Sınıf Ve Sosyal Bilgiler Öğretmen Adaylarının Görüşleri Çerçevesinde Öğretmenlik Uygulaması Dersinin İncelenmesi: Nitel Bir Çalışma
Yazarlar:
YILMAZ GEÇİT SELAMİ YANGIN
Yayın Yılı:
2019
Yayıncı:
2. Uluslararası Coğrafya Eğitimi Kongresi
Dil:
Turkish
Özet (AI):
It is becoming an important target of societies to educate teachers with qualified, successful and scientific thinking needed by the information age. The courses carried out in the Faculties of Education, in which preservice teachers are trained, constitute three pillars of the qualifications that teachers should have. These courses are field courses, vocational knowledge and general culture courses. In addition, the application courses in the preservice teachers' training programs are also very important. Among the vocational courses, "Teaching Practice" course is one of the courses that guide preservice teachers how the future teaching profession will be. This course is a course which is planned for the preservice teachers to try and develop in a school environment the theoretical knowledge and skills acquired in the field knowledge courses and vocational knowledge courses and to gain the characteristics required of teaching profession. The aim of the teaching practice course is to evaluate preservice teachers' application competencies and to help and guide them to develop them. Therefore, evaluation for breeding and development is essential. Pre-service training of teachers is of great importance for preparing for the profession. Therefore, the quality of pre-service teachers' education is seen as an important indicator of their success in the profession. The aim of this research is to evaluate the opinions of preservice teachers who are in the last year of Primary School Teaching and Social Studies Teaching in the Faculty of Education and who take the teaching practice course. This study is a qualitative case study designed to determine the views and evaluations of 4th grade students in the teaching practice course within the scope of the faculty-school collaboration program. In this study, 25 pre-service teachers who took the teaching practice course in the Department of Primary School Teaching and Social Studies Teaching, Recep Tayyip Erdoğan University, Faculty of Education participated in the 2018-2019 academic year. 13 of these preservice teachers are studying in Social Studies Teaching and 12 of them are studying in Primary School Teaching program. Preservice teachers' opinions about teaching practice courses were determined on a voluntary basis. Within the scope of the aims of the research, 7 basic questions aimed to get the written opinions of the preservice teachers were asked. In this study, content analysis technique was used to evaluate the teaching practice course according to the opinions of preservice teachers. As a result of the research; the majority of preservice teachers in both programs stressed that school practices are beneficial to them; a small number of pre-service teachers limited the scope of this and stated that only the second term applications were more beneficial. Few prospective teachers stated that both periods were not productive. In addition, while the majority of preservice primary school teachers considered teaching practice as effective and beneficial, most of the preservice Social Studies teachers suggested negative thoughts. On the other hand, preservice teachers who think positively about teaching practices gathered around the view that the practices give them concrete experience. The most common problems are rejection by the school of practice, the problem of classroom management and the inadequacy of implementation time. However, it is suggested that the teaching practice course should be planned at different school and classroom levels in different periods if possible, planned on different days and planned in schools close to the faculty of education. Based on these results, starting school practices in a practical way starting from the 1st grade, organizing training activities for teachers who will be assigned in practice, paying attention to the selection of those who are competent and willing to take part in the selection of the people to be assigned in practice, carrying out studies aimed at strengthening the coordination between the university and MEB were suggested
Anahtar Kelime (AI):
Öğretmenlik Uygulaması
Sosyal Bilgiler Öğretmen Adayları
Sınıf Öğretmeni Adayları Süreç Ve Becerilerde Onlara Katkı Sağlayacaktır. Öğretmenlik Uygulaması
Öğretmen Eğitimi Programlarında Yedi Ve Sekizinci Yarıyılda Haftada 2 Saat Teorik Ve 6 Saat Uygulamadan Oluşur; Öğretmen Adaylarının Aktif Bir Şekilde Rol Alarak Öğretmenlik Mesleğine Hazırlanmalarını Öngörür Ve Okullarda Öğretmen Ve Öğrencilerle Birlikte Uygulama Çalışmaları Yapmalarına Olanak Verir (çiçek Ve İnce
2005).
