Sınıf Öğretmeni Adaylarının Uygulama Deneyimlerinin Mesleki Sosyalizasyon Süreci Olarak İncelenmesi
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Dosyalar
Tarih
2017
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info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı sınıf öğretmeni adaylarının okul deneyimi ve öğretmenlik uygulaması dersleri kapsamında gittikleri okullarda yaşadıkları hizmet öncesi deneyimde ön plana çıkan noktaları belirlemektir. Araştırmada öğretmenlik uygulaması kapsamında uygulama okullarına giden öğretmen adayları ile öğretmen adaylarına rehberlik eden uygulama öğretmenlerinin, mesleki sosyalizasyon sürecindeki deneyimlerini yansıtabilmek amacıyla nitel araştırma desenlerinden olgu bilim kullanılmıştır. Öğretmen adaylarının mesleki davranışlarını kazanıp ilk meslekî yeterlikleri geliştirdikleri dönem olan öğretmenlik uygulaması sürecinde öğretmen adaylarının öğretmenlik mesleğine hazırlanması beklenmektedir. Öğretmen adaylarının uygulama sırasındaki uygulama öğretmenleriyle olan birliktelikleri ve geçirdikleri süre kimi zaman istenilen şekilde olumlu geçmemekte ve öğretmen adayları meslekleri ile ilgili rehber öğretmenlerden kaynaklı olumsuz mesleki deneyim yaşayabilmektedirler. Öğretmen adaylarının mesleğe başlamadan önce yaşadıkları olumsuz mesleki deneyimlerin mesleğe olan bakış ve yaklaşımı da olumsuz etkilediği düşünülmektedir. Bu olumsuz deneyimlerin çoğalması mesleği yapmaya yönelik duyulan heyecanı da olumsuz etkileyebilmektedir. Öğretmenlik basamağının henüz başında olan öğretmen adaylarının bu olumsuz yaşantılarının en aza indirilmesi, öğretmenlik mesleğine ilişkin düşüncelerini olumlu yönde etkileyeceği ileri sürülebilir.
The aim of this study is to determine the issues that come to the forefront of teacher candidates' experiences regarding their pre-professional training, their experiences at school, and the teaching practices they use as part of their classes at the schools where they work. In this study, qualitative phenomenological research design was used in order to reflect and capture the school experiences (within the context of teaching practices) of both the teacher candidates and the teacher mentors who guided them, experiences which were encountered during the process of professional socialization. During the teaching practices process when the teacher candidates developed their first professional competencies and learned proper workplace behavior, it was expected that they would be prepared for everything required of them as a teacher. During this process, the time that the teacher candidates and teacher mentors spent together was not always as positive as it was hoped to be, and the teacher candidates sometimes had negative professional experiences that originated from their teacher mentors. It is believed that these negative professional experiences (encountered by the teacher candidates even before they officially started working) adversely affect their view of and approach to teaching. The gradual buildup of these negative experiences is also thought to diminish the excitement they feel about teaching as a profession, and it can also be contended that minimizing these negative experiences will benefit candidate teachers, who are taking their first steps on their journey toward becoming a full-time educator, by helping them to create positive selfschemas and associations with the profession of teaching.
The aim of this study is to determine the issues that come to the forefront of teacher candidates' experiences regarding their pre-professional training, their experiences at school, and the teaching practices they use as part of their classes at the schools where they work. In this study, qualitative phenomenological research design was used in order to reflect and capture the school experiences (within the context of teaching practices) of both the teacher candidates and the teacher mentors who guided them, experiences which were encountered during the process of professional socialization. During the teaching practices process when the teacher candidates developed their first professional competencies and learned proper workplace behavior, it was expected that they would be prepared for everything required of them as a teacher. During this process, the time that the teacher candidates and teacher mentors spent together was not always as positive as it was hoped to be, and the teacher candidates sometimes had negative professional experiences that originated from their teacher mentors. It is believed that these negative professional experiences (encountered by the teacher candidates even before they officially started working) adversely affect their view of and approach to teaching. The gradual buildup of these negative experiences is also thought to diminish the excitement they feel about teaching as a profession, and it can also be contended that minimizing these negative experiences will benefit candidate teachers, who are taking their first steps on their journey toward becoming a full-time educator, by helping them to create positive selfschemas and associations with the profession of teaching.
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Kaynak
Trakya Üniversitesi Eğitim Fakültesi Dergisi
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Cilt
7
Sayı
2
