Yenilenen İlköğretim Matematik Öğretmenliği Lisans Programı İle İlgili Öğretim Elemanlarının Görüşleri

Abstract

The aim of this study is to evaluate the elementary mathematics teacher undergraduate program, which started to be implemented as of the 2018-2019 academic year, in line with the opinions of the lecturers. The participants of the study, in which a qualitative research approach was adopted and designed with a holistic single case study design, are 12 lecturers working in the department of mathematics education at a state university in the Eastern Anatolia Region. In the study, a semi-structured interview form developed by the researchers was used as the data collection tool, and the descriptive analysis technique was used in the analysis of the data. The findings were presented under the themes of opinions about the lessons, views about the problems that were / may be experienced and opinions about the program's competencies. The results reached in this direction: There are opposite views about the courses closed in the renewed program; The appropriateness of newly opened courses, elective courses and courses to the grade level is generally considered positive; The credits and contents of the courses are seen negatively in terms of field knowledge courses; that many problems in institutional, student and material dimensions are experienced / can be experienced; the program is found sufficient in terms of the teaching profession; Most of the participants indicate that the program has some deficiencies in terms of the integration of technology into education and the ability to learn and teach mathematics. In this context, it was determined that the renewed program focuses more on field education rather than field knowledge.

Tapping into the art of teaching: Unveiling pedagogical content mastery through a riveting case study

“…This emphasis aligns with studies advocating for teaching innovation to increase student engagement, such as Basturk (2009Basturk ( , 2010, Budak et al (2011), and Uzun and Koparan (2021). However, studies including Cetin et al (2021), Demir et al (2021), and Uzun and Koparan (2021) identified inadequate integration of technology in teacher training programs, suggesting the need for program updates. Particularly, Uzun and Koparan (2021) emphasized the importance of supporting lessons with educational games, Web 2.0 tools, dynamic software, interactive boards, and other technologies.…”

“…Critiques from academics concerning the inadequacy of time and credits allocated to field knowledge courses, and reservations about completing these courses within the stipulated periods, were tempered by a positive view of the updated curriculum. Cetin et al (2021) corroborated the findings of Demir et al (2021), asserting that the revision of the teacher training undergraduate program was not solely driven by political motives, but rather aimed at addressing deficiencies in training qualified teachers and rectifying inadequacies stemming from the preceding program. They contended that the overarching goal of the update was to produce teachers who are suited to contemporary needs, pedagogically adept, socially, culturally, and philosophically developed, with augmented professional knowledge and skills.…”

“…In an examination of studies comparing the teacher training undergraduate program introduced in the 2018-2019 academic year with the program utilized prior to 2018, Demir et al (2021) focused their investigation on the renewed teacher training undergraduate program within the domain of elementary mathematics teaching. Their findings indicated that, while the revised curriculum demonstrated adequacy in terms of preparing individuals for the teaching profession, deficiencies persisted in the integration of technology into the courses.…”

2018-2019 Öğretim Yılında Güncellenen Öğretmen Yetiştirme Lisans Programının İncelenmesi

“…Ayrıca akademisyenlerin görüşlerinden elde edilecek verilerin 2020 yılında gerçekleşen değişiklikle ders kategorileri (Alan Eğitimi Dersleri, Öğretmenlik Meslek Bilgisi Dersleri ve Genel Kültür Dersleri) ders sayısı, ders saati/kredi sayısı ve yoğunluğu aynı kalmak şartıyla yükseköğretime kurumlarına bırakılan "öğretmenlik programlarındaki derslerin, müfredatların ve kredilerin belirlenmesine rehberlik etmesi beklenmektedir. Alanyazın incelendiğinde 2018 yılında uygulamaya konulan lisans programları ile daha önceki yıllarda uygulanan lisans programlarının bazı bölümler kapsamında karşılaştırıldığı (Akarsu, Yılmazer ve Geçit, 2020;Sağdıç, 2018), 2018 lisans programlarının bazı bölümleri akademisyen görüşleri bağlamında incelendiği (Ağçam ve Babanoğlu, 2020;Aykaç ve Stebler, 2019;Dağtekin ve Zorluoğlu, 2019;Demir, Akbaş ve Gök, 2021) görülmüştür. Ancak 2018 öğretmen yetiştirme lisans programlarının bütünsel bir bakış açısı ile ele alınmadığı görülmüştür.…”

Untitled

“…Ignoring the opinions of the people who are the implementers of the programme, besides the failure of the change, also causes loss of money, time and energy (Ornstein and Hunkins, 2014). When the literature is examined, it is seen that the undergraduate programmes implemented in 2018 and in previous years are compared within the scope of some departments (Akarsu et al, 2020;Sagdic, 2018;Yucetoker, 2019), in which some parts of the 2018 undergraduate programmes were examined in the context of the opinions of academics (Agcam & Babanoglu, 2020;Aykac & Stebler, 2019;Dagtekin & Zorluoglu, 2019;Demir et al, 2021).…”