Publication: Kimya öğretmen adaylarının çoklu öğrenme ortamı oluşturma sürecine yönelik yansıtma becerilerinin incelenmesi
Abstract
Bu çalışmada, kimya öğretmen adaylarının çoklu ortamda hazırladıkları ders materyalleri bağlamında yaptıkları öğretim uygulamalarının, öğretmen adaylarının yansıtma becerilerinin gelişimine etkisi araştırılmıştır. Öğretmen adaylarının yansıtma becerilerini esas alan uygulamalar sonunda, yansıtma göstergeleri belirlenerek, temel düzey ve ileri düzey yansıtma göstergesi toplam sıklığına sahip öğretmen adayları arasında bu duruma sebep olan farklılığın nedenleri incelenmiştir. Çalışmada karma araştırma yöntemlerinden, keşfedici sıralı karma yöntem deseni araştırma yöntemi olarak seçilmiştir. Çalışma grubu, 2022-2023 akademik yılında, İstanbul ilinde bulunan bir devlet üniversitesinde kimya öğretmenliği bölümü son sınıfta okuyan, “Öğretmenlik Uygulaması I” ve “Öğretmenlik Uygulaması II” derslerini alan 22 öğretmen adayından oluşmaktadır. Çalışma, 2021-2022 yılında yapılan pilot uygulama ile birlikte toplam iki akademik yıl sürmüştür. Çalışma boyunca öğretmen adaylarına verilen açık uçlu yansıtma soruları, yansıtıcı öğrenme günlükleri, mikroöğretim değerlendirme formu, gözlem kayıtları ve materyal değerlendirme formu veri toplama araçları olarak kullanılmıştır. Çalışmada açık uçlu yansıtma sorularından elde edilen verilere ilişkin yapılan içerik analizi sonucu ulaşılan bulgular, öğretmen adaylarının öğretimlerinde “kanıt gösterme”, “eylem içinde yansıtma”, “eylem içinde eylemsizlik”, “eylemi yönetme” ve “eylem üzerine yansıtma” temalarını oluşturan söylemler içermektedir. Yansıtıcı öğrenme günlüklerinden elde edilen bulgular, öğretmen adaylarının öğretime dair duygu ve düşüncelerini; heyecan, yetersizlik hissi ve kendine güven olarak ifade ettikleri yönündedir. Güz dönemi yapılan ilk öğretmenlik uygulaması sonrası yazılan yansıtıcı öğrenme günlüklerinde, “heyecan” ve “yetersizlik hissi” kodları en çok tekrar edilen kodlar olurken, bahar dönemi yapılan son öğretim sonunda yazılan yansıtıcı öğrenme günlüklerinde sıklıkla tekrar edilen kod “önceki deneyime güven” kodu olmuştur. Güz ve bahar dönemi yapılan öğretimlerin video kaydına alınarak sınıf ortamında izlenmesi ve mikroöğretim değerlendirme formu ile öğretimlerin değerlendirilmesi sağlanmıştır. Öğretim sürecine ve sınıf yönetimine dikkat çeken öğretmen adayları, izledikleri öğretime dair en güçlü ve en zayıf yönler, öğretmen adayının konuya hakimiyeti, çevre, materyal, öğrenci ya da kendisi kaynaklı beklenmedik durumlarla nasıl başa çıktığına dair söylemlerde bulunmuştur. Öğretmen adayları izledikleri öğretimlerde, öğretmen adayının “konuya olan hakimiyeti” ve “beklenmedik durumla başa çıkma” yeteneğine daha fazla dikkat çekmiştir. Öğretmen adaylarının uyguladıkları öğretimlerde daha sıklıkla kullandıkları yansıtma göstergesinin “eylem üzerine yansıtma” olduğu görülmektedir. Kazanımın uygulandığına dair “kanıt gösterme” göstergesi ise, en az sıklıkla kullanılan gösterge olmuştur. Öğretmen adaylarının yansıtma göstergelerini kullanım sıklıklarına bakılarak, temel düzey ve ileri düzey yansıtma göstergesi toplam sıklığına sahip öğretmen adayları arasında bu duruma sebep olan farklılığın nedenleri hakkında daha detaylı bilgiye ulaşılmaya çalışılmıştır. İnceleme sonunda; planda vardı ama yapamadı, kazanımı uyguladığına dair kanıt gösterme, öğretim tekniğini değiştirme, öğretim materyali kaynaklı beklenmedik durumla baş edebilme, deneyimden ders çıkarma, zamanı etkili kullanamama, planda vardı ama yapmadı, kendisi kaynaklı beklenmedik durumla başa çıkamama ve çevre kaynaklı beklenmedik durumla baş edebilme kodlarının kullanımı açısından farklılık görülmüştür. Öğretimine dair tavsiyede bulunma, değiştirmek istediklerini fark etme, kendine dair gözlem ve çıkarımda bulunma, motivasyonu artırıcı eylemde bulunma, öğretim materyalinin avantajları, zamanı etkili kullanma ve öğrenci kaynaklı beklenmedik durumla baş edebilme kodları ise, ortak kullanılan kodlar arasında yer alsa da ileri düzey yansıtma yapan öğretmen adayının bu kodları öğretim uygulamaları boyunca daha sıklıkla kullandığı görülmüştür. Öğretmen adaylarının yansıtıcı göstergeleri kullanmalarının öğretmenlik uygulamaları boyunca arttığını söylemek mümkündür. Dolayısıyla, yansıtıcı becerilerin gelişmesine yönelik uygulamaları merkezine alan öğretim programları, öğretmen adaylarının profesyonel mesleki gelişimlerine değer katacaktır.
