VİDEO KULÜP SÜRECİNE KATILAN ÖĞRETMENLERİN DENEYİMLERİNİ YANSITAN BİR FENOMENOGRAFİ ARAŞTIRMASI

Video tabanlı bir mesleki gelişim modeli olan video kulüp, bir grup öğretmenin kendi veya meslektaşlarının video derslerini izleyerek fark ettikleri durumlar hakkında tartışmalar yürüttükleri bir süreçtir. Bu araştırmanın amacı, mesleki vizyonlarını geliştirmek amacıyla video kulübe katılan beş ortaokul matematik öğretmeninin süreç hakkındaki görüşlerini yansıtmaktır. Dolayısıyla bu araştırma fenomenografik bir araştırma yaklaşımı çerçevesinde geliştirilmiştir. Araştırmanın verileri öğretmenlerle yapılan yarı yapılandırılmış görüşmelerden elde edilmiş ve içerik analizine tabi tutulmuştur. Öğretmenlerle yapılan görüşmelerden elde edilen veriler, video kulüp sürecinin öğretmenlerin fark etmelerini, öğrenciyi tanımalarını, duyarlı öğretim uygulamalarını ve öğrenmelerini desteklediğini göstermiştir. Bu anlamda video kulüplerin öğretmenlerin mesleki gelişimlerini olumlu yönde etkilediği söylenebilir. Bu durum video kulüplerin diğer mesleki gelişim programlarına göre daha esnek uygulanabilirliğinin bir göstergesi olarak da düşünülebilir. Ayrıca çalışmada öğretmenlerin kendi ve meslektaşlarının sınıf videolarını analiz etme deneyimlerini yansıtan görüşlerine yer verilerek etkili bir video kulüp tasarımına yönelik önerileri sunulmuştur. Öğretmen önerileri doğrultusunda video kulüp çalışmalarının mesleki gelişim uygulamalarında istenilen etkileri oluşturabilecek şekilde nasıl süreklilik gösterebileceği araştırılabilir.

A PHENOMENOGRAPHY RESEARCH REFLECTING THE EXPERIENCES OF TEACHERS ATTENDING THE VIDEO CLUB

Video club, which is a video-based professional development model, is a process in which a group of teachers watch class videos of themselves or their colleagues and develop discussions about the situations they noticed. This research reflects the views of five middle school mathematics teachers who joined the video club in order to improve their professional vision. Therefore, this research has been developed within the framework of a phenomenographic research approach. The data of the research were obtained from semi-structured interviews with teachers and subjected to content analysis. The data obtained from the interviews with teachers showed that the video club process supports teachers' noticing, student recognition, sensitive teaching practices and learning. In this sense, it can be said that video clubs have a positive effect on teachers' professional development. This situation can be considered as an indication of the flexible applicability of video clubs compared to other professional development programs. In addition, the views of the teachers reflecting their own and their colleagues' experiences in analyzing classroom videos were presented, and their suggestions for an effective video club design were presented. Future studies in line with teacher suggestions can be investigated how the video club activities can show continuity to create the desired effects in professional development practices.

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