İNANÇLARIN VE DEMOGRAFİK DEĞİŞKENLERİN SINIF ÖĞRETMENLERİNİN YAZILI ANLATIM ÖĞRETİMİ UYGULAMALARINA ETKİSİ

Bu araştırmanın amacı ilköğretim birinci kademede öğretmenlik yapan öğretmenlerin yazılı anlatım öğretimi konusundaki inançlarının, mesleki deneyimlerinin, öğrenim durumlarının, sınıflarındaki öğrenci sayılarının ve cinsiyetlerinin yapılandırmacı yaklaşım felsefesine dayalı yazma öğretimi uygulamaları üzerindeki etkilerini belirlemektir. Bu çalışma için geliştirilen Yazma Öğretimi İnançları ve Pratikleri Ölçeği 159 öğretmene uygulanmış ve sonuçları istatistiksel olarak analiz edilmiştir. Araştırmadan elde edilen sonuçlara göre yapılandırmacı ve geleneksel yaklaşımların dengelendiği bir öğretim yaklaşımını savunan öğretmenler ile yalnızca yapılandırmacı yaklaşımı savunan öğretmenlerin yapılandırmacı yaklaşım odaklı uygulamalar yaptığı, geleneksel öğretim yaklaşımlarına inanan öğretmenlerin ise geleneksel öğretim uygulamaları yaptığı bulgulanmıştır. Ayrıca cinsiyet, öğrenci sayısı ve mesleki deneyimin yapılan uygulamalar üstünde anlamlı bir etkisinin olmadığı saptanmıştır.

Anahtar Kelimeler:

Öğretmen İnançları, Yazılı Anlatım, Sınıf Öğretmeni

The purpose of this study is to examine the effect of teachers’ beliefs about teaching writing, professional experiences, educational background, the number of students in their classrooms, and teacher gender on their self-reported constructivist writing practices. The data were collected using a Teacher Beliefs and Practices of Writing Instruction Scale developed by the researcher from a sample of 159 elementary school teachers. The resulting demographic variables and beliefs and practices data analyzed using statistical analysis. According to the results of this study, teachers who hold beliefs congruent with the principles of constructivist epistemology and the principles of a balanced approach that adopt both constructivist and traditional orientation engage in constructivist-compatible writing practices. However, teachers who demonstrate a traditional teaching orientation do not employ constructivist-compatible writing practices. Professional experiences, educational background, the number of students in their classrooms, and the gender of teachers were found to have no significant effect on teachers’ teaching writing practices

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