In this study, the effect of teaching practices in the context of course materials prepared by pre-service chemistry teachers in multimedia on the development of their reflective skills was investigated. At the end of the practices based on the reflective skills of pre-service chemistry teachers, reflective indicators were determined and the reasons for the difference between pre-service teachers with basic level and advanced level reflective indicator total frequency were examined. In the study, exploratory mixed method design, one of the mixed research methods, was selected as the research method. The study group consisted of 22 pre-service teachers studying in the final year of chemistry teaching department at a state university in İstanbul, taking Teaching Practice I and Teaching Practice II courses in the 2022-2023 academic year. The study lasted for a total of two academic years with the pilot study conducted in 2021-2022. Throughout the study, open-ended reflective questions, reflective learning journals, microteaching evaluation form, observation records and material evaluation form were used as data collection tools. The findings obtained as a result of the content analysis of the data obtained from the open-ended reflective questions in the study include discourses that constitute the themes of showing evidence, reflection-in-action, inaction-in-action, coping with action and reflection-on-action in pre-service teachers' teaching. The findings obtained from reflective learning journals indicate that pre-service teachers expressed their feelings and thoughts about teaching as excitement, feeling of inadequacy and self-confidence. While the codes excitement and feeling of inadequacy were the most frequently repeated codes in the reflective learning journals written after the first teaching practice in the fall semester, the code confidence in previous experience was the most frequently repeated code in the reflective learning journals written at the end of the last teaching practice in the spring semester. In the fall and spring semesters, the instruction was video recorded and watched in the classroom environment and the instruction was evaluated with the microteaching evaluation form. The pre-service teachers, who drew attention to the teaching process and classroom management, made statements about the strongest and weakest aspects of the teaching they watched, the pre-service teacher's mastery of the subject, and how they dealt with unexpected situations arising from the environment, materials, students or themselves. The pre-service teachers drew more attention to the pre-service teacher's mastery of the subject and ability to cope with unexpected situations. It is seen that the reflective indicator that pre-service teachers used more frequently in their teaching was reflection on action. The indicator of showing evidence that the learning outcome was implemented was the least frequently used indicator. By looking at the frequency of the pre-service teachers' use of reflective indicators, it was tried to reach more detailed information about the reasons for the difference between the pre-service teachers with basic level and advanced level reflective indicator total frequency. At the end of the analysis; there was a difference in the use of the codes of it was in the plan but could not do it, showing evidence of applying the outcome, changing the teaching technique, coping with the unexpected situation caused by the teaching material, learning from experience, not using time effectively, it was in the plan but not do it, not coping with the unexpected situation caused by himself/ herself and coping with the unexpected situation caused by the environment. Although the codes of giving advice about teaching, realizing what they wanted to change, making observations and inferences about themselves, taking actions to increase motivation, advantages of teaching materials, using time effectively and coping with unexpected situations caused by students were among the common codes, it was seen that the pre-service teachers who made advanced reflection used these codes more frequently throughout the teaching practices. It is possible to say that pre-service teachers' use of reflective indicators increased throughout their teaching practice. Therefore, curricula that focus on practices for the development of reflective skills will add value to the professional development of pre-service teachers.
