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Year 2019, Volume: 1 Issue: 1, 142 - 168, 01.09.2019

Fatmanur Özen

Abstract

References

  • Anderson, L. W., Krathwohl, D.R., Airasian, P.W., Cruickshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J. &Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
  • Balcı, A. (2001). Etkili Okul ve Okul Geliştirme: Kuram Uygulama ve Araştırma. Ankara: Pegem.
  • Boag, C. (1989). What makes a good teacher? The Bulletin, 18, 46-52.
  • Borich, G.D. (1996). Effective Teaching Methods. New York: Macmillan.
  • Brookfield, S. D. (1987). Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. San Francisco: Jossey-Bass.
  • Bruner, J. S. (1996). The Culture of Education. London: Harvard University.
  • Coleman, P. (1973). The Improvement of Aggregate Teaching Effectiveness in a School. Educational Administration Quarterly, 9(3), 28-47.
  • Cotton, K. (2000). The Schooling Practices that Matter Most. Alexandria: Association for Supervision and Curriculum Development. Erişim adresi: https://eric.ed.gov/?id=ED469234
  • Dobozy, O., Bryer, B., Smith, R. (2012). Educational Psychology. Milton, Qld: John Wiley.
  • Esterle, J. & Cluman, D. (1993). Conversations with Critical Thinkers. San Francisco, CA: Whitman Institute.
  • Facione, P. A. (2011). Measured Reasons and Critical Thinking. Millbrae, CA: The California Academic.
  • Gamoran, A., Nystrand, M. (1992). Taking Students Seriously. In F. M. Newmann (Ed.), Student Engagement and Achievement in American Secondary Schools. New York: Teachers College.
  • Halpern, D. (2003). Thought and Knowledge. Mahwah: Lawrence Erlbaum.
  • Harris, S. (2003). An andragogical model: Learning through life experiences. Kappa Delta Pi Record, 40(1), 38–41.
  • Hattie, J. (2003). Teachers Make a Difference: What is the Research Evidence? Australian Council for Educational Research Annual Conference.
  • Hindman, J. L. (2004). The Connection between Qualities of Effective Teachers and Selection Interviews: The Development of a Teacher Selection Interview Protocol. Virginia, The College of William and Mary.
  • Jones, J., Jenkin, M., Lord, S. (2006). Developing Effective Teacher Performance. London: Paul Chapman.
  • Killen, R. (2013). Effective Teaching Strategies: Lessons From Research and Practice. Melbourne: Cengage Learning.
  • Kivunja, C. (2014). Innovative Pedagogies in Higher Education to Become an Effective Teachers of 21st Century Skills: Unpacking the Learning and Innovations Skills Domain of the New Learning Paradigm. International Journal of Higher Education, 3(4), 37-48. doi: 10.5430/ijhe.v3n4p37
  • Kyriakides, L., Campbell, R.J. ve Christofidou, E. (2003) Generating criteria for measuring teacher effectiveness through a self-evaluation approach: a complementary way of measuring teacher effectiveness. School Effectiveness and School Improvement, 13(3), 291–325.
  • Larrivee, B. (2008). Development of a Tool to Assess Teachers’ Level of Reflective Practice. Reflective Practice, 9(3), 341–360. Erişim adresi: http://dx.doi.org/10.1080/14623940802207451
  • MacGregor, R. R. (2007). The Essential Practices Of High Quality Teaching And Learning. Bellevue, WA: The Center for Educational Effectiveness.
  • Marland, P. (2007). Learning to Teach: A Primer for Pre-service Teachers. Frenchs Forest: Pearson.
  • Marsh, C.J. (2010). Becoming a Teacher: Knowledge, Skills and Issues. Frenchs Forest, Pearson.
  • Medley, D. (1979). The effectiveness of teachers. In P. Peterson & H. Walberg (Eds), Research on Teaching: Concepts, Findings and Implications. Berkeley, California: McCutchan.
  • Melnick, S. & Zeichner, K. (1998). Teacher Education’s Responsibility to Address Diversity Issues: Enhancing Institutional Capacity. Theory Into Practice, 37(2), 88-95. Moore, K. D. (2009). Effective Instructional Strategies: From Theory to Practice. Thousand Oaks, California: Sage.
  • Muijs, D., Reynolds, D. (2005). Effective Teaching: Evidence and Practice. London: Paul Chapman.
  • OECD (Organization for Economic Co-operation and Development). (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. London: OECD.
  • Okut, L. (2009). İlköğretim okulu Öğretmenlerinin Eğitime İlişkin İnançlarına Göre Etkili Öğretmen Özellik ve Davranışlarına Sahip Olma Dereceleri. (Yayınlanmamış doktora tezi). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Peterson, K. D. (2002). Effective Teacher Hiring: A Guide to Getting the Best. Alexandria, Virginia: ASCD.
  • Pink, D. H. (2006). A Whole New Mind. New York: Riverhead.
  • Robinson, W .(2004) Power to Teach. London: Woburn.
  • Pohl, M. (1997). Teaching Thinking Skills in the Primary Years: A Whole School Approach. Melbourne: Hawker Brownlow.
  • Sange, P. M. (1990/2006). Beşinci Disiplin. (13. Baskı). A. İldeniz ve A. Doğukan (Çevirenler). İstanbul: YKY.
  • Stonge, J. H. (2002). Qualities of Effective Teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Stonge, J. H., Tucker, P. D. & Hindman, J. L. ( 2004). Handbook for Qualities of Effective Teachers. Alexandria, Virginia: ASCD.
  • The Innovation and Business Industry Skills Council of Australia (2009). Developing Innovation Skills: A Guide for Trainers and Assessors to Foster the Innovation Skills of Learners Through Professional Practice. East Melbourne, Victoria: Australian Government Department of Education, Employment and Workplace Education.
  • Toraman, Ç. (2019). Ortaokul Öğretmenlerinin Etkili Öğretmen Özellikleri İle Öğretmenlik Mesleğini Seçme Nedenleri Üzerine Bir Araştırma. (Yayınlanmamış doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Trilling, B., Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco, CA: Jossey-Bass.
  • Walberg, H. (1992). Improving School Science in Advanced and Developing Countries. Review of Educational Research, 61(1), 25-69.

