Teaching practice requires a variety of thinking skills, the most important of which is reflective thinking, which is defined as a self-assessment ability that enables an individual to overcome the uncertainties he encounters by questioning his experiences through critical and conscious research. This study aims to examine pre-service mathematics teachers' self-assessment processes related to their classroom practices and professional development. For this purpose, a self-assessment form composed of openended questions was prepared, in order to allow pre-service teachers reflect on their teaching practices. The form was filled by eight pre-service teachers immediately after their in-class practice sessions through an eight-week training program. Items included in the self-assessment forms were analyzed under three categories, based on the classification proposed by Schön (1987): i) Reflectionon-action, ii) Reflection-in-action, iii) Reflection-for-action. The analysis revealed that the pre-service teachers often engaged in self-assessments in the reflection-on-action and reflection-in-action categories, but mostly steered clear of the reflection-for-action category.
Bu çalışmanın amacı, eğlenceli ve etkileşimli etkinlikler içeren bir sınıf dışı kimya ortamı (ESDIKO) tasarlamak, ortamın ve etkinliklerin katılımcılar üzerinde bıraktığı etkileri belirlemek ve katılımcıların gözüyle ortam ve etkinlikleri değerlendirmektir. Araştırmada, tek grup son test modeli tercih edilmiştir. Çalışma grubunu; Trabzon ilinde bulunan bir lisenin 1, 2 ve 3. sınıflarında öğrenim görmekte olan 19 öğrenci oluşturmaktadır. Çalışmada, öğrencilerin ESDIKO deneyimlerini belirlemek amacıyla "Deneyim Belirleme Formu", etkinlikleri ve kendilerini değerlendirmeleri için de "Etkinlikleri ve Kendini Değerlendirme Formu" veri toplama aracı olarak kullanılmıştır. Çalışma sonucunda, öğrencilerin ESDIKO'daki deneyimlerinin genel olarak pozitif yönde olduğu belirlenmiştir. Ayrıca etkileşim seviyesinin en yüksek olduğu etkinlik ünitesinin "Enjektör" ve etkileşimin en düşük olduğu etkinlik ünitesinin "İki Beyazdan Bir Sarı" olduğu tespit edilmiştir. Diğer yandan öğrencilerin çoğunun etkinliklerin vermek istediği ana mesajı, "soyut genelleme" kategorisinde açıklamaya çalıştığı belirlenmiştir. Bu sonuç, öğrencilerin basit ve karmaşık olmayan araç-gereçler kullanılarak gerçekleştirilen etkinlikleri daha çok sevdiğini, buna bağlı olarak da daha fazla etkileştiklerini göstermiştir. Etkinliklerin günlük hayatla ilişkili ve eğlenceli olmasının, temel düzeyde kimya bilgisi gerektirmesinin ve uygulamanın sınıf dışında bir ortamda gerçekleştirilmesinin de sonuçlar üzerinde olumlu etkisi olduğu belirlenmiştir.
As the technologies in the field of education are becoming more and more sophisticated, continuous professional development for teachers is gaining increasing importance. Therefore, teachers need to improve themselves to grow more competent professionally, to adapt to innovations in their field and to be aware of their competencies throughout their professional careers. A support for professional development can be given to teachers through in-service training programs or mentoring practices. This study aims to improve chemistry teachers' adaptation to the renewed curriculum with a group mentoring program and to determine the effects of this program on professional development of teachers by individually and as a group. The study group consists of four (three males, one female) chemistry teachers working in the central districts of the province of Trabzon in Turkey. A Course Evaluation Form developed by the researchers was used to examine the effect of the teachers’ mentoring support experiences on their classroom practices. Each teacher was observed before, during and after the mentoring. Every one of the classroom teaching practices was video-recorded. The video recordings were analyzed according to the themes and codes in the course evaluation form. The findings show that there is a change in teachers' in-class practices before, during and after the mentoring, and while this change shows continuous improvement in some cases, it is variable or stationary in some others.
The aim of the study is to examine the development of pre-service science teachers within the course about the out-of-school learning. In this study, the effects of the implementations in the course on the perceptions of the preservice science teachers about the relevant subject and their self-efficacy in organizing teaching activities in these environments were evaluated. The study was carried out employing an action research design. The study group consisted of 36 pre-service science teachers in The Department of Science Education at the Faculty of Education at a state university in Turkey during the 2019-2020 academic year. Data collection tools were "The Form of Preservice Science Teachers' Opinion on OSL", "Self-Efficacy Belief Scale for Planning and Organizing Educational Trips to Out of School Settings" developed by Bozdoğan (2016), "Informal Learning Environments Scale" developed by Adiyaman (2019), and "Experience Determination Form" adapted by Aslan (2015). The data collection tools were used as a pre-test on the first week of the course and as a post-test on the fifteenth week of the same course. The qualitative data elicited from the open-ended questions and the "Experience Determination Form" were subjected to the content analysis method. The quantitative data obtained from the "Self-Efficacy Belief Scale for Organizing Educational Trips to Out-of-School Environments" and "Informal Learning Environments Scale" were analysed using the SPSS 25.0 package program. The dependent t-test was used to compare the scores of the pre-tests and post-tests. The results showed that the applications made within the course significantly affect the opinions of pre-service science teachers about out-of-school learning and their self-efficacy in organizing educational activities in out-of-school learning environments.
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