Öğretmen Adaylarının Öğretim Materyali Hakkındaki Metaforlarının İncelenmesi (original) (raw)

Öğretmen Adaylarının Öğretmen Eğitimcisine İlişkin Metaforik Algıları

Pegem Eğitim ve Öğretim Dergisi, 2015

The aim of the present study is to determine the meanings that prospective teachers attribute to the concept of teacher educator through metaphors. The study has been designed with a phenemenological approach. The study group has been composed of 272 prospective teachers studying at the education faculties of three different universities in Turkey. The prospective teachers were asked to complete the following sentence: “A teacher educators is ……… because ……, and the metaphors they used were analyzed with content analysis approach. As a result of the analysis done, the metaphors were categorized under two main themes as positive and negative ones. The themes for the positive aspects of lecturers are “guiding, source of information, open to learn and develop oneself, passionate, hardworking, model, shaping the future, critical thinking, valuing their profession and students” while the themes for the negative metaphors are “not fulfilling the teaching responsibility effectively, not de...

Öğretmen Adaylarının Bilgi Kavramına İlişkin Metaforik Algıları

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 2017

The aim of this study is to reveal the preservice teachers' mentalimage and perspective for "knowledge" concept by using metaphors. In this regard, the research questions were formulated as (1) "What are the preservice science and classroom teachers' metaphors about knowledge concept", (2) "What conceptual categories can be derived from these metaphorical images?" and (3) "How do these themes differ across participants' department type, class level and gender?" It is believed that knowing preservice teachers' perceptions about knowledge would provide benefit for educators who design, apply and conduct the process. Design & Methodology: The study is designed based on one of the qualitative research method named as phenomenology and analyzed with content analysis methods. The data on completing the expression "Knowledge… is like. Because …." was collected using 62 science teachers, 45 clasroom teachers total 107 preservice teachers on Education Faculty in 2016-2017 academic year, spring term, Inonu University. Findings: According to results, preservice teachers created 67 valid metaphor for "Knowledge". From the data obtained by preservice teachers, it is understood that mostly 'Water' metaphor (f=8) is used by the participants. The created metaphors were categorized considering their common properties. In the end of this process, these metaphors is divided into a total of nine categories. Preservice teachers mostly see knowledge as "a structure that is opened by effort" (f=25), "a dynamic structure" (f=22). The conceptual categories also differed in terms of gender, class levels and department type of preservice teachers. Implications & Suggestions: According to the result of the study it was found that preservice teachers' perceptions about "knowledge" concept was multifaceted and included differences. To conclude, metaphor could be employed as a powerful research tool in gaining insight into teachers' and students' reasoning about important concepts such as knowledge. Hence, in different levels of education, both teachers and students could be asked to provide their images of various educational concepts via metaphor.

Eğitim Programı Kavramına İlişkin Öğretmen Adaylarının Metaforik Algıları

Kuramsal Eğitimbilim Dergisi, 2012

This study aims to determine perceptions of prospective teachers regarding the concept of curriculum through their metaphors. The sample consisted of 302 prospective teachers enrolled in various departments of the Faculty of Education, K kkale University, Turkey. Open-ended questions were used to collect data and qualitative procedures were followed to analyze the data. The results of the study revealed that participants develop a total of 148 valid metaphors clustered under 8 different categories, which were; "curriculum as an organization/constructed mechanism/regular and hierarchical operation", "curriculum as a guide", "curriculum as a process", "curriculum as a tool to find a solution", "curriculum as a design created according to a rule, principle or aim", "curriculum as an inevitable part", "curriculum as a pattern to shape individuals", "curriculum as a continuously changing concept". The metaphors mostly developed by participants were "guide/advisor", "system", "a plan or project of a building", "human life" and "map/roadmap".

Öğretmen Adaylarının Öğretim Yöntemi Kavramına İlişkin Metaforik Algıları

2020

Metaforlar iki kavram, nesne, olgu, olay veya kisi arasindaki benzerliklere dayanarak yapilan, mecazlar uzerine kurulmus olan benzetmelerdir. Gunumuzde siklikla kullanilan bu benzetmeler, bireylerin zihinlerinde yer alan dusunculerin derinlestirilmesi ve zenginlestirilmesi disinda somutlastirilarak daha net bir sekilde anlasilabilmesine de kakti saglamaktadir. Bu calismada metaforlarin bu ozelliklerinden yararlanilarak ogretmen adaylarinin “ogretim yontemi” kavramina iliskin algilarinin edilebilmesi amaclanmistir. Tarama modeline gore gerceklestirilen calismanin katilimcilarini 2018-2019 akademik yili bahar yariyilinda bir devlet universitesinde pedagojik formasyon egitimi almis olan ogretmen adaylari (n=310) olusturmaktadir. Ogretmen adaylarinin tamami ogretim ilke ve yontemleri, ozel ogretim yontemleri ve ogretmenlik uygulamasi derslerini almistir. Ogretmen adaylarinin kendilerine verilen formlarda yer alan “ogretim yontemi …… gibidir, cunku ……” ifadesini tamamlamalari istenmistir...

