Research Article
Year 2009,
Volume: 8 Issue: 2, 439 - 456, 26.06.2009
Abstract
Bu çalışmanın amacı, Fen öğretmeni öğretmenliği uygulamasında okuyan öğretmen adaylarının dersi kapsam uygulama okullarında anlattıkları derslerin niteliğini, hatatıkları öğretmenleri, anlattıkları dersleri doğası gibi değişkenler. bunu yapabilmek için, öğretmenlik uygulaması dersi sınavı 24 öğretmen adayına açık ve kapalı uçlu sorulardan oluşan bir yazılı anket uygulanmıştır. Anketin analizi, sonra 3 öğretmen adayı ile yarı yapılandırılmış görüşme yapılmıştır. Araştırma parametreleri betimsel analiz, içerik analizi ve nitel etme sayısallaştırılması yöntemleri bulunuyor. Araştırmanın önemli olduğu sonuclarına göre, uygulama öğretmenlerinin keyfi yaklaşımları arasında bir öğretmen olmaktır ders saati aracı farklılıklar bulunuyor. Öğretmen adaylarının yarıya yakını ders anlatımlarından önce hazırladıkları öğretiliriz. Öte yandan uygulamacılar öğretmen adaylarına ders anlatımlarına geçin pedagojik ve mesleki gelişim stratejileri yöneliktir
References
- AltunV+Vk, R., Co+kun, R., YVldVrVm, E., ve Bayraktaro!lu, S. (2002). Sosyal Bilimlerde Ara t rma Yöntemleri .(2.BaskV). AdapazarV: Sakarya Kitabevi. Audouin, M. C. (1996). Formation professionnelle initiale en mathématiques: tuteurs et stagiaires en collège et lycée. Document de travail pour la formation des enseignants n 16, Irem Paris 7. Awaya, A., McEwan, H., Heyler, D., Linsky, S., Lum, D., & Wakukawa, P. (2003). Mentoring as a journey. Teaching & Teacher Education, 20(1), 45-57. Azar, A. (2003). Okul Deneyimi ve Ö!retmenlik UygulamasV Derslerine li+kin Görü+lerinin YansVmalarV. Milli E itim Dergisi, 159, 181-194. Ball, D. L., & Feiman-Nemser, S. (1988). Using textbooks and teacher’s guides: A dilemma for beginning teachers and teacher educators. Curriculum Inquiry,18, 401–423. Barnett, B. G. (1995). Developing reflection and expertise: Can mentors make the difference? Journal of Educational Administration, 33(5), 45–59. Ba+türk, S. (2003). Enseignement des mathématiques en Turquie: Le cas des fonctions au lycée et au concours d'entrée à l'université. Paris: IREM de Paris 7. Braund, M. (2001). Helping primary student teachers understand pupils’ learning: exploring the student–mentor interaction. Mentoring & Tutoring, 9(3), 189–200. Brousseau, G. (1988). Le contrat didactique: Le milieu. Recherches en Didactique des Mathématiques, 9(3), 309-336. Burstein, L.: (Ed.), (1993), The IEA study of mathematics 3: student growth and classroom processes. Oxford: Pergamon Press Canbazo!lu, S. (2008). Fen Bilgisi Ö!retmen AdaylarVnVn Maddenin Tanecikli YapVsV Ünitesine li+kin Pedagojik Alan Bilgilerinin De!erlendirilmesi. YayVnlanmamV+ Yüksek Lisans Tezi, Gazi Üniversitesi E!itim Enstitüsü, Ankara. Carter, M., & Francis, R. (2000). Mentoring and beginning teachers’ workplace learning. Paper presented at the Australian Association of Research in Education (AARE) Conference, Sydney, Australia. Crowther, D. T. & Cannon, J. R. (1998). How much is enough? Preparing elementary science teachers through science practicum. Paper presented at the Annual Meeting of the Association for the Education of Teachers of Science, Minneapolis, MN, January. Dallmer, D. (2004). Collaborative relationships in teacher education: A personal narrative of conflicting roles. Curriculum Inquiry, 34(1), 29-45. Erdem, M. (2005). Ö retmenlik Mesle ine Giri . stanbul: Epsilon YayVncVlVk. Feiman-Nemser, S. (1998). Teacher as teacher