Related Topics: Faith Faith As A Function Of Prayer Faith As Gift Of God Faith, Living Fasting Loyalty
Yazarlar:
YILMAZ GEÇİT SELAMİ YANGIN
Yayın Yılı:
2019
Yayıncı:
2. Uluslararası Coğrafya Eğitimi Kongresi
Dil:
Turkish
Özet:
(AI):
It is becoming an important target of societies to educate teachers with qualified, successful and scientific thinking needed by the information age.the courses carried out in the faculties of education, in which preservice teachers are trained, constitute three pillars of the qualifications that teachers should have.These courses are field courses, vocational knowledge and general culture courses.In addition, the application courses in the preservice teachers' training programs are also very important.among the vocational courses, the "teaching practice" course is one of the courses that guide preservice teachers how the future teaching profession will be.This course is a course which is planned for the preservice teachers to try and develop in a school environment the theoretical knowledge and skills acquired in the field knowledge courses and vocational knowledge courses and to gain the characteristics required of teaching profession.The aim of the teaching practice course is to evaluate preservice teachers' application competencies and to help and guide them to develop them.Therefore, evaluation for breeding and development is essential.Pre-service training of teachers is of great importance for preparing for the profession.Therefore, the quality of pre-service teachers' education is seen as an important indicator of their success in the profession.the aim of this research is to evaluate the opinions of preservice teachers who are in the last year of primary school teaching and social studies teaching in the faculty of education and who take the teaching practice course.This study is a qualitative case study designed to determine the views and evaluations of 4th grade students in the teaching practice course within the scope of the faculty-school collaboration program.in this study, 25 pre-service teachers who took the teaching practice course in the department of primary school teaching and social studies teaching, recep tayyip erdoğan university, faculty of education participated in the 2018-2019 academic year.13 of these preservice teachers are studying in social studies teaching and 12 of them are studying in primary school teaching program.Preservice teachers' opinions about teaching practice courses were determined on a voluntary basis.within the scope of the objectives of the research, 7 basic questions aimed to get the written opinions of the preservice teachers were asked.in this study, content analysis technique was used to evaluate the teaching practice course according to the opinions of preservice teachers.as a result of the research; the majority of preservice teachers in both programs stressed that school practices are beneficial to them; a small number of pre-service teachers limited the scope of this and stated that only the second term applications were more beneficial.few prospective teachers stated that both periods were not productive.In addition, while the majority of preservice primary school teachers considered teaching practice as effective and beneficial, most of the preservice social studies teachers suggested negative thoughts.On the other hand, preservice teachers who think positively about teaching practices gathered around the view that the practices give them concrete experience.The most common problems are rejection by the school of practice, the problem of classroom management and the inadequacy of implementation time.However, it is suggested that the teaching practice course should be planned at different school and classroom levels in different periods if possible, planned on different days and planned in schools close to the faculty of education.based on these results, starting school practices in a practical way starting from the 1st grade, organizing training activities for teachers who will be assigned in practice, paying attention to the selection of those who are competent and willing to take part in the selection of the people to be assigned in practice, carrying out studies aimed at strengthening the coordination between the university and meb were suggested
Anahtar Kelime :
The Teaching Practice
Social Information Teachers Candidates
Class Teachers Candidates Will Contribute To Them In The Process And Skills. The Teaching Practice Consists Of 2 Hours Of Theoretical And 6 Hours Of Practice A Week In The 7th And 8th Semesters Of The Teaching Programmes; It Predicts That The Teaching Candidates Will Be Prepared For The Teaching Profession By Taking An Active Role And Enables Them To Conduct Practical Studies In Schools With Teachers And Students (flower And I.n.c.
2005).