Analysis on Teacher Candidates’ Opinions on Teacher Qualifications in Terms of
Cognitive Coaching Approach
Journal Name:
- Eğitim Bilimleri Araştırmaları Dergisi (EBAD)
Keywords (Original Language):
Author Name | University of Author | Faculty of Author |
---|---|---|
Abstract (2. Language):
A learning-centered approach to teaching inevitably requires the learner not only be
in the learning-center, but also requires teachers to be highly competent, with welldeveloped
teaching skills, planning skills, and critical thinking skills guiding their behavior
in order to recognize these qualities in their students. Teachers’ critical thinking skills are one
important way by which teachers can help students learn, explain how and why they
achieved this progress, and talk about their feelings. Such skills like planning, problem
solving, self-regulation, and learning to control the lessons give teachers a level of cognitive
awareness that has become a necessity for good education. In such a learning-centered
process, the learner becomes more independent, and the teacher steadily gains skills as a
cognitive coach.
Although authors disagree on the precise definition of cognitive coaching, it is,
nonetheless, an effective approach in the implementation of metacognition strategies.
Cognitive coaching is based on the idea that cognitive awareness strengthens independence
in learning (Allen, Nichols & Ancess, 2004). Cognitive coaching helps to student about the
issues, such as the teacher’s self-applause, correlating the available knowledge about
teaching strategies and the self-control. [Ed. Note: I do not understand what you mean by
self-applause. This sentence should be rewritten, but I am not sure what you’re trying to say
here.] Costa and Garmston (1994) describes these facilities (capacity or energy source) as
"State of Mind". As an important result of research on metacognition, effective teaching and
learning are understood as a process requiring skill and desire, as well as self-worth (Paris &
Cross, 1983; reported by Paris & Winograd, 1990, 31). For this reason, teachers have many
professional responsibilities for helping students improve their own self-worth. Costa and
Kallick (2000) say that cognitive coach is like a mediator leading the students to be
thoughtful, which they describe as mentally wandering to understand where you are.
Understanding the behavior expected from teachers is essential for determining the program
of objectives and anticipated level of quality standards before teacher education programs.
Because of improved teacher training curriculum standards, candidate teachers will
encounter a variety of unique tasks in schools of different individual characteristics and learn
how to more effectively work with students in the classroom, to become more competent
teachers (Basinger, 2000, 13; Cited in: Adıgüzel, 2008, 54).
To create equal educational opportunities for all, the standardization of teacher
qualifications has become compulsory. In this context, the Turkish Ministry of National
Education developed and published the "General Competencies of Teaching Profession".
Method
The main objective of the research is to examine, in context, teachers' views on teacher
qualifications with regard to cognitive coaching. Research is relational model work applied
to teachers of social studies, science, and fourth class students at the Primary School Teacher Department at Kafkas University in the 2013 – 2014 academic year, with the purpose of
taking the opinions on the cognitive coaching approach from the Faculty of Education. After
removing a total of 222 teacher candidates because of incomplete or inaccurate information,
the study group was formed and the data was analyzed. The scope of this study is not made
to sampling; but was applied to the entire group. *Ed. Note: I don’t understand this. It
sounds like you removed candidates and took a sample of the entire group, but this says the
scope of the study was applied to the entire group. Which is it?]
In this study, three data collection tool were used.
1. Measuring Form: Primary School teachers' views on specific areas of proficiency
examination in the context of cognitive coaching approach.
2. Science Teacher teachers' views on specific areas of proficiency examination in the
context of cognitive coaching approach were analyzed.
3. A Likert-type form was created to analyze and stratify the special field competencies
(bottom (A1), intermediate (A2), top (A3)), according to the "Basic Education Support
Project" developed by Ministry of National Education. [Ed. Note: I am unsure of your
meaning here. Please pay special attention to this edit to be sure that I retained your
original meaning.]
Findings
According to the results obtained from the research findings, teachers’ cognitive
coaching on teacher qualifications was most closely related to the planning aspects of their
opinions, including:
‚School is in a cultural center by identifying the school's strengths and
weaknesses<‛,
‚Teaching and learning processes of students, readiness for the level of
development as well as individual differences in accordance with the original
way of plans<‛,
‚Written, visual and audio materials, content, students development and
readiness according to their level curriculum in an appropriate manner
improves,.'' and,
‚Teaching and learning processes, science and technology curriculum in line with
the students' science process skills, development levels and learning styles taking
into account the plans.''
Regarding the assessment dimensions of cognitive coaching, teacher candidate views
on teacher qualifications included the following:
‚Product evaluation to determine students’ levels of development, the next
regular formative assessment use'', and
''Students' developmental levels and measurement techniques to determine the
question formats to diversify.‛
[Ed. Note: Many of these quotes do not make sense to me, and I am not sure how to edit
them. I have not edited any of them because they are quotations, but I suspect they should be
re-translated from Turkish (?) and edited accordingly.]
The effect of cognitive coaching on teacher qualifications related to the size of the
planning agents was examined, with Primary School Department students noting the highest
participation in "Development properties that differ in the students by taking into account
the methods and techniques diversify the statement", and the lowest participation is "teaching methods and techniques and training environment with special needs, according
to the students by adapting organized events". Students from the social studies department
chose "teaching and learning processes of students, readiness for the level of development as
well as individual differences according to the original way of plans in the expression" as the
most important, while the least important point was "Teaching effectiveness in the teaching
methods and techniques with special needs and special education requirements that adapts
to students". Students from science teaching department note the highest importance of
"teaching and learning processes, science and technology curriculum in line with the
students' science process skills, development levels and learning styles, taking into account
plans", while the least important response was noted as "Teaching effectiveness in the
teaching methods and techniques with special needs and according to students, who need
special education‛. *Ed. Note: Again, I am not sure of your meaning here. It seems to me that
you are referring to the most and least frequent responses to a questionnaire. If this is
incorrect, then you should re-edit this paragraph.]