educators. European Journal of Teacher Education, 21(1), 63–74. Flaxman, E., Ascher, C., & Harrington, C. (1988). Youth mentoring: Programs and practice. Urban Diversity Series No. 97. New York, Teachers College, Institute for Urban and Minority Education, ERIC Document Reproduction Service No. ED308257. Ganser, T. (1996). What do mentors say about mentoring? Journal of Staff Development, 8(2), 113-126. Gaston, J. S., & Jackson, J. F. (1998). Mentoring and its implications. Idaha, US, ERIC Clearing-house (ERIC Document Reproduction Service No. ED 426 990). Gehrke, N. J., & Kay, R. S. (1984). The socialization of beginning teachers through mentor–protégé relationships. Journal of Teacher Education, 34(3), 21–24. Gökçe, E., ve Demirhan, C. (2005). Ö!retmen E!itiminde Yenilikçi Bir Yakla+Vm MV Yoksa Geleneksel Bir AnlayV+ MV? Ankara Üniversitesi E itim Bilimleri Fakültesi Dergisi, 38(2), 187-195 Gürdal, A. (1992). lkö!retim OkullarVnda Fen Bilgisinin Önemi. Hacettepe Üniversitesi E itim Fakültesi Dergisi, 8, 185-189. Hasher, T., Cocard, Y., & Moser, P. (2004). Forget about theory-practice is all? Student teachers’ learning in practicum. Teachers and Teaching: Theory and Practice, 10(6): 623-637. Healy, L., Ehrich, L. C., Hansford, B., & Stewart, D. (2001). Conversations: a means of learning, growth and change. Journal of Educational Administration, 39(4), 332–345. Hopper, B. (2001). The role of the HEI tutor in initial teacher education school-based placement. Mentoring & Tutoring, 9(3), 211–222. Hudson, P. (2007). Examining mentors’ practices for enhancing preservice teachers’ pedagogical development in mathematics and science. Mentoring & Tutoring, 15(2), 201-217. 455 Jarvis, T., McKeon, F., Coates, D., & Vause, J. (2001). Beyond generic mentoring: helping trainee teachers to teach primary science. Research in Science and Technological Education, 19(1), 5-23. Karamustafao!lu, O., ve Akdeniz, A. R. (2002). Fizik Ö!retmen AdaylarVnVn KazanmalarV Beklenen DavranV+larV Uygulama OkullarVnda YansVtabilme OlanaklarV. V.Ulusal Fen Bilimleri ve Matematik E itimi Kongresi, ODTÜ, Ankara. Karasar, N. (2000). Bilimsel ara t rma yöntemi (12. BasVm). Ankara: Nobel YayVn Da!VtVm. Kete, R., Özdemir, A., YVldVrVm, A., ve Durmu+, H.S. (2002). Okul UygulamalarV Verimlili!inin FarklV Bölümlerde Kar+Vla+tVrVlmasV. V.Ulusal Fen Bilimleri ve Matematik E itimi Kongresi, ODTÜ, Ankara. Kiraz, E. (2002). Ö!retmen AdaylarVnVn Hizmet Öncesi Mesleki Geli+iminde Uygulama Ö!retmenlerinin +levi. E itim Bilimleri ve Uygulama, 2(1), 183-196. Kwan, T, & Lopez-Real, F. (2005). Mentors’ perceptions of their roles in mentoring student teachers. AsiaPacific Journal of Teacher Education, 33(3), 275-287. Miles, M.B., & Huberman, M.A. (1994). An expanded sourcebook qualitative data analysis. London: Sage Publication Newton, D. P., & Newton, L. D. (2006). Could elementary mathematics textbooks help give attention to reasons in the classroom. Educational Studies in Mathematics, 64, 69–84. Nicol, C. C., & Crespo, S. M. (2006). Learning to teach with mathematics textbooks: how preservice teachers interpret and use curriculum materials. Educational Studies in Mathematics, 62, 331–355. Oral, B. (1997). Ö!retmen AdaylarVnVn Ö!retmenlik UygulamasVna li+kin Görü+leri. Ça da E itim Dergisi, 232, 9-13. Özbek, T. Z., ve Aytekin, F. (2003). E!itim Fakültesi Ö!rencilerin Ö!retmenlik Mesle!ine BakV+ AçVlarV ve Ö!retmenlik UygulamasV Dersinde Memnuniyet DurumlarV Üzerinde Bir Ara+tVrma. Ça