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AMERİKA BİRLEŞİK DEVLETLERİ’NDE UYGULANAN UZMAN ÖĞRETMENLİK SERTİFİKASI PROGRAMININ FEN BİLGİSİ ÖĞRETMENLERİNİN MESLEKİ GELİŞİMLERİNDEKİ ROLÜNÜN İNCELENMESİ

EXAMINING THE ROLE OF NATIONAL BOARD CERTIFICATION IN PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study examined the meaning of undergoing the performance assessment process of National Board Certification (NBC) for science teachers. Based on the cases of four experienced science teachers, this naturalistic inquiry study indicated that NBC assessment process played an affirmational role for science teachers in their professional development. This meant that teachers completed the advanced certification process with an elevated confidence into their existing notions and ways of teaching science. However, their notions and ways of teaching science were not necessarily in favor of the ideas advocated in the contemporary science education reform movements. This suggested that pursuing advanced certification procedure strengthened the conventional notions of some teachers in teaching science rather than opening new avenues in developing a higher affiliation with the reform ideas promoted in science education reform documents.
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Abstract (Original Language): 
Bu çalışma, performans değerlendirme sistemine dayalı olan uzman öğretmenlik sertifika programına katılmanın, fen öğretmenleri için ne mana ifade ettiği konusunu inceledi. Dört tane tecrübeli uzman fen öğretmeni ile yapılan niteliksel araştırmanın sonuçları, uzmanlık sertifikası değerlendirme sürecinin öğretmenlerin mesleki gelişimlerinde teyit edici bir rol oynadığını göstermiştir. Bundan, öğretmenlerin uzmanlık sertifika programını, fen öğretimi ile ilgili varolan düşünce ve yöntemlerine olan güvenlerini perçinlemiş bir şekilde tamamladıkları sonucuna ulaşabiliriz. Fakat, bu sonuç, öğretmenlerin fen öğretimi ile ilgili varolan düşünce ve uygulamalarının mutlaka fen eğitimindeki çağdaş reform hareketlerinde savunulan düşünceler ile uyumluluk gösterdiği anlamına gelmez. Bundan yapılabilecek çıkarım, uzmanlık sertifikası programına devam etmenin, bazı öğretmenlerin fen eğitimi reform dökümanlarında savunulan görüşlere olan yakınlıklarını arttırmaları için yeni açılımlar geliştirmelerine olanak sağlamak yerine fen öğretimindeki geleneksel düşüncelerin daha da güçlenmesini sağladığı şeklinde ifade edilebilir.
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  • 2
211-234
  • English

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