Buradasınız

Anasayfa » Content

ÖĞRETMEN ADAYLARININ PEDAGOJİK SESLERİ ARACILIĞIYLA İLKÖĞRETİM BÖLÜMLERİNİN GELİŞTİRİLMESİ

IMPROVING PRIMARY TEACHER EDUCATION DEPARTMENTS THROUGH PRE-SERVICE TEACHERS’ PEDAGOGICAL VOICES

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2006

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
A growing body of studies into the job of teaching has described it as an overwhelmingly demanding task due to its very nature. This demanding job requires, among many others, a careful consideration of the issue of what the candidate owners think of the department of primary teacher education. This study, undertaken when a group of pre-service primary teachers were undergoing their initial professional education in the department of primary teacher education after two months of recruitment, investigated their initial views of teacher education. The data were collected through group interviews conducted entirely on a voluntary-basis then processed by means of qualitative analysis. The student teachers’ pedagogical voices indicated that there were “gaps” between what they expected and what they faced in their initial teacher training courses in order to become effective teachers.
Bookmark/Search this post with
Abstract (Original Language): 
Ögretmenlik meslegi üzerine yapılan birçok arastırma, dogası geregi bu meslegin oldukça zor oldugunu göstermektedir. Bu zor meslek, ögretmen adaylarının ilkögretim bölümü hakkında neler düsündükleri konusunda dikkatli bir incelemeyi de gerektirmektedir. Arastırma, ilkögretim bölümü sınıf ögretmenligi programındaki ögretmen adaylarının programa kabul edilmesinden iki ay sonra yapılmıs olup, bir grup ögretmen adayının egitim hakkındaki ilk düsüncelerini incelemistir. Veriler ise grup görüsme metoduyla toplanmıs, arastırmaya katılım tamamen gönüllük esasına dayandırılmıstır. Veriler, nitel analiz yardımıyla isleme tabi tutulmustur. Adayların pedagojik sesleri, ögretmen egitiminde etkili bir ögretmen olabilmek için ne bekledikleri ve nelerle karsılastıkları arasında “bosluk” oldugunu göstermektedir.
FULL TEXT (PDF): 
PDF icon 63-428-1-pb.pdf
  • 2
68-80
  • English

REFERENCES

References: 

Bassey, M. (1999). Case Study Research in Educational Settings. Buckingham &
Philadelphia: Open University Press.
Bagdan, R. C. & Biklen, S. K. (1992). Qualitative Research for Education: An
introduction to theory and Methods. London: Allyn & Bacon.
Clandinin, D. J. (1992). Creating spaces for teachers’ voices. Journal of
Educational Thought, 26 (1), 59-61.
Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education,
(5th edition). London: New York: Routledge & Falmer Press.
Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning.
London: Falmer Press.
Ekiz, D. (2001). Exploring Primary School Teachers’ Pre-active and Practical
Theories of Teaching Science: Multiple Case Studies from Turkey,
(Unpublished EdD Thesis), University of Nottingham: Nottingham, U.K.
Ekiz, D. (2003). Egitimde Arastırma Yöntem ve Metodlarına Giris: Nitel, Nicel
ve Elestirel Kuram Metodolojileri. Ankara: Anı Yayıncılık.
Ekiz, D. (2006). Investigation of student teachers’, who choose the job of primary
teaching, profiles and future expectations. Journal of Social Science, 16
(1), 131-147.
Elbaz, F. (1991). Research on teachers’ knowledge: The evolution of a discourse.
Journal of Curriculum Studies, 23 (1), 1-19.
Francis, D. (1995). The reflective journal: A window to preservice teachers’ practical
knowledge. Teaching and Teacher Education, 11 (3), 229-241.
Furlong, J. Barton, L., Miles, S., Whiting, C. & Whitty, G. (2000). Teacher
Education in Transition: Re-forming professionalism. Buckingham:
Open University Press.
Fullan, G. M. (1991). The New Meaning of Educational Change. London: Cassell.
Fullan, G. M. (1992). Successful School Improvement. Buckingham &
Philadelphia: Open University Press.
Hammersley, M. & Woods, P. (1984). Editors’ introduction, in M. Hammersley & P.
Woods, (eds.), Life in School. Milton Keynes: Open University Press.
Hargreaves, D. H. (1997). School culture, school effectiveness and school
improvement, in A. Harris, N. Bennett & M. Preedy (eds.), Organisational
Effectiveness and Improvement in Education. Buckingham &
Philadelphia: Open University Press.
Hirst, P. (1996). The demands of professional practice and preparation for teaching,
in J. Furlon & R. Smith (eds.), The Role of Higher Education in Initial
Teacher Training. London: Kogan Page.
Hoyle, E. & John, P. D. (1995). Professional Knowledge and Professional
Practice. London: Cassell.
Glaser, B. & Strauss, A. (1967). Discovery of Grounded Theory. Chicago: Aldine.
Jensen, M., Foster, E. & Meghan, E. (1997). Creating a space where teachers can
locate their voices and develop their pedagogical awareness. Teaching and
Teacher Education, 13 (8), 863-875.
Kagan, D. M. (1992). Professional growth among pre-service and beginning
teachers. Review of Educational Research, 62 (2), 129-167.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.
Loughran, J. (1996). Developing Reflective Practice: Learning about Teaching
and Learning through Modelling. London: Palmer Press.
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in
Education: Revised and Expanded from Case Study Research in
Education. San Francisco: Jossey-Bass.
Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: A
Sourcebook of New Methods, (2nd edition). Newbury Park, CA: Sega.
Rudduck, J. Chaplain, R. & Wallace, G. (1996). School Improvement: What can
Pupilst Tell Us? London: David Fulton Publishers.
Schön, D. A. (1983). The Reflective Practitioner: How Professional Think in
Action. New York: Basic Books.
Schön, D. A. (1987). Educating the Reflective Practitioner: Toward a New
Design for Teaching and Learning in the Professions. New York: Basic
Books.
Stool, L. & Fink, D. (1996). Changing Our Schools. Buckingham: Open University
Press.
Strauss, A. L. & Corbin, J. (1998). Basics of Qualitative Research, (2nd edition).
Newbury Prak, CA: Sega.
Sugrue, C. (1996). Student teachers’ lay theories: Implications for professional
development, in I. F. Goodson, A. Hargreaves (eds.), Teachers’
Professional Lives. London: Falmer Press.
Woods, P. (1996). Researching the Art of Teaching: Ethnography for
Educational Use. London:& New York: Routledge.
Yin, R. K. (1994). Case Study Research: Design and Methods, (2nd edition).
London: Sega.

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