da E itim Dergisi, 284(2), 31-39. ÖzkVlVç, R., Bilgin, A., & Kartal, H. (2008). Ö!retmenlik UygulamasV Dersinin Ö!retmen AdaylarVnVn Görü+lerinin Görü+lerine Göre De!erlendirilmesi. Ylkö retim-Online, 7(3), 726-737, [Online]: http://ilkogretim-online.org.tr adresinden 10 Eylül 2008 tarihinde indirilmi+tir. Öztürk, C. (2005). Türkiye’de Dünden Bugüne Ö retmen Yeti tiren Kurumlar. stanbul: MEB YayVnlarV. Paker, T. (2005). Ö!retmenlik UygulamasVnda Ö!retmen AdaylarVnVn Uygulama Ö!retmeni ve Uygulama Ö!retim ElemanVnVn Yönlendirmesiyle lgili Kar+Vla+tVklarV Sorunlar. XIV. Ulusal E itim Bilimleri Kongresi Pamukkale Üniversitesi E itim Fakültesi, Denizli. Power, A., Clarke, M., & Hine, A. (2002). “The internship: a journey of professional learning through reflection”. Paper presented at Challenging Futures Conference, University of New England, Armidale, Australia. Reys, B.J., & Bay-Williams, J.M. (2003). The role of curriculum materials in implementing the curriculum and learning principle. Mathematics Teaching in the Middle School, 9(2), 120-124. Robert, A. (1995). Professeur de mathematiques de college et lycée: formation professionnelle initial, ou comment desalterer qui n’a pas soif? Document de travail pour la formation des enseignants n. 14, Irem Paris 7. Sa!, R. (2008). Ö!retmen AdaylarVnVn Uygulama Ö!retmenlerinden, Uygulama Ö!retim ElamanlarVndan ve Uygulama OkullarVndan Beklentileri. Eurasian Journal of Educational Research, 32, 117-132. Saracalo!lu, A.S.; Serin, O.; Bozkurt, N. ve Serin, U. (2004). Ö!retmen AdaylarVnVn Mesle!e Yönelik TutumlarVnV Etkileyen Faktörler. Ça da E itim, 311, 16-27. Schön, D. (1987). Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass. SVlay, ., ve Gök, T. (2004). Ö!retmen AdaylarVnVn Uygulama OkullarVnda Kar+Vla+tVklarV Sorunlar Ve Bu SorunlarV Gidermek AmacVyla HazVrlanan Öneriler Üzerine Bir ÇalV+ma. XIII. Ulusal E itim Bilimleri Kurultay , Ynönü Üniversitesi, E itim Fakültesi, Malatya Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., Richardson, L., Yager, R., Craven, J., Tillotson, J., Brunkhorst, H., Twiest, M., Hossain, K., Gallager, J., Duggan-Haas, D., Parker, J., Cajas, F., Alshannag, Q., McGlamery, S., Krockover, G., Adams, P., Spector, B., La Porta, T., James, B., Rearden, K., & Labuda, K. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching, 36, 930-954. Sinclair, C. (1997). Redefining the role of the university lecturer in school-based teacher education. Asia-Pacific Journal of Teacher Education, 25(3), 309–324. .i+man, M., ve Acat, B. (2003). Ö!retmenlik UygulamasV ÇalV+malarVnVn Ö!retmenlik Mesle!inin AlgVlanmasVndaki Etkisi. F rat Üniversitesi Sosyal Bilimler Dergisi, 13(1), 235-250. Veal, W. R., Tippins, D. J., & Bell, J. (1998). The Evolution of Pedagogical Content Knowledge in Prospective Secondary Physics Teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Diego, CA. 456 YapVcV ..,ve YapVcV M. (2004). Ö!retmen AdaylarVnVn Okul Deneyimi I Dersine li+kin Görü+leri. Ylkö retimOnline, 3(2), 54-59 10 Nisan 2008’de http://ilogretim-online.org.tr adresinden tarihinde indirilmi+tir. YVldVrVm, A., ve .im+ek, H. (1999). Sosyal Bilimlerde Nitel Ara t rma Yöntemleri. Ankara: Seçkin YayVncVlVk. YÖK (Yüksek Ö!retim Kurulu) (1998). Ylkö retim Fen Ö retimi. YÖK-Dünya BankasV Milli E!itimi Geli+tirme Projesi Hizmet Öncesi Ö!retmen E!itimi, Ankara. Zachary, L. J. (2002). The role of teacher as mentor. New Directions for Adult and Continuing Education, 93, 27-38.
