Hayat Ünitesi" kazanımları Yenilenmiş Bloom Taksonomisi matrisine göre incelenerek matrise yerleştirilmiştir. Devamında, ders kitabından ilgili kazanımlara yönelik hazırlanmış konu, etkinlik ve değerlendirme soruları incelenip matrise yerleştirilerek program ögeleri arasındaki uyum ortaya çıkarılmaya çalışılmıştır. Bu inceleme sonucunda; ağırlıklı olarak kazanımların "anlama," öğrenme etkinliklerinin "hatırlama" ve "anlama," değerlendirme etkinliklerinin ise "hatırlama" basamağında yer aldığı belirlenmiştir. Program ögeleri uyumu açısından; "çok güçlü" kategorisinde bir, "daha zayıf" ve "en zayıf" kategorisinde üçer kazanımın olduğu belirlenmiştir. Elde edilen bulgular doğrultusunda, program ögeleri arasındaki uyumun ağırlıklı olarak "daha zayıf ve "en zayıf" düzeyinde olduğu sonucuna ulaşılmıştır. Bu sonuç, öğretim programı ve ders kitaplarının hazırlanmasında program ögeleri arasındaki uyumun dikkate alınması gerekliliğini ortaya koymuştur.
In this study, it is aimed to determine the problems faced by primary school trainee teacher during the teaching practice process. The study was conducted within the scope of the case study. The study was carried out with six volunteer students from 133 4th primary school teacher who took teaching practice lessons. Focus group interviews were conducted with six primary school trainee teachers. Transcripts of the interviews were prepared. The data were analyzed by content analysis. Three different categories and 18 codes were reached from the interviews. The categories; evaluation of mentor teacher, evaluation of course instructor and evaluation of school administration. As a result of the study, it was found that some of the mentor teachers had positive and some of them had negative practices. It has been concluded that there are some tasks that are expected from the instructor but not fulfilled adequately. The school administration did not provide sufficient guidance and support to trainee teachers. According to the results obtained from the study, it is thought that it would be beneficial for the mentor teachers and course instructors to undergo a training on teaching practice. It is thought that a communication channel should be established between the administration school and the faculty of education.
The aim of the present study was to develop the Children’s Rights-Based Classroom Scale. The participants of the study were comprised of 451 classroom teachers working at 12 primary schools in the Gaziantep province selected via cluster sampling method. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted for attaining the construct validity of the scale. The scale structure consisting of four factors and 21 items was obtained as a result of EFA. It was identified that these four factors explain 76.217 % of the total variance. Of the CFA fit indices, GFI(.90), AGFI(.87), SRMR(.060) and NFI(.94) were at acceptable levels, X2/sd (CMIN/DF) (1.354), CFI(.98), IFI(.98), RMSEA(.042), were at perfect fit levels. The Cronbach Alpha value for the total scale was calculated as .89. The Cronbach Alpha values for the sub-factors of the scale were calculated as .943, .905, .917 and .934 for protection-support-communication, participation, environmental arrangements and teaching-learning process respectively. It can be stated based on the findings of the present study that a valid and reliable scale has been developed that enables the multi-dimensional assessment of the children’s rights-based structure of primary school classrooms.
The aim of this study is to identify the main problems that arise in multigrade classrooms. This research was designed as a case study. The data were obtained through interviews and observations. Participants of the study consist of 10 teachers working in multigrade classrooms in a district in the Mediterranean region in Turkey. The data were analyzed by using thematic statistics. As a result of the research, it was found out that the teachers were left alone in the multigrade classrooms and had difficult times. It was determined that they had problems in planning and executing the learning-teaching process, as well as ensuring classroom management. It was also revealed that having the duty of a principal teacher was a heavy burden for teachers and this duty led them to do all kinds of work at schools. It was discovered that the inspections made by the Ministry of National Education did not contribute greatly to teachers. However, parental assistance to teachers in non-educational matters appeared to be the only support for them within their daily workload.
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