You are here

Home » Content

BİR ORTAÖĞRETİM ÖĞRETMEN ADAYININ GELİŞİMİNİN İNCELENMESİ: ÖĞRETİM İÇİN ÇIKARIMLARI

EXAMINING A PRESERVICE SECONDARY TEACHER’S GROWTH: IMPLICATIONS FOR TEACHING

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2009

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study was to examine a preservice mathematics teacher’s weaknesses in her content knowledge and pedagogical content knowledge of the concept of function when she taught an episode on exponential functions to a group of high school students. During her planning and teaching of a lesson to the group of high school students, I observed the results of her lack of teaching experience and incomplete content knowledge on her pedagogical content knowledge. The results of her teaching experience showed the preservice secondary teacher had misconceptions and during her teaching she passed on these misconceptions to her students.
Abstract (Original Language): 
Bu çalısmada bir matematik ögretmen adayının fonksiyon kavramı ile ilgili alan bilgisindeki eksiklikleri incelemeyi ve bu eksikliklerin ögretmen adayının üstel fonksiyon konusunu, bir grup lise ögrencisine anlatırken nasıl etkiledigini belirlemek amaçlanmıstır. Dersi planlama ve planladıgı dersi ögretme sürecinde, ögretmen adayının alan bilgisindeki ve pedagojik alan bilgisindeki eksiklikler belirlendi. Elde edilen bulgular, ögretmen adayının kavram yanılgılarının oldugunu ve ögretme sürecinde bu kavram yanılgılarını ögrencilerine aktardıgını gösterdi.
FULL TEXT (PDF): 
PDF icon 29-478-1-pb.pdf

REFERENCES

References: 

Ball, D. L. (1990). The mathematical understandings that prospective teachers bring
to teacher education. The Elementary School Journal, 90, 449–466.
Ball, D. L., & McDiarmid, G.W. (1990). The subject-matter preparation of teachers.
In W.R. Houston (Eds.), Handbook of research on teacher education (pp.
437–449). New York, NY: MacMillan.
Cooney T. J. (1994). Research and teacher education: In search of common ground.
Journal for Research in Mathematics Education, 25(6), 608–636.
Cooney, T. J. (1996). Mathematics, pedagogy, and secondary teacher education:
Developing a topic across the curriculum: Functions. Portsmouth, NH:
Heinemann.
Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed method
approaches. London: Sage.
Even, R. (1989). Prospective secondary teachers’ knowledge and understanding
about mathematical functions, Michigan State University, unpublished PhD
thesis.
Even, R. (1993). Subject matter knowledge and pedagogical content knowledge:
Prospective secondary teachers and the functions concept. Journal for
Research in Mathematics Education, 24, 94–116.
Even, R., & Tirosh, D. (1995). Subject-matter knowledge and knowledge about
students as sources of teacher presentations of the subject matter. Educational
Studies in Mathematics, 29, 1–20.
Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher
preparation. Action in Teacher Education, 26, 37–47.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park London:
Sage Publications.
Merriam, S.B. (1988). Case study research in education: A qualitative approach.
San Fransisco: Jossey-Bass.
Sanchez, V., & Llinares, S. (2003). Four student teachers’ pedagogical reasoning on
functions. Journal of Mathematics Teacher Education, 6, 5–25.
Shulman, L. S. (1986). Those who understand: knowledge growth in teaching.
Educational Researcher, 15, 4–14.
Wiersma, W. (2000). Research methods in education: An introduction (7th ed.).
Massachusetts: Allyn & Bacon.
Wilson, M. R. (1992). A study of three preservice secondary mathematics teachers’
knowledge and beliefs about functions. Dissertation, University of Georgia.
Wilson, M. R. (1994). One preservice secondary teacher’s understanding of function:
the impact of a course integrating mathematical content and pedagogy.
Journal for Research in Mathematics Education, 25, 346–270.
Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). “150 ways of knowing”:
Representations of knowledge in teaching. In J. Carlderhead (Eds.),
Exploring teachers’ thinking (pp.104–124). London: Cassell.

Thank you for copying data from http://www.arastirmax.com