Sınıf öğretmenlerinin öğretim yöntem ve tekniklerine ilişkin yeterlik algıları ve görüşleri
Küçük Resim Yok
Tarih
2023
Yazarlar
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Yayıncı
Trakya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın genel amacı; sınıf öğretmenlerinin öğretim yöntem ve tekniklerine ilişkin yeterlik algıları ve görüşlerini belirlemektir. Araştırmada nicel ve nitel yöntemlerin bir arada kullanıldığı karma yöntem yaklaşımı benimsenmiştir. Karma yöntem araştırma desenlerinden "açıklayıcı desen" kullanılmıştır. Araştırmanın katılımcıları 2022-2023 eğitim-öğretim yılında İstanbul'un Bağcılar ilçesinde görev yapan kadrolu ve sözleşmeli sınıf öğretmenleridir. Araştırma öncesi Bağcılar İlçe Milli Eğitim Müdürlüğü'ne danışılmış ve araştırma için farklı sosyoekonomik çevreye sahip okullar belirlenmiştir. Belirlenen okullar küme örnekleme yöntemi ile sınıflandırılmış ve okullar arasından rastgele seçim yapılmıştır. Araştırmanın ölçeği bu okullarda görev yapan 160 sınıf öğretmenine uygulanmıştır. Ölçekten elde edilen verilerin analizinde istatistik paket programı kullanılmıştır. Ölçüt örnekleme yöntemiyle öğretim yöntem ve teknikleri konusunda hizmet içi eğitime katılmış veya öğretmen kariyer basamakları kapsamında bu konuda eğitim almış 15 öğretmen belirlenerek öğretmenlerle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Öğretmen görüşme formundan elde edilen veriler ise içerik analizi yöntemi kullanılarak çözümlenmiştir. Araştırmanın sonucunda sınıf öğretmenlerinin öğretim yöntem ve tekniklerine ilişkin yeterlik algılarının cinsiyete, kıdeme, sınıf mevcuduna ve okul çevresinin sosyoekonomik düzeyine göre anlamlı bir farklılık göstermediği ve yeterlik algılarının yüksek düzeyde olduğu sonucuna ulaşılmıştır. Sınıf öğretmenlerinin derslerinde en çok kullandıkları yöntem ve tekniklerden bazıları; düz anlatım, soru cevap, drama ve deneydir. En az kullanılması gerektiğini düşündükleri yöntem teknikler ise; düz anlatım yöntemi ve istasyon tekniğidir. Öğretmenler tek başına düz anlatım yöntemini kullanmanın etkisiz olduğunu mutlaka arkasından farklı bir yöntem ve teknikle desteklenmesi gerektiğini öne sürmüştür. Düz anlatım yönteminin uygulamadaki kolaylığı, sınıf mevcutlarının kalabalık olması ve sahip olunan fiziksel koşullar gibi sebeplerden dolayı öğretmenlerin düz anlatım yöntemini kullanmaktan vazgeçemedikleri söylenebilir.
The general aim of this research is to determine the perceptions and opinions of primary school teachers about their competence in teaching methods and techniques. A mixed method approach, in which quantitative and qualitative methods areused together, was adopted in the research. One of the mixed method research designs, "Explanatory design", was used. The participants of the research are permanent and contracted primary school teachers working in Bağcılar district of İstanbul in the 2022-2023 academic year. Before the research, Bağcılar District National Education Directorate was consulted and schools with different socioeconomic environments were determined for the research. Then, these schools were classified by cluster sampling method and were selected randomly. The scale of the research was applied to 160 primary school teachers working in these schools. Statistics packet program was used in the analysis of the data obtained from the scale. With the criterion sampling method, 15 teachers who participated in in-service training on teaching methods and techniques or received training on this subject within the scope of teacher career steps were identified and semi-structured interviews were conducted with the teachers. The data obtained from the teacher interview form were analysed using the content analysis method. As a result of the research, it was concluded that primary school teachers' competence perceptions regarding teaching methods and techniques did not differ significantly according to gender, seniority, number of students in the class and socioeconomic level of the school environment, and their competence perceptions were at a high level. Some of the methods and techniques that primary school teachers use the most in their lessons are lecture, question and answer, drama and experiment. The methods and techniques that they think should be used the least are lecture method and station technique. Teachers argued that using the lecture method alone is ineffective and that it should be supported by a different method and technique. It can be said that teachers cannot give up using the lecture method due to reasons such as the ease of application of the lecture method, the crowded class sizes and the physical conditions.
The general aim of this research is to determine the perceptions and opinions of primary school teachers about their competence in teaching methods and techniques. A mixed method approach, in which quantitative and qualitative methods areused together, was adopted in the research. One of the mixed method research designs, "Explanatory design", was used. The participants of the research are permanent and contracted primary school teachers working in Bağcılar district of İstanbul in the 2022-2023 academic year. Before the research, Bağcılar District National Education Directorate was consulted and schools with different socioeconomic environments were determined for the research. Then, these schools were classified by cluster sampling method and were selected randomly. The scale of the research was applied to 160 primary school teachers working in these schools. Statistics packet program was used in the analysis of the data obtained from the scale. With the criterion sampling method, 15 teachers who participated in in-service training on teaching methods and techniques or received training on this subject within the scope of teacher career steps were identified and semi-structured interviews were conducted with the teachers. The data obtained from the teacher interview form were analysed using the content analysis method. As a result of the research, it was concluded that primary school teachers' competence perceptions regarding teaching methods and techniques did not differ significantly according to gender, seniority, number of students in the class and socioeconomic level of the school environment, and their competence perceptions were at a high level. Some of the methods and techniques that primary school teachers use the most in their lessons are lecture, question and answer, drama and experiment. The methods and techniques that they think should be used the least are lecture method and station technique. Teachers argued that using the lecture method alone is ineffective and that it should be supported by a different method and technique. It can be said that teachers cannot give up using the lecture method due to reasons such as the ease of application of the lecture method, the crowded class sizes and the physical conditions.
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Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
