İlköğretim Birinci Kademe Derslerinde Öğretmen Kılavuzuna Duyulan İhtiyaç ve İçeriği

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Tarih

2009

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Selçuk Üniversitesi

Erişim Hakkı

info:eu-repo/semantics/openAccess

Özet

Sınıf öğretmenliği öğretmen adayları, ilköğretim birinci kademe derslerinde, ders kitabı kullanım sırasında öğretmen kılavuzlarına duyulan ihtiyaç ve bu kılavuzların içeriklerinde neler bulunması gerektiğini belirlemektir. Çalışmada nitel araştırma tekniği kullanılmıştır. İlköğretim sınıf öğretmenliği son sınıfında Konu Alanı Ders Kitabı İncelemesi dersi okutulmaktadır. Araştırma, 2001-2002 öğretim yılında, Demirci Eğitim Fakültesinde mezun konumundaki son sınıf öğrencilerinden bu dersi alan öğretmen adayları üzerinde dönem sonunda yapılmıştır. Sınıf öğretmenliği bölümünde 268 bayan, 242 erkek olmak üzere toplam 510 öğretmen adayı bulunmaktadır. Araştırmaya bunlardan 115 (%66) bayan, 57 (%33) erkek olmak üzere toplam 172 öğretmen adayı katılmıştır. İlköğretim okullarında öğretmen kılavuzun duyulan ihtiyaçla ilgili derslerden en çok ihtiyaç duyulan dersin Türkçe (%60), en az Bireysel ve Toplu Etkinlikler (%.06) olduğu görülmektedir. Türkçe dersinden sonra sırasıyla Fen, Matematik, Sosyal Bilgiler, Hayat Bilgisi, Müzik, Resim, Din Kültürü, Beden Eğitimi ve Bilgisayar dersleri için öğretmen kılavuzuna ihtiyaç duyulduğu görülmektedir. En çok ihtiyaç duyulan derslerin sırasıyla; Fen bilgisi (%30), Türkçe (%27), Matematik (%21), Sosyal Bilgiler (%12), Hayat Bilgisi (%8) olduğu görülmektedir. Bu temel dersler dışında kalan derslere öğretmen adayları hiç öncelik vermemişler. Araştırma sonunda öğretmen kılavuzuna ihtiyaç duyulan dersler sırasıyla; Fen, Türkçe, Matematik, Bütün Dersler, Sosyal Bilgiler, Hayat Bilgisi, Müzik, Yabancı Dil, Din Kültürü dersleri olduğu görülmüştür. Bunların içinde en çok Fen, Türkçe, Matematik, Sosyal Bilgiler ve Hayat Bilgisi dersleri öğretmen kılavuzlarının içeriğinde bulunması gerekenler ise, her ders için ortak kategorilerden oluşmaktadır. Bu dersler için ortak olan ana kategoriler; hazırlık, yöntem teknik, etkinlikler, konular, ölçme değerlendirme, araştırma, proje ve ödevler, uyarılar ve öneriler, anlatım şekilleri, süre, materyaller ve araç-gereçler, dağılan dikkati toplama, kaynaklardır. Ortak kategori dışında derslerin özelliklerine göre ana kategorilerde farklılaşmalar olduğu görülmektedir. Çünkü her dersin içeriği ve konular arası ilişki farklılık göstermektedir.
Introduction Textbooks are one of the education materials being source for students' learning experiences to fulfil educations aims.Prepared according to the education programme in schools, textbooks are the most common used education material.That textbooks are most commonly used in education tools increase their role in education.Being basic source, textbooks which determine what students can learn and what teachers can teach in learning and teaching periods especially planned education applications have an important role in fulfilling aims of school programmes. A textbook has to have a teacher guidebook.Teacher guidebooks are necessary so that teachers can use textbooks in a true and effective way in their preparation and planning works.Guidebooks show teachers not only the activities to be performed but also how to perform them.So it becomes easier to guide students in a short time.Guidebooks have an effect in decreasing discipline problems in class. Aim: The aim is to determine the necessity for teacher guidebooks whil using textbook and what has be to be in guidebooks in primary stage in primary school. Method: Qualitative searching techniques has been used. In senior class of clasroom teaching, the " Analysis of Subecjt Focus textbook " has been studied. The search was made on senior-class preservice teachers in Demirci Education Faculty having this lesson in the end of the education period between 2001 and 2002. There are 12 departments consisting of 6 night-department and 6 day-departments in Demirci Education Faculty in education period between 2001 and 2002. Between these departments, 6 departments have been determined. By means of criteria modelling method, the preservice teachers from these classes made up this model of the search in the last week of the period. In classroom teaching branch, there are 510 teachers consisting of 268 female and 242 male preservice teachers. 172 preservice teachers consisting of 115 ( 66 per cent ) female and 57 ( 33 per cent ) male ones joined this searched. In the search, it is asked to the students in which lessons, they needed teacher guidebooks and then what has to exist in these guidebooks. The answer was received in black and white. Preservice teachers have the opportunity of expressing their ideas about the questions in the questionnaire by using their own sentences.As the questions are open-ended, the validity and authenticity of the analysis devoted to the questionnaire were applied to determine if the questions were suitable for acquiring the intented information. For the validity of the questionnaire, views of the instructiors working in education faculty were applied. Also, a group of preservice teachers was given a questionnaire for an pre-application and answers were demanded. In this application, it was seen that this information was acquired thanks to the questions of the questionnaire. The text-document data acquired from the questionnaire was analyzed by using “content analysis” Being made according to the content analysis, the operation steps are shown below : 1. In the first step, the text being made up from the answers of the preservice teachers answered from the questionnaire was examined and in which lessons teacher guidebooks were required and they were ranged in order of priorities. 