Sınıf Öğretmen Adaylarının Öğretmenlik Uygulaması Dersine Yönelik Yaşadıkları Sorunlar Ve Çözüm Öner

Taşdere, Ahmet

doi:10.7827/turkishstudies.6254

Cited by 19 publications

(8 citation statements)

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“…Many other research studies about pre-service and inservice teachers revealed similar results with participants reporting the problems they face due to the fact that the integrated practicum occurs late and is not long-enough (Akbaba & Altun, 1998;Altıntaş & Görgen, 2014;Atıcı, 2007;Savran Gencer & Çakıroğlu, 2007;Taşdere, 2014). In this respect, it can be concluded that the participating teachers of this study emphasized that the preservice teachers' lack of sufficient practice might be the main problem for educating qualified teachers.…”

Section: Discussionsupporting

confidence: 53%

“…Bu sonuç ilgili literatüre paraleldir. Öğretmen adayları ve öğretmenlerle yapılan birçok araştırmada katılımcılar benzer görüşleri dile getirerek, uygulamaların son sınıfa bırakılması ve sürenin yetersizliğinden dolayı sorunlar yaşadıklarını ifade etmişlerdir (Akbaba & Altun, 1998;Altıntaş & Görgen, 2014;Atıcı, 2007;Savran Gencer & Çakıroğlu, 2007;Taşdere, 2014). Bu durumda araştırmaya katılan öğretmenlerin uygulama eksikliğini, nitelikli öğretmen yetiştirmedeki temel sorun olarak vurguladığı söylenebilir.…”

Section: öğRetmenlerinin Sınıf Yönetimine Yönelik Hizmet öNcesi Aldıkunclassified

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Investigating the views of high school teachers about classroom management<p>Lise öğretmenlerinin sınıf yönetimine ilişkin görüşlerinin incelenmesi

Sadık

2017

HumanSciences

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Section: Discussionsupporting

confidence: 53%

Section: öğRetmenlerinin Sınıf Yönetimine Yönelik Hizmet öNcesi Aldıkunclassified

Investigating the views of high school teachers about classroom management<p>Lise öğretmenlerinin sınıf yönetimine ilişkin görüşlerinin incelenmesi

Sadık

2017

HumanSciences

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“…However, it was confirmed that pre-service teachers use teacher centered approaches instead of the student centered, activity based and material based teaching and teaching which aims to learn together by exploring in group studies (Eraslan, 2008). In the study conducted by Taşdere (2014) it was found out that teachers teach their subject matter depending on a single source in traditional way and students get knowledge from the source directly and are passive in the process. When the curricula developed based on the constructive approach is examined, students should be responsible for their own learning in teaching-learning process and strategies, method and techniques constantly should be used to make them active.…”

Section: Discussionmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions with Regard to Teaching-Learning Processes

Özdaş¹

2018

JEL

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Teaching-learning process has a great important medium where pre-service teachers develop experiences and competences. Pre-service teachers are introduced to this process in a professional sense through the school experience course in teacher training. In this process, it is crucial to identify the encountered difficulties and matters. For this purpose, the perceptions of 48 pre-service teachers attending Pedagogical Formation Training at Mardin Artuklu University and taking the school experience course were got. The study group of the current research consists of the 48 pre-service teachers taking the school experience course in 2014-2015 academic year. The qualitative research method based on the data collection instrument involving two questions in the semi-structured interview form was used. The content analysis was conducted to analyze the data. According to the findings, it was revealed that the pre-service teachers observe or encounter 219 matters with regard to teaching and learning process in the school experience course. It was identified that the most encountered reasons are teacher, school, student related reasons and other ones, respectively. The pre-service teachers developed 229 suggestions to overcome these matters. The findings of this research were compared with the ones in the literature. In this regard, teaching-learning process was discussed.

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“…In studies carried out in the field, it was revealed that the mentor teachers who will guide the novice teachers in the teaching practice courses taken during the undergraduate education are lacking in some skills such as planning and giving feedback before implementation, vocational guidance, evaluation of the process [50, 51,48]. There is also evidence that the practice teachers who will guide the candidates have poor communication with candidates [52,53,44]. Alemdağ and Özdemir Şimşek [44] found that participants did not relate between the theoretical training in education faculties and the practical experience in practice schools and that in practice teachers could not be a good role model to establish the relationship between theory and practice.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Assessment of Induction to Teaching Program: Opinions of Novice Teachers, Mentors, School Administrators

Aktaş¹

2018

ujer

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This research aimed at evaluating Induction to teaching Program according to the opinions of novice teachers, mentors and administrators is a qualitative research carried out in the pattern of phenomenology. The data of the study were collected through semi-structured interviews with 40 novice teachers, 43 mentors and 5 school administrators. Content analysis was done in the analysis of the data. As a result of the research, it was concluded that an information meeting was held at the beginning of the training program but it was inadequate, that the mentors were not volunteers, that they were more planned and programmed compared to the teaching practice received during the undergraduate education, that it was taken more serious, that performing the induction to teaching program at the place appointed had advantages, and that there are several issues caused by the novice teacher, mentor and the process. For the continuity of the application, proposals such as reducing the number of forms filled in the process, ensuring volunteerism in mentors, supervision of the interaction between the novice teacher and mentor, performing the processes at the place to which they are appointed were developed.

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Sınıf Öğretmen Adaylarının Öğretmenlik Uygulaması Dersine Yönelik Yaşadıkları Sorunlar Ve Çözüm Öner

Cited by 19 publications

References 0 publications

Investigating the views of high school teachers about classroom management<p>Lise öğretmenlerinin sınıf yönetimine ilişkin görüşlerinin incelenmesi

Investigating the views of high school teachers about classroom management<p>Lise öğretmenlerinin sınıf yönetimine ilişkin görüşlerinin incelenmesi

Pre-Service Teachers’ Perceptions with Regard to Teaching-Learning Processes

Assessment of Induction to Teaching Program: Opinions of Novice Teachers, Mentors, School Administrators

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