Dilek DOĞAN, Mehmet Fatih YİĞİT, Arman ALIR, Ayça FİDAN, Özkan ÖZBAY, Hakan TÜZÜN

Öğretmen Adaylarının Bir Öğretmen Eğitimi Simülasyonunun Kullanımına İlişkin Görüşlerinin İncelenmesi

Bu çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun kullanılabilirliğine ilişkin öğretmen adaylarının görüşlerini ortaya koymaktır. Bu amaçla “Sınıfta” isimli üç-boyutlu öğretmen eğitimi simülasyonunun kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı örnekleme yöntemine göre seçilen, Ankara’da bulunan bir devlet üniversitesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde öğrenim gören 3. sınıf öğrencilerinden “Sınıf Yönetimi” ve “Öğretim Tasarımı” dersleri ile üç-boyutlu çok-kullanıcılı ortam tasarımıyla ilgili ders almış olan 39 öğretmen adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar laboratuvarında simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk 10 dakikası simülasyonun “Öğrenmeye Başla” bölümünü, 60 dakika boyunca da sınıf yönetimi simülasyonunu deneyimlemişlerdir. Veriler uygulama sonrasında araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır. Ayrıca simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem araştırmalarından çeşitleme yaklaşımının benimsendiği araştırmada nitel veriler NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS programıyla analiz edilmiştir. Analiz sonuçlarına göre, öğretmen adayları “Sınıfta” öğretmen eğitimi simülasyonunun kullanımının kolay olduğunu ve simülasyonun otantik bir sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir. Ayrıca öğretmen adayları, “Sınıfta” ile ders planı hazırlama, sınıf düzeni oluşturma, zaman yönetimi, öğrenci sayısına göre sınıf kontrolü, istenmeyen davranışlara yönelik strateji geliştirme gibi durumlar hakkında farkındalıklarının arttığını ve yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak kullanılabileceğini ifade etmişlerdir. Bununla birlikte, simülasyonda öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin yetersiz olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı yavaşlattığı, ekran kontrollerinin zor olduğu belirtilmiştir.

Anahtar Kelimeler:

üç-boyutlu simülasyon, öğretmen eğitimi simülasyonu, öğretmen eğitimi

Examining Pre-Service Teacher Opinions on Using a Teacher Training Simulation

The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of three-dimensional teacher training simulation called “SimInClass” were taken. The participants were 39 university students in their junior years who had taken “Classroom Management”, “Instructional Design” and multi-user virtual-environment design courses from a state university, from the Faculty of Education, Department of Computer Education and Instructional Technology (CEIT), in Ankara, Turkey. The pre-service teachers used simulations in a computer lab. In the orientation of the students, they used “Start Tutorial” part of the simulation for 10 minutes, and then they experienced the teacher training simulation as “teachers” for 60 minutes. After the implementation, data were collected via an online questionnaire, which was developed by the researchers. In addition, evaluation records which measure the level of knowledge and concentration of the class of the simulation were used, as well. According to this, it was observed that the teacher training simulation is easy to use and offers an opportunity to experience a real classroom environment. Moreover, candidate teachers expressed an increase in their awareness about situations such as preparation of lesson plan, classroom management, time management, and classroom control according to the number of students and strategy development for undesirable behaviors. It is therefore stated that “SimInClass” can be used as an auxiliary tool in the professional development process. However, it is noted that the interaction between the teacher and the student in simulations is limited; the feedbacks are insufficient and flow quickly from the screen, making it difficult to read the feedbacks. In addition, students also reported that the sound effects are insufficient and the simulation slows down the computer when it is used at a high resolution.

Keywords:

three-dimensional simulation, teacher education simulation, teacher education,

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