Fi̇zi̇k Öğretmen Adaylarinin Öğretmenli̇k Uygulamasi Dersi̇ne Yöneli̇k Görüşleri̇ni̇n Değerlendi̇ri̇lmesi̇

Abstract

The purpose of this study was to examine the views of physics preservice teachers about the course of teaching practice. The study was carried out with 10 physics preservice teachers taking the course of teaching practice in the Department of Physics Teaching at Ziya Gökalp Education Faculty. In the study, the semi-structured interview technique was used as the data collection tool. The data collected in the study were examined with content analysis and descriptive analysis techniques. The results revealed that the preservice teachers found the course of teaching practice necessary and beneficial since they gained experience thanks to this course. On the other hand, a majority of the preservice teachers reported that they experienced communication difficulties during the practices; that the practicum teacher did not give importance to them; and that they were always in the background. In addition, the preservice teachers also stated that the weekly course-hour for this course should be increased; that it should not be taught in the last academic year when all preservice teachers are anxious about graduation and about KPSS and that this course should be taught throughout undergraduate education. Also, the preservice teachers participating in the study pointed out that they wanted to be more in center at their practice schools; that the practices should be enriched; that people involved in this course should be more active; and that physics courses given in education faculties should be parallel to the physics course curriculum in high schools.

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“…It was seen that providing an experience to the candidates was the most emphasized issue about teaching practice. When the literature has been surveyed it was seen there are studies that support our findings about teaching practice, being one of the first and vital steps in teaching profession (Baran et al, 2015;Çepni et al, 2015;Kana, 2014;Özay Köse, 2014;Ramazan and Yılmaz, 2017).…”

“…One of the other problems of prospective teachers is that they found the duration of teaching per them inadequate, even the candidates who said the overall duration of it was enough thought that they could not teach enough because they attend to the same classes together with their friends. There are many studies that show the negative effects of attending classes in crowded groups (Baran et al, 2015;Baştürk, 2009;Karaca and Aral, 2011;. This situation could hinder the development of prospective teachers, since they could not find enough time to practice.…”

Sosyal Bilgiler Öğretmen Adaylarının Okul Uygulaması Dersine Yönelik Tutumlarının İncelenmesi

“…Yarıyılında öğretmenlik uygulaması dersinin verilmesi gerektiğini belirtmektedir (Özkan, Ramazan & Yılmaz, 2017;YÖK 2018). Bu şekilde öğretmen adayları eğitim sisteminin içerisinde aktif bir şekilde yer alarak mesleğine yönelik uyumluluk sürecini kısaltmış olacak (Akpınar, Çolak & Yiğit, 2012) ayrıca bu süreçte düzeylerini sorgulayarak eksiklerini tespit etmiş olacaklardır (Baran, Yaşar & Maskan, 2015;Başal, Kahraman, Rabia, Tabak & Turan, 2017;Öksüz & Coşkun, 2012;Yalın Uçar, 2012;Yenilmez & Ata, 2012;Yıldırım, Akamca, Ellez, Karabekmez & Üner, 2019). Nitekim öğretmenlik uygulaması dersinin amaca uygunluğunu değerlendiren çalışmalarda öğretmen adaylarının, öğretmenlik uygulaması dersinde geçirilen sürenin kısıtlı olmasından dolayı ilgili derslere yönelik etkinlikleri yerine getiremedikleri ve derslerin verimliliği konusunda problemlerin olduğu yönündedir (Aslan & Sağlam, 2018;Bay, Şeker & Alisinanoğlu, 2020;Başal, Bağçeli Kahraman, Özen Uyar, Tabak & Turan, 2017;Gürbüztürk & Çalış 2019;Kirksekiz, Uysal, Isbulan, Akgün, Kiyici, & Horzum, 2015;Gürbüztürk & Çalış 2019;Tosun, 2019;Yıldız Altan, Ulutaş & Demiriz, 2018;Yılmaz & Özçakmak, 2015).…”

Yeni̇ Normalleşme Süreci̇nde Öğretmenli̇k Uygulamasi Dersi̇ne Yöneli̇k İhti̇yaç Anali̇zi̇: Swot Anali̇zi̇ Örneği̇

“…Nitelikli öğretmen yetiştirebilmek için "Öğretmenlik Uygulaması" dersinin öğretmen adaylarına kapsamlı şekilde sunulması oldukça önemlidir (Baran, Yaşar ve Maskan, 2015). İnsanın olduğu yerde koşulların değişmemesinin imkansız olduğu göz önünde bulundurularak her tür şart ve koşulda uygulamanın da yapılacağı sistemlerin yapılması için altyapı çalışmala-…”