ÖZ: Bu araştırma, uygulama öğretmenlerinin görev, rol ve sorumluluklarının neler olduğunu ve yine katılımcı görüşlerine göre uygulama öğretmenliğine ilişkin eğitim gereksinimi ihtiyacını belirlemeyi amaçlamıştır. Çalışma nitel araştırma yöntemi ile gerçekleştirilmiştir. Ülkenin farklı bölgelerinde ve yedi ayrı şehirde görev yapmakta olan 78 uygulama öğretmeni ve öğretmenlik uygulamalarından sorumlu 22 okul yöneticisi, olasılık temelli küme örnekleme yöntemi ile belirlenmiş ve toplam 100 katılımcıdan elde edilen veriler, betimsel analiz yöntemi ile çözümlenmiştir. Betimsel çözümleme yoluyla ulaşılan temalar, uygulama öğretmenlerinin öğretmen adayına ilişkin sorumluluklarının duyuşsal faktörlere bağlı olduğunu, rollerinin iletişim, görevlerinin ise kendi akademik yeterliliklerini sağlamak olduğunu göstermektedir. Ayrıca uygulama öğretmenliğine ilişkin bir eğitim gereksinimi içinde olunduğu anlaşılmaktadır. Anahtar sözcükler: Uygulama öğretmeni (mentör), öğretmen adayı, uygulama okulu yöneticisi, görev, rol, sorumluluk. ABSTRACT:This study aims at identifying mentor teachers' views on duties, roles and responsibilities as well as educational needs concerning mentorship. The study adopted a qualitative research methodology. 78 mentor and 22 school administrator responsible for mentorship, who how been working in various regions and 7 different districts of the country, were selected through probability based cluster sampling and the data gathered from a total of 100 participants were analyzed using descriptive analysis. The attained themes show that mentors' responsibilities regarding prospective teachers depend on affective factors, their roles are communication and that mentors' duties are obtaining their academic proficiencies. Besides, findings indicate that there is a need for mentor training.
This study describes the definition of the deliberative approach, its historical development, the practices of deliberative democracy and deliberative pedagogy, its applications in higher education and teacher training processes. Deliberation and deliberative approaches have been applied in many fields from politics to economics, from education to marketing. Unlike discussion and dialogue, which exchanges ideas between different perspectives, negotiation enables confrontation with difficult changes through reflection on alternatives and ultimately making choices. Individual choices made as a result of discussions within the group serve to develop affective behaviors as well as metacognition. The deliberative approach also serves individual awareness in particular and social consensus in general. The deliberative approach differs from other teaching approaches in terms of reconsidering education demands and processes at all levels with the effect of globalization and pandemic, prioritizing the universal perspective, requiring multiculturalism, multilingualism, tolerance to different views and approaches, and serving social-emotional learning. Further, the fact that it was prioritized in the last quarter century reveals its originality. Therefore, in the deliberative democracy process, while citizens are negotiating certain issues or decisions, it provides to have more information about the issues, to respect opposing views and to use more public arguments. Especially, the deliberative teaching approach, which is thought to have positive effects on the social structuring of the multiplier effect and formed as a result of its use in the teacher education process, has been tried to be structured theoretically in this study. This study was carried out with the literature review method and the themes obtained as a result of the qualitative descriptive method were expressed as the deliberative approach, deliberation, deliberative democracy, deliberative pedagogy, deliberative curriculum, deliberative approach in higher education and deliberative approach in teacher education and deliberative teaching approach within the framework of historical development. As a result of the literature review, it has been concluded that the deliberative teaching approach can be used effectively in formal learning environments and can be used effectively in the process of raising individuals with a democratic perspective and in the process of democratic society formation.
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