TEACHERS’ PERCEPTIONS ON THE CONCEPT OF CLINICAL PRACTICE IN TEACHER EDUCATION

The 21st century has become a watershed in realizing the importance of high-quality clinical programs in teacher preparation. The main purpose of this research was to determine teachers' mental images about the concept of clinical practice in teacher education via metaphors. This research was carried out with 71 teachers working at secondary schools, in the 2017-2018 academic year. The data were collected through an open-ended questionnaire named “A Form of Determination of Teachers’ Metaphors”. A phenomenology method which is a qualitative research method was used. Teachers explained the concept of clinical practice in terms of the importance of teacher education, the importance of collaboration among clinical teachers, clinical mentors and preservice teachers, feedbacks from clinical teachers to preservice teachers and the length of the training program via metaphors. The data were analyzed by content analysis. Related data were gathered; and the name of the category, the context of the category, and the frequency of usage were calculated for metaphors that reflect certain characteristic in each category. From the metaphors about clinical practice and the research field, it was inferred that participants perceived the field within a wide conjecture and interestingly projected its contributions to teacher education. It was seen that the majority of teacher support practical education in teacher training. They expressed their opinions about this issue through different metaphors.

ÖĞRETMENLERİN ÖĞRETMEN EĞİTİMİNDE UYGULANAN KLİNİK UYGULAMA MODELİNE İLİŞKİN ALGILARI

21. yüzyıl, öğretmen eğitiminde yeni bir yaklaşım olan klinik uygulama modelinin öneminin anlaşılmasında bir dönüm noktası olmuştur. Bu araştırmanın amacı, öğretmenlerin son dönemde öğretmen eğitiminde popülerliğini artıran klinik uygulama kavramına ilişkin algılarını metaforlar yoluyla belirlemektir. Bu çalışma, 2017- 2018 eğitim öğretim yılında ortaokulda çalışan 71 öğretmenin katılımıyla yürütülmüştür. Veriler açık uçlu sorulardan oluşan ‘Öğretmenlerin Metaforlarını Belirlemeye Yönelik Form’ ile elde edilmiştir. Araştırmada nitel araştırma yöntemi içerisinde yer alan olgu bilim deseni kullanılmıştır. Katılımcılar klinik uygulama kavramını, öğretmen eğitiminin önemi, klinik uygulama paydaşları arasındaki işbirliğinin önemi, danışmanın aday öğretmene verdiği dönütün önemi ve programın süresi bakımından metaforlar yoluyla değerlendirmişlerdir. Verilerin çözümlenmesinde içerik analizinden faydalanılmıştır. Elde edilen metaforlar kategorilere ayrılmış ve isimlendirilmiş, metaforların kullanım sıklığı hesaplanmıştır. Klinik uygulama kavramına ilişkin üretilen metaforlara bakıldığında, katılımcıların konuyu geniş boyutta ele aldığı ve öğretmen eğitimine katkıları üzerinde durduğu görülmüştür. Öğretmenlerin büyük bir çoğunluğu öğretmen eğitiminde öğretmenlik uygulamasının artırılmasını desteklemiş, fikirlerini farklı metaforlar yoluyla ifade etmişlerdir.

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