Year 2009,
Volume: 8 Issue: 2, 439 - 456, 26.06.2009
Abstract
The purpose of this study is to investigate the characteristics of lessons developed by student
teachers for Teaching Practice Courses in the department of Elementary Science Education with regards to
certain variables such as their difficulties in composing theory/practice, their interactions with mentors, nature of
their teaching etc. The research design used for the study was a descriptive survey method. A questionnaire
composed of open-and closed-ended questions was administered to 24 science student teachers studying in the
last year of Elementary Science Education in a government university in Istanbul After the analysis of students’
answers to the questionnaire, semi-structured interviews were conducted with 3 student teachers selected from
the research group by means of the purposive sampling. Data were analyzed and interpreted by using
quantitative and qualitative methods. The findings revealed that there were difference among student teachers in
the quantity of hours taught in one semester because arbitrary applications of mentors. Nearly half of pre-service
teachers didn’t talk with their mentors about their lessons plans before their teaching. On the other hand, it is
very difficult to qualify that the recommendations and requests of mentors about student teachers’ lessons for
their pedagogical and professional development because mentors ask student teachers to teach for particularly
solving questions in exams.
References
- AltunV+Vk, R., Co+kun, R., YVldVrVm, E., ve Bayraktaro!lu, S. (2002). Sosyal Bilimlerde Ara t rma Yöntemleri .(2.BaskV). AdapazarV: Sakarya Kitabevi. Audouin, M. C. (1996). Formation professionnelle initiale en mathématiques: tuteurs et stagiaires en collège et lycée. Document de travail pour la formation des enseignants n 16, Irem Paris 7. Awaya, A., McEwan, H., Heyler, D., Linsky, S., Lum, D., & Wakukawa, P. (2003). Mentoring as a journey. Teaching & Teacher Education, 20(1), 45-57. Azar, A. (2003). Okul Deneyimi ve Ö!retmenlik UygulamasV Derslerine li+kin Görü+lerinin YansVmalarV. Milli E itim Dergisi, 159, 181-194. Ball, D. L., & Feiman-Nemser, S. (1988). Using textbooks and teacher’s guides: A dilemma for beginning teachers and teacher educators. Curriculum Inquiry,18, 401–423. Barnett, B. G. (1995). Developing reflection and expertise: Can mentors make the difference? Journal of Educational Administration, 33(5), 45–59. Ba+türk, S. (2003). Enseignement des mathématiques en Turquie: Le cas des fonctions au lycée et au concours d'entrée à l'université. Paris: IREM de Paris 7. Braund, M. (2001). Helping primary student teachers understand pupils’ learning: exploring the student–mentor interaction. Mentoring & Tutoring, 9(3), 189–200. Brousseau, G. (1988). Le contrat didactique: Le milieu. Recherches en Didactique des Mathématiques, 9(3), 309-336. Burstein, L.: (Ed.), (1993), The IEA study of mathematics 3: student growth and classroom processes. Oxford: Pergamon Press Canbazo!lu, S. (2008). Fen Bilgisi Ö!retmen AdaylarVnVn Maddenin Tanecikli YapVsV Ünitesine li+kin Pedagojik Alan Bilgilerinin De!erlendirilmesi. YayVnlanmamV+ Yüksek Lisans Tezi, Gazi Üniversitesi E!itim Enstitüsü, Ankara. Carter, M., & Francis, R. (2000). Mentoring and beginning teachers’ workplace learning. Paper presented at the Australian Association of Research in Education (AARE) Conference, Sydney, Australia. Crowther, D. T. & Cannon, J. R. (1998). How much is enough? Preparing elementary science teachers through science practicum. Paper presented at the Annual Meeting of the Association for the Education of Teachers of Science, Minneapolis, MN, January. Dallmer, D. (2004). Collaborative