, 40(9), 835-868.
Handal, B., Herrington, A. (2003). "Mathematics Teachers' Beliefs and Curriculum Reform" Mathematics Education Research Journal, 15(1), 59-69.
Irez, S. (2007). "Reflection-Oriented Qualitative Approach in Beliefs Research" Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 17-27.
Kagan, D.M. (1992). "Implications of research on teacher belief" Educational Psychologist, 27, 65-90.
Lemberger, J., Hewson, P.W., ISark, H. J. (1999). "Relationships between prospective secondary teachers" classroom practice and their conceptions of biology and of teaching science" Science Education, 88, 347-371.
Levitt, K. E. (2001). "An analysis of elementary teachers' beliefs regarding the teaching and learning of science" Science Education, 86,1-22
Lumpe, A. T., Haney, J. J., Czerniak, C. M. (2000). "Assessing teachers' beliefs about their science teaching context" Journal of Research in Science Teaching 37(3), 275-292.
Markic, S., Eilks, I. (2008). "Developing a Tool to Evaluate Differences in Beliefs About Science Teaching and Learning Among Freshman Science Student Teachers from Different Science Teaching Domains: A Case Study" Eurasia Journal of Mathematics, Science & Technology Education, 4(2), 109-120.
Nespor, J. (1987). "The role of beliefs in the practice of teaching" Journal of Curriculum Studies, 19(4), 317-328.
Pajares, M. F. (1992). "Teachers' beliefs and educational research: Cleaning up a messy construct" Review of Educational Research, 62(3), 307-332.
Sigel, I. E. (1985) Parental belief systems. Hillside, NJ: Erlbaum.
Tsai, C. (2002). "Nested epistemologies: Science teachers' beliefs of teaching, learning and science" International Journal of Science Education, 24(8), 771-783
Uzuntiryaki, E., Boz, Y. (2007). "Turkish Pre-Service Teachers' Beliefs About The Importance Of Teaching Chemistry" Australian Journal of Education, 32,1-16.
Uzuntiryaki, E., Boz, Y., Kirbulut, D., Bektas, O. (2010). "Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?" Research in Science Education, 40:403-424
Wallace, C. S., Kang, N. (2004). "An investigation of experienced secondary science teachers' beliefs about inquiry: An explanation of competing belief sets" Journal of Research in Science Teaching, 41(9), 936-960.
Yurdakul, B. (2007). Yapilandirmacilik (Constructivism). Ö. Demirel (Ed.), Eğitimde Yeni Yönelimler (s. 39-65) Ankara: Pegem A Yayıncılık.