Integrated teaching project: A sustainable approach to teacher education

Abstract

In this paper, the authors discuss the conceptual and theoretical underpinnings of the Integrated Teaching Framework and the rationale behind its development as a road-map for teachers and teacher educators. It is further explored in the paper to what extent a sustainable teacher professional development project, which is grounded in this framework, displayed intellectual merit and broader impact. Outlines of the programs developed within this particular project are provided as evidences. Given short-term seminars or workshops in Turkey are generally accepted as the norm, revealing the details of long-term sustainable professional development programs is considered to be noteworthy for teachers, teacher educators, principal investigators of similar projects, and policy makers in Turkey and elsewhere.Bütünleşik öğretmenlik projesi: Öğretmen eğitimine sürdürülebilir bir yaklaşım ÖZ Bu çalışmada öncelikle öğretmen ve öğretmen eğitimcileri için bir yol haritası işlevi görmesi beklenen Bütünleşik Öğretmenlik Çerçevesi'nin mantıksal, kavramsal ve kuramsal altyapısı tartışılmaktadır. Bu çerçeveye dayanan ve sürdürülebilirlik iddiasındaki bir öğretmen eğitimi projesinin ne ölçüde özgün değere ve yaygın etkiye sahip olduğu incelenmektedir. Proje kapsamında geliştirilen bir çok farklı program ise okuyucuların bu çalışmada detaylandırılan projeyi açık ve bağımsız şekilde değerlendirebilmeleri için kanıtlar olarak sunulmaktadır. Bu şekilde öğretmenler, öğretmen eğitimcileri, benzer proje önerileri yazmak amacındaki proje yürütücüleri ve politika yapıcılar için kısa dönemli seminer veya çalıştaylar yerine öğretmen eğitimine sürdürülebilir bir yaklaşımın gerekliliği ve önemi vurgulanmaktadır.

Investigation of scientific creativity levels of elementary school students who enrolled in a STEM program

“…"Authentic problem of knowledge society" (APKS) lies at the center of the framework. APKS is an open-ended dynamic 21 st century problem that could be solved by means of alternative strategies considering the limitations presented (Aşık et al 2017).…”

Integrated instructional material and development processes

“…The four principles of integrated teaching are defined as equity, relevance, interdisciplinarity and rigor. (Aşık, Doğança Küçük, Helvacı & Corlu, 2017) Furthermore, STEM can be described as a kind of approach where these disciplines are integrated with each other (Wang, Moore, Roehrig & Park, 2011) and daily situations so that they are conveyed to students in a meaningful way (Yılmaz, Yiğit Koyunkaya, Güler & Güzey, 2017). Components of STEM education include integration of knowledge, skill, and beliefs belong to at least two STEM disciplines (Corlu, Capraro, & Capraro, 2014).…”

Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students

“…"Authentic Problems of Knowledge Society (APKS)" is kept central of the plans that are created by taking student achievements into account. The lesson plans of APKS, which are shaped over a scenario aimed at solving the problems involving a section of real life, are prepared with materials suitable for the student level and are implemented to the students in the classroom (Aşık et al, 2017;Bayazit et al, 2018;Çorlu et al, 2014;English, 2016;Yıldırım & Altun, 2015). The teacher guides the students during the course process and gives them the opportunity to socialize.…”