relationships in teacher education: A personal narrative of conflicting roles. Curriculum Inquiry, 34(1), 29-45. Erdem, M. (2005). Ö retmenlik Mesle ine Giri . stanbul: Epsilon YayVncVlVk. Feiman-Nemser, S. (1998). Teacher as teacher educators. European Journal of Teacher Education, 21(1), 63–74. Flaxman, E., Ascher, C., & Harrington, C. (1988). Youth mentoring: Programs and practice. Urban Diversity Series No. 97. New York, Teachers College, Institute for Urban and Minority Education, ERIC Document Reproduction Service No. ED308257. Ganser, T. (1996). What do mentors say about mentoring? Journal of Staff Development, 8(2), 113-126. Gaston, J. S., & Jackson, J. F. (1998). Mentoring and its implications. Idaha, US, ERIC Clearing-house (ERIC Document Reproduction Service No. ED 426 990). Gehrke, N. J., & Kay, R. S. (1984). The socialization of beginning teachers through mentor–protégé relationships. Journal of Teacher Education, 34(3), 21–24. Gökçe, E., ve Demirhan, C. (2005). Ö!retmen E!itiminde Yenilikçi Bir Yakla+Vm MV Yoksa Geleneksel Bir AnlayV+ MV? Ankara Üniversitesi E itim Bilimleri Fakültesi Dergisi, 38(2), 187-195 Gürdal, A. (1992). lkö!retim OkullarVnda Fen Bilgisinin Önemi. Hacettepe Üniversitesi E itim Fakültesi Dergisi, 8, 185-189. Hasher, T., Cocard, Y., & Moser, P. (2004). Forget about theory-practice is all? Student teachers’ learning in practicum. Teachers and Teaching: Theory and Practice, 10(6): 623-637. Healy, L., Ehrich, L. C., Hansford, B., & Stewart, D. (2001). Conversations: a means of learning, growth and change. Journal of Educational Administration, 39(4), 332–345. Hopper, B. (2001). The role of the HEI tutor in initial teacher education school-based placement. Mentoring & Tutoring, 9(3), 211–222. Hudson, P. (2007). Examining mentors’ practices for enhancing preservice teachers’ pedagogical development in mathematics and science. Mentoring & Tutoring, 15(2), 201-217. 455 Jarvis, T., McKeon, F., Coates, D., & Vause, J. (2001). Beyond generic mentoring: helping trainee teachers to teach primary science. Research in Science and Technological Education, 19(1), 5-23. Karamustafao!lu, O., ve Akdeniz, A. R. (2002). Fizik Ö!retmen AdaylarVnVn KazanmalarV Beklenen DavranV+larV Uygulama OkullarVnda YansVtabilme OlanaklarV. V.Ulusal Fen Bilimleri ve Matematik E itimi Kongresi, ODTÜ, Ankara. Karasar, N. (2000). Bilimsel ara t rma yöntemi (12. BasVm). Ankara: Nobel YayVn Da!VtVm. Kete, R., Özdemir, A., YVldVrVm, A., ve Durmu+, H.S. (2002). Okul UygulamalarV Verimlili!inin FarklV Bölümlerde Kar+Vla+tVrVlmasV. V.Ulusal Fen Bilimleri ve Matematik E itimi Kongresi, ODTÜ, Ankara. Kiraz, E. (2002). Ö!retmen AdaylarVnVn Hizmet Öncesi Mesleki Geli+iminde Uygulama Ö!retmenlerinin +levi. E itim Bilimleri ve Uygulama, 2(1), 183-196. Kwan, T, & Lopez-Real, F. (2005). Mentors’ perceptions of their roles in mentoring student teachers. AsiaPacific Journal of Teacher Education, 33(3), 275-287. Miles, M.B., & Huberman, M.A. (1994). An expanded sourcebook qualitative data analysis. London: Sage Publication Newton, D. P., & Newton, L. D. (2006). Could elementary mathematics textbooks help give attention to reasons in the classroom. Educational Studies in Mathematics, 64, 69–84. Nicol, C. C., & Crespo, S. M. (2006). Learning to teach with mathematics textbooks: how preservice teachers interpret and use curriculum materials. Educational Studies in Mathematics, 62, 331–355. Oral, B. (1997). Ö!retmen AdaylarVnVn Ö!retmenlik UygulamasVna li+kin Görü+leri. Ça da E itim Dergisi, 232, 9-13. Özbek, T. Z., ve Aytekin, F. (2003). E!itim Fakültesi Ö!rencilerin Ö!retmenlik Mesle!ine BakV+ AçVlarV ve Ö!retmenlik UygulamasV Dersinde