2. The related sentences were sorted out because of requirement for teacher guidebook of preservice teachers. 3. Then, the intented things to exist in the content for every lesson were sorted out and the categories were determined. 4. According to the categories determined, categories preservice teachers demanded to exist in their guidebooks were brought out. According to these categories, texts were analyzed again by examining the frequence of visibility. 5. The results of the analysis were presented as in per cent and frequency. Findings: It is seen that the most – demanded lessons needing teacher guidebook in primary schools are Turkish ( 60 per cent ) and the least one is İndividual and Aggregate Activities ( 0.6 per cent ). After the lesson Turkish, teacher guidebooks was also required for Science and Technology, Maths, Social Sciences, Science of Life, Music, Art , Religious Culture, Physical Education and İnformation technology. It is seen that the lessons which most required teacher guidebooks are ranged in order as Science and Technology ( 30 per cent), Turkish ( 27 per cent ), Maths ( 21 per cent ), Social Science ( 12 per cent ), Science of life ( 8 per cent ). No example was given no priority for the lessons apart from the basic lessons. In Science and Technology guidebooks, basic catgories of the concepts such as preparation, introduction activities , method – technique, activities , testing and evaluation, search, Project and assigments , warnings, suggestions, explanation forms, time, materials and tools and materials, focusing attention, sources, experiments, extracurricular activities are required. Like the views of preservice teachers, the quotations supported them. Also, activities, testing-evaulating, warnings, suggestions, explanation forms, tools and materials, experiments, demands in basic categories outnumber in comparison with others. This situation can be interpreted that preservice teachers need more guidance. In Turkish lesson guidebook, preparation, introduction activities, textbook, method-technique, activities, subjects, testing – evaulating, searching, project and assignments, warnings, suggestions, explanation forms, time, tools and materials, focusing the attention, sources, dictionary, first reading-writing are required in basic categories. Also in the basic categories of the activities, subject, warnings, suggestions, explanation forms, the first reading-writing outnumber in comparison with the others. This situation can be interpreted that preservice teachers need more guidance. In Maths lesson teacher guidebook, preparation, textbook, method-techniques, activities, subjects, testing-evaulating, searching, Project and assignment, warnings, suggestions, explanation forms, timei tools and materials, focusing the attention, the games which can be played in the lessons, sources are required to be in the basic categories. Also, activities, subjects, testingevaulating, warnings, suggestions, focusing the attention are required to be in the basic categories outnumber in comparion with others. This situation can be interpreted that preservice teachers need more guidance. In Social Science and Science of Life teacher guidebooks, preparation, introduction activities, textbooks, method-techniques, subjects, testing-evaulating, searching, Project and assignment, warnings, suggestions, explanation forms, time, tools and materials, focusing the attention, sources, plan, travel and observation are required to be in basic categories. Method-technique, activities, warnings and suggestions, tools and materials required to be in basic categories outnumber in comparison with the others. This situation can be interpreted that preservice teachers need more guidance. Results: The lessons needing teacher guidebook in the end of the search are Science and Technology, Turkish, Maths, all the lessons, Social Sciences, Science of life, Music, Foreign language, Religious Culture are seen to be required. In these ones, the requirements in to be existed in Science and Technology, Turkish, Maths, Social Science and Science of Life lessons are made up from common categories. The common basic categories for these lessons are preparation, method-technique, actities, subjects, testing-evaulating, searching, Project and assignment, warnings and suggestions, explanation forms, time, tools and materials, focusing the attention and sources. Apart the common categories, differences were seen to exist according to the lessons because every lesson shows difference between content and subjects. When all the lessons are thought, activities, subjects, warnings and suggestions, explanation forms, tools and materials from the basic categories outnumber in comparison with others. It true that these are required to be more detailed in prepared teacher guidebooks. In Turkish and Maths lessons, the things demanded to exist outnumber in comparison with others.

Açıklama

Anahtar Kelimeler

Dersler, Ders Kitabı, Öğretmen Kılavuzu, Sınıf Öğretmenliği, Aday Öğretmen, Lessons, textbooks, Teacher guidebooks, classroom teaching, preservice teaching

Kaynak

Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

WoS Q Değeri

Scopus Q Değeri

Cilt

Sayı

21

Künye

Kılıç, A., (2009). İlköğretim Birinci Kademe Derslerinde Öğretmen Kılavuzuna Duyulan İhtiyaç ve İçeriği. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 295-309.