In this study, the effect of teaching practices in the context of course materials prepared by pre-service chemistry teachers in multimedia on the development of their reflective skills was investigated. At the end of the practices based on the reflective skills of pre-service chemistry teachers, reflective indicators were determined and the reasons for the difference between pre-service teachers with basic level and advanced level reflective indicator total frequency were examined. In the study, exploratory mixed method design, one of the mixed research methods, was selected as the research method. The study group consisted of 22 pre-service teachers studying in the final year of chemistry teaching department at a state university in İstanbul, taking Teaching Practice I and Teaching Practice II courses in the 2022-2023 academic year. The study lasted for a total of two academic years with the pilot study conducted in 2021-2022. Throughout the study, open-ended reflective questions, reflective learning journals, microteaching evaluation form, observation records and material evaluation form were used as data collection tools. The findings obtained as a result of the content analysis of the data obtained from the open-ended reflective questions in the study include discourses that constitute the themes of showing evidence, reflection-in-action, inaction-in-action, coping with action and reflection-on-action in pre-service teachers' teaching. The findings obtained from reflective learning journals indicate that pre-service teachers expressed their feelings and thoughts about teaching as excitement, feeling of inadequacy and self-confidence. While the codes excitement and feeling of inadequacy were the most frequently repeated codes in the reflective learning journals written after the first teaching practice in the fall semester, the code confidence in previous experience was the most frequently repeated code in the reflective learning journals written at the end of the last teaching practice in the spring semester. In the fall and spring semesters, the instruction was video recorded and watched in the classroom environment and the instruction was evaluated with the microteaching evaluation form. The pre-service teachers, who drew attention to the teaching process and classroom management, made statements about the strongest and weakest aspects of the teaching they watched, the pre-service teacher's mastery of the subject, and how they dealt with unexpected situations arising from the environment, materials, students or themselves. The pre-service teachers drew more attention to the pre-service teacher's mastery of the subject and ability to cope with unexpected situations. It is seen that the reflective indicator that pre-service teachers used more frequently in their teaching was reflection on action. The indicator of showing evidence that the learning outcome was implemented was the least frequently used indicator. By looking at the frequency of the pre-service teachers' use of reflective indicators, it was tried to reach more detailed information about the reasons for the difference between the pre-service teachers with basic level and advanced level reflective indicator total frequency. At the end of the analysis; there was a difference in the use of the codes of it was in the plan but could not do it, showing evidence of applying the outcome, changing the teaching technique, coping with the unexpected situation caused by the teaching material, learning from experience, not using time effectively, it was in the plan but not do it, not coping with the unexpected situation caused by himself/ herself and coping with the unexpected situation caused by the environment. Although the codes of giving advice about teaching, realizing what they wanted to change, making observations and inferences about themselves, taking actions to increase motivation, advantages of teaching materials, using time effectively and coping with unexpected situations caused by students were among the common codes, it was seen that the pre-service teachers who made advanced reflection used these codes more frequently throughout the teaching practices. It is possible to say that pre-service teachers' use of reflective indicators increased throughout their teaching practice. Therefore, curricula that focus on practices for the development of reflective skills will add value to the professional development of pre-service teachers.