Thoughts on cognitive coaching regarding teacher qualifications related to the size of
the material was examined, with students from the primary school teaching department
noting the most important quality as "in class effective communication medium", while the
least important quality was noted as "students' in problem solving skills to develop, not
worrying, data collection, inference and evaluation steps targeted problem-based learning,
invention, various strategies such as containing organizes events‛. Social Studies
Department Students responded that the most important quality was ‚students interested in
the profession of the required training, knowledge, skills and personality traits determine",
and the least important as "Scientific and Educational periodicals." Science Teaching
Department Students marked the most important quality as ‚out of students of Science and
Technology in the fields of misconceptions to identify and to resolve concept maps, concept
networks, semantic feature analysis concepts and texts as well as various technical uses",
with the least important quality for them was "Students' science requirement, using scientific
methods development and the contributions of scientists to grasp the history of science
drama, posters and brochures throughout the school organizes various activities such as the
preparation.‛ *Ed. Note: Again, I am not sure of your meaning here. It seems to me that you
are referring to the most and least frequent responses to a questionnaire. If this is incorrect,
then you should re-edit this paragraph. Also, I have not edited the quotations, which I
believe to be questionnaire responses. I am not sure of the meanings of these translations, but
if they are original English responses, I did not want to misrepresent the language.]
Thoughts on cognitive coaching regarding teacher qualifications related to the size of
the assessment materials was examined, with classroom teaching academy students noting
the most important response as "students' developmental levels for monitoring product
evaluation alongside the process evaluation also regularly using the expression", and the
least important quality as "measurement data in accordance with the students' selfassessment
allowing them to be". Social studies department students noted the highest
response as "measurement and evaluation studies in the program gains taking into account
student assessment purposes‛, and their least important response was "students' skills
development in monitoring families collaborated with the statement". Science teaching
department students noted the most important response to be "students' in the
developmental levels to determine the question formats and measurement techniques
diversifies‛, while notice the least important as "teaching profession overall competence on the basis of his colleagues and managers as stakeholders taking views on a regular basis
makes self-evaluation‛.
These findings are in line with the planning of teacher candidates' cognitive coaching
approach and their thinking about teacher qualifications, which are accepted positively by
most.
Conclusions, Discussions and Implications
The importance of professional competence has been developed from students'
opinions. When viewed from this perspective, the development of problem solving skills and
higher level thinking skills involved in cognitive coaching are both an important element of
teacher professional competence. Research findings demonstrate that students often noted
that they "completely agree‛ with these conclusions from the questionnaire. In this context,
cognitive coaching principles in teaching towards vocational qualifications may be accepted
as a positive outlook.
As a result, cognitive coaching is an important concept closely related to many other
important ideas used in teacher education, including problem solving, creativity, critical
thinking and self-efficacy. Nowadays, teachers must be trained to provide students with
these most important features of education. The positive responses to the educational
environment from the majority of teachers demonstrates that preparing the teacher in
accordance with cognitive coaching regarding professional qualifications is extremely
important for educating the next generation of teachers.
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Abstract (Original Language):
Bu araştırmanın temel amacı öğretmen adaylarının öğretmen yeterlilikleri hakkındaki görüşlerinin bilişsel koçluk yaklaşımı bağlamında incelenmesidir. Araştırma ilişkisel tarama modelindedir. Araştırmanın verileri Sınıf Öğretmenliği öğretmen adaylarının özel alan yeterliliklerine ilişkin görüşlerinin bilişsel koçluk yaklaşımı bağlamında incelenme ölçme formu, Sosyal Bilgisi Öğretmenliği öğretmen adaylarının özel alan yeterliliklerine ilişkin görüşlerinin bilişsel koçluk yaklaşımı bağlamında incelenme ölçme formu, Fen Bilgisi Öğretmenliği öğretmen adaylarının özel alan yeterliliklerine ilişkin görüşlerinin bilişsel koçluk yaklaşımı bağlamında incelenme ölçme formu olmak üzere dört veri toplama aracı kullanılmıştır. Öğretmen mesleki yeterlilikleri boyutunda bakıldığında, sınıf öğretmenliği, sosyal bilgiler öğretmenliği ve fen bilgisi eğitimi programlarında yer alan yeterlilik alanlarından; öğrenme ve öğretim sürecini planlama ve düzenleme, öğrenme ve öğretme ortamı ve gelişim, izleme ve değerlendirme, okul, aile ve toplumla işbirliği yapma, mesleki gelişimi sağlama, dil becerisini geliştirme, dil gelişimini izleme ve değerlendirme, bilimsel ve teknolojik gelişim, bireysel sorumluluklar ve sosyalleşme, gelişimi izleme ve değerlendirme alanlarının bilişsel koçluk yaklaşımının öğretmen eğitiminde yer alan boyutlarıyla uyuştuğu görülmektedir. Bu açılardan bakıldığında, gerek problem çözme becerisinin gelişmesinde ve gerekse eğitim programlarında sıklıkla vurgulanan üst düzey düşünme becerilerinin gelişmesinde bilişsel koçlukta yer alan öğretmenlik özel alan yeterlilikleri önemli bir unsurdur. Araştırmada elde edilen bulgular doğrultusunda, öğrencilerin sıklıkla ölçme formundaki maddelere ‚tamamen katılıyorum‛ ifadesini kullanmış olmaları, bilişsel koçluk ilkeleri doğrultusunda yer alan öğretmenlik yeterliliklerine ilişkin olumlu bir bakış açısı içinde oldukları söylenebilir.
FULL TEXT (PDF):
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