Memnuniyet DurumlarV Üzerinde Bir Ara+tVrma. Ça da E itim Dergisi, 284(2), 31-39. ÖzkVlVç, R., Bilgin, A., & Kartal, H. (2008). Ö!retmenlik UygulamasV Dersinin Ö!retmen AdaylarVnVn Görü+lerinin Görü+lerine Göre De!erlendirilmesi. Ylkö retim-Online, 7(3), 726-737, [Online]: http://ilkogretim-online.org.tr adresinden 10 Eylül 2008 tarihinde indirilmi+tir. Öztürk, C. (2005). Türkiye’de Dünden Bugüne Ö retmen Yeti tiren Kurumlar. stanbul: MEB YayVnlarV. Paker, T. (2005). Ö!retmenlik UygulamasVnda Ö!retmen AdaylarVnVn Uygulama Ö!retmeni ve Uygulama Ö!retim ElemanVnVn Yönlendirmesiyle lgili Kar+Vla+tVklarV Sorunlar. XIV. Ulusal E itim Bilimleri Kongresi Pamukkale Üniversitesi E itim Fakültesi, Denizli. Power, A., Clarke, M., & Hine, A. (2002). “The internship: a journey of professional learning through reflection”. Paper presented at Challenging Futures Conference, University of New England, Armidale, Australia. Reys, B.J., & Bay-Williams, J.M. (2003). The role of curriculum materials in implementing the curriculum and learning principle. Mathematics Teaching in the Middle School, 9(2), 120-124. Robert, A. (1995). Professeur de mathematiques de college et lycée: formation professionnelle initial, ou comment desalterer qui n’a pas soif? Document de travail pour la formation des enseignants n. 14, Irem Paris 7. Sa!, R. (2008). Ö!retmen AdaylarVnVn Uygulama Ö!retmenlerinden, Uygulama Ö!retim ElamanlarVndan ve Uygulama OkullarVndan Beklentileri. Eurasian Journal of Educational Research, 32, 117-132. Saracalo!lu, A.S.; Serin, O.; Bozkurt, N. ve Serin, U. (2004). Ö!retmen AdaylarVnVn Mesle!e Yönelik TutumlarVnV Etkileyen Faktörler. Ça da E itim, 311, 16-27. Schön, D. (1987). Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass. SVlay, ., ve Gök, T. (2004). Ö!retmen AdaylarVnVn Uygulama OkullarVnda Kar+Vla+tVklarV Sorunlar Ve Bu SorunlarV Gidermek AmacVyla HazVrlanan Öneriler Üzerine Bir ÇalV+ma. XIII. Ulusal E itim Bilimleri Kurultay , Ynönü Üniversitesi, E itim Fakültesi, Malatya Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., Richardson, L., Yager, R., Craven, J., Tillotson, J., Brunkhorst, H., Twiest, M., Hossain, K., Gallager, J., Duggan-Haas, D., Parker, J., Cajas, F., Alshannag, Q., McGlamery, S., Krockover, G., Adams, P., Spector, B., La Porta, T., James, B., Rearden, K., & Labuda, K. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching, 36, 930-954. Sinclair, C. (1997). Redefining the role of the university lecturer in school-based teacher education. Asia-Pacific Journal of Teacher Education, 25(3), 309–324. .i+man, M., ve Acat, B. (2003). Ö!retmenlik UygulamasV ÇalV+malarVnVn Ö!retmenlik Mesle!inin AlgVlanmasVndaki Etkisi. F rat Üniversitesi Sosyal Bilimler Dergisi, 13(1), 235-250. Veal, W. R., Tippins, D. J., & Bell, J. (1998). The Evolution of Pedagogical Content Knowledge in Prospective Secondary Physics Teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Diego, CA. 456 YapVcV ..,ve YapVcV M. (2004). Ö!retmen AdaylarVnVn Okul Deneyimi I Dersine li+kin Görü+leri. Ylkö retimOnline, 3(2), 54-59 10 Nisan 2008’de http://ilogretim-online.org.tr adresinden tarihinde indirilmi+tir. YVldVrVm, A., ve .im+ek, H. (1999). Sosyal Bilimlerde Nitel Ara t rma Yöntemleri. Ankara: Seçkin YayVncVlVk. YÖK (Yüksek Ö!retim Kurulu) (1998). Ylkö retim Fen Ö retimi. YÖK-Dünya BankasV Milli E!itimi Geli+tirme Projesi Hizmet Öncesi Ö!retmen E!itimi, Ankara. Zachary, L. J. (2002). The role of teacher as mentor. New Directions for Adult and Continuing Education, 93, 27-38.
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Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | June 26, 2009 |
| Published in Issue | Year 2009 Volume: 8 Issue: 2 |