İlköğretim Öğretmen Adaylarının Eğitim Programı Kavramına Yükledikleri Metaforlar

2013

The aim of this study is to determine the metaphors primary education teacher candidates used regarding curriculum. This study was conducted with the participation of 120 teacher candidates from primary education, mathematical education, pre-school education and social study education in Educational faculty at Anadolu University. A questionnaire consisted of open ended questions has been created to determine the views of teacher candidates regarding education program. The questions are generally similar to “Education program is like ….. ; because …..“. Teacher candidates’ views regarding education program has been analyzed with content analysis technique. After the study, it’s been seen that teachers created 84 metaphors such as milestone, a systematic structure, a wide range, a fact which is open to developments, guide, constructive, and problematic/complex structure.. As a result, it has been found that teacher candidates have positive thoughts regarding curriculum

Öğretmen Adaylarinin Türkçe Kavramina İli̇şki̇n Metaforlari

Turkish Studies, 2013

The aim of this study is to identify the student teachers’ perception on Turkish by metaphors. Phenomenological design which is a qualitative method is used in the study. The study group consists of 142 student teachers in the Department of Turkish Education and the Department of Primary Education, Classroom Teacher Education Section in the Faculty of Education, Kırıkkale University. The data of the study was collected by a form containing only one question with filling the gaps. In the analysis of the study the descriptive analysis technique was used. As a result of the study, it is noted that when the student teachers are developing metaphors they could use different knowledge areas, they could do comparison and could think creatively. This research was carried out in order to determine metaphors of clasroom teacher candidates who were the firsthand educators of Turkish concept which represents main language and teacher candidates who to get hand over the flag from the others in s...

Öğretmen Adaylarinin Öğretmen Ve Öğretmenli̇k Mesleği̇ İle İlgi̇li̇ Metaforlari: Kosova Örneği̇

Education Sciences, 2012

The aim of this study is to examine to the "teacher" and "teaching profession" with using metaphors. The methods of the study are survey and qualitative analysis. The teacher trainee of Kosovo's completing the statement: "If a teacher was a flower/an animal/a plant, what would it be and why" The content analysis technique is used to analyze and interpret the datum. All metaphors were classified under 11 different types of teacher categories. Although ME2 and OÖ1 teacher trainees prefer "teacher being a guider", SÖ3 and SÖ4 teacher trainees prefer "a teacher being an authoritarian". The metaphor of a teacher being a caring, a parent, a guide, a source of knowledge has moderately considered by all teacher trainees. The metaphor of a teacher being a gardener, an authoritarian, a prison officer has never been considered by all participants. Teacher trainee's program might be given importance teachers being educated as guider, adviser and coaches.

Öğretmen Adaylarının Kopya Çekmeye Yönelik Metaforik Algıları

Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 2014

Özet Çalışmada, öğretmen adaylarının kopya çekme kavramına yönelik sahip oldukları metaforik algılarının ortaya çıkarılması amaçlanmıştır. Araştırmanın çalışma grubunu, Eğitim Fakültesi Fen Bilgisi Öğretmenliği ile Sınıf Öğretmenliği anabilim dalında öğrenim gören 68 öğretmen adayı oluşturmuştur. Araştırmada, nitel araştırma yöntemi içerisinde yer alan olgu bilim deseni kullanılmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Veriler her öğretmen adayının "Kopya çekmek……………. gibidir; çünkü………....." cümlesini tamamlamasıyla elde edilmiştir. Öğretmen adayları "kopya çekmek" kavramıyla ilgili olarak 45 farklı metafor üretmiştir. Bu metaforlar ortak özellikleri bakımından dört kavramsal kategori altında toplanmıştır. Ayrıca her iki anabilim dalındaki öğretmen adaylarının dört tane ortak metafor ürettiği tespit edilmiştir.