Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme ve Öğretmeye Yönelik İnançlarının ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması

Yılmaz Soysal, Somayyeh Radmard
178 67

Öz


Bu çalışmada sosyal oluşturmacı öğretme yaklaşımının pedagojik formasyon eğitimine katılan öğretmen adaylarının öğrenme-öğretmeye yönelik inançlarının değişimine etkisi ve bu değişimin sınıf içi pratiklere yansıma durumları incelenmiştir. Çalışma nitel araştırma perspektifinde bir durum çalışması olarak yürütülmüştür. Öğretmen adaylarının altısından görüşmeler (inanç değişimi) ve metaforlar (sınıf içi pratik değişimi) aracılığı ile nitel veriler toplanmıştır. Sosyal oluşturmacı öğretimin etkisinin inanç-pratik ilişkisini nasıl ve ne derecede etkilediğinin incelenmesi adına sosyal oluşturmacı uygulamalar 14 hafta boyunca uzman bir eğitimci tarafından yürütülmüştür. Görüşme sorularına verilen cevapların analizi, öğretmen adaylarının uygulamalar öncesi geleneksel pedagojik inançları taşıdığını, uygulamalar sonrası ise öğretmen adaylarının öğrenme-öğretmeye yönelik inançlarının (öğrenen-merkezli) ciddi ölçüde değiştiği görülmüştür. Öğretmen adaylarının sınıf içi pratiklerinin yordanması adına analiz edilen pedagojik-metaforik akıl yürütmeleri ise onların sınıf içi pratiklerinin öğretmen-merkezli olacağını, inançlarındaki değişimin pratiklerine yansımayacağını göstermiştir. Pedagojik formasyon eğitimi ve öğretmen eğitimi adına Türkiye bağlamında çeşitli pedagojik önerilerde bulunulmuştur.       


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