Video Kulüp Sürecine Katılan Öğretmenlerin Deneyimlerini Yansıtan Bir Fenomenografi Araştırması

Video tabanlı bir mesleki gelişim modeli olan video kulüp, bir grup öğretmenin kendi veya meslektaşlarının video derslerini izleyerek fark ettikleri durumlar hakkında tartışmalar geliştirdikleri 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 etme becerisini, öğrenciyi tanıma bilgisini, duyarlı öğretim uygulamalarını ve öğretmen öğrenmesini 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 gösterebileceğini araştırılabilir.

Anahtar Kelimeler:

Öğretmen mesleki gelişimi, mesleki gelişim modelleri, video kulüp, matematik öğretmeni

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