Sınıf öğretmenlerinin yansıtıcı düşünme düzeylerinin değerlendirilmesi
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Dosyalar
Tarih
2007
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Arastırmada ilkögretim okullarında görev yapan sınıf ögretmenlerinin yansıtıcı düsünme becerilerini kullanma düzeyleri degerlendirilmistir. Bu betimsel çalısmanın genel amacı yansıtıcı düsünme becerilerini içeren ögretmen davranıslarının sınıf ögretmenleri tarafından kullanılma durumlarını betimlemek ve ögretmen görüslerinin cinsiyete, mesleki kıdeme ve mezun oldukları okul türüne göre farklılık yaratıp yaratmadıgını saptamaktır. Arastırma tarama modelinde, betimsel bir çalısmadır. Bununla birlikte betimsel çalısmayı desteklemek için, arastırma tekniklerinden gözlem kullanılmıstır. Arastırmanın çalısma evrenini Hatay li Antakya lçesine baglı ilkögretim okullarında görev yapan sınıf ögretmenleri olusturmaktadır. Arastırmanın örneklemini ise 2006-2007 ögretim yılı, Hatay li Antakya lçesine baglı 30 ilkögretim okulunda görev yapan 328 sınıf ögretmeni olusturmaktadır. Arastırmada veri toplama aracı olarak kisisel bilgiler ve ögretmenlerin yansıtıcı düsünme süreçlerine iliskin görüslerden olusan arastırmacı tarafından gelistirilen 28 maddelik ölçek ve gözlem formu kullanılmıstır. Arastırmada istatistiksel teknikler olarak frekans ve yüzde degerleri ile degiskenler arasındaki iliskinin anlamlılıgı için kay-kare analizi kullanılmıstır. Yapılan istatistikler sonucunda örnekleme katılan ögretmenlerin ?yansıtıcı düsünme ölçegi? ndeki maddelere ?yansıtıcı günlük tutma? dısında ?her zaman? yerine getirdiklerini belirtmislerdir. Buna karsın arastırmacı tarafından yapılan gözlemde problem çözme ve elestirilere önem verme boyutlarında eksiklikler oldugu ortaya çıkmıstır. Hem gözlem hem de ölçege verilen yanıtlardan mesleki gelisime açık olma boyutuyla ilgili yansıtıcı günlük tutma uygulamasında ise çogu ögretmenlerin ?hiçbir zaman? bu davranısı yerine getirmedigi ortaya çıkmıstır. ki degisken için kay-kare testi sonuçlarına göre ögretmenlerin cinsiyet, mesleki kıdem ve mezun oldukları okul türünün yansıtıcı düsünme becerilerini kullanma düzeyi arasında genel olarak anlamlı bir fark olusturmamasına karsın, bazı becerilerin yerine getirilmesinde anlamlı bir fark oldugunu göstermistir. Arastırmanın bulguları dogrultusunda ögretmenlere hizmet öncesi ve hizmet içi egitim kurslarında bu konuda bilinçli bir egitim verilmesi ve yansıtıcı düsünmeyi gelistirici yaklasımların sınıf ortamında uygulanması önerilebilir.
In the research, the level of using reflective thinking capacity of pre-service teachers who are in charge in elemantary schools has been evaluated. The general aim of this descriptive study is to describe the situations of using teacher behaviours which include reflective thinking capacity by pre-service teachers and to find out whether the ideas of teacher makes differences in terms of gender, seniority and type of graduated school. The data of the study was collected through the survey method and participants of the study were 328 teachers working in 30 Primary Schools in Antakya during the 2006-2007 academic year. In addition to this, to support the discriptive study, observation which is one of the qualitative research techniques has been used. In the research, 28 items of measurement and observation forms, which have been developed by the researcher from the personal information, a means of collecting the data, and ideas about the process of teachers? reflective thinking have been used. In this study Chisquare test has been used for the statistical analysis of frequency and the relationship between percent degrees and variables. As a result of statistics, teachers who have participated in sampling group, have specified that they always performed the items in reflective thinking scale except reflective keeping diary. On the other hand, in the observation carried out by the researcher, it has come out that there have been shortcomings in giving importance to problem solving and criticizing II scales. It has turned out both from observation and answers given to the scale that teachers have never performed the reflective keeping diary related to being open to professional development. For the two variables, according to results of chi-square test, teachers? gender, professional seniority, and the type of graduated school, generally haven?t made a statistically differences between the level of using reflective thinking capacities but have showen that there has been a statistically difference in performing some skills. According to the findings of the research, it can be offered to give a conscious education to teachers during trainings before service and in service, and to use the approaches improving the reflective thinking in the classroom.
In the research, the level of using reflective thinking capacity of pre-service teachers who are in charge in elemantary schools has been evaluated. The general aim of this descriptive study is to describe the situations of using teacher behaviours which include reflective thinking capacity by pre-service teachers and to find out whether the ideas of teacher makes differences in terms of gender, seniority and type of graduated school. The data of the study was collected through the survey method and participants of the study were 328 teachers working in 30 Primary Schools in Antakya during the 2006-2007 academic year. In addition to this, to support the discriptive study, observation which is one of the qualitative research techniques has been used. In the research, 28 items of measurement and observation forms, which have been developed by the researcher from the personal information, a means of collecting the data, and ideas about the process of teachers? reflective thinking have been used. In this study Chisquare test has been used for the statistical analysis of frequency and the relationship between percent degrees and variables. As a result of statistics, teachers who have participated in sampling group, have specified that they always performed the items in reflective thinking scale except reflective keeping diary. On the other hand, in the observation carried out by the researcher, it has come out that there have been shortcomings in giving importance to problem solving and criticizing II scales. It has turned out both from observation and answers given to the scale that teachers have never performed the reflective keeping diary related to being open to professional development. For the two variables, according to results of chi-square test, teachers? gender, professional seniority, and the type of graduated school, generally haven?t made a statistically differences between the level of using reflective thinking capacities but have showen that there has been a statistically difference in performing some skills. According to the findings of the research, it can be offered to give a conscious education to teachers during trainings before service and in service, and to use the approaches improving the reflective thinking in the classroom.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