Etkili Öğretmenlerin Dünü Bugünü

Year 2019, Volume: 1 Issue: 1, 142 - 168, 01.09.2019

Fatmanur Özen

Abstract

1960larda etkili
okul tartışmalarının en çok konuşulan boyutlarından biri olan etkili öğretmenlik
ve bu öğretmenlere ait özellikler, bugün de eğitim ile ilişkilenen tüm
tarafların dikkatini çekmeye devam etmektedir.  Etkili öğretmenler öğrencileri açısından, onların
tüm öğrenme fırsatlarından yaralanmalarını sağlamakta; veliler açısından
sınıflarında çocuklarına hem psikolojik, hem de fiziksel güvenlik yaratmakta; ülkeler
açısında ise, nitelikli insan kaynağının yetiştirilmesine rehberlik
etmektedirler. Bu metinde, etkili öğretime ilişkin pek çok prensibin ancak ve
ancak etkili öğretmenlerce sağlanabileceği gözler önününe serilirken, etkili
öğretmenlere ait bilinen pek çok özellik betimlenmektedir. Ancak, öğrenme ve
öğrenileceklere ilişkin sınırların belirsizliği, etkili öğretmenlerin ve onlara
ait özelliklerin tanımlanmasını zorlaştırdığından, etkili öğretmen
tanımlamalarına eklenen yeni boyutlar ve beceri alanları  ile de metin genişletilmiştir. Böylece metin
boyunca etkili öğretim ve etkili öğretmene ait tanımlara, etkili öğretmenlerin
özelliklerine ve bu özelliklerin uygulamada nasıl somutlaştığına yer
verilmekte; bilgi ve teknoloji çağının beklentileri doğrultusunda etkili öğretmenlerden
beklenen: Eleştirel düşünme ve problem çözme, iletişim, işbirliği,
yaratıcılıkve yenilikçilik becerileri tanıtılmaktadır.     00

Keywords

Etkili öğretim etkili öğretmen etkili öğretmen becerileri

References

  • Anderson, L. W., Krathwohl, D.R., Airasian, P.W., Cruickshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J. &Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
  • Balcı, A. (2001). Etkili Okul ve Okul Geliştirme: Kuram Uygulama ve Araştırma. Ankara: Pegem.
  • Boag, C. (1989). What makes a good teacher? The Bulletin, 18, 46-52.
  • Borich, G.D. (1996). Effective Teaching Methods. New York: Macmillan.
  • Brookfield, S. D. (1987). Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. San Francisco: Jossey-Bass.
  • Bruner, J. S. (1996). The Culture of Education. London: Harvard University.
  • Coleman, P. (1973). The Improvement of Aggregate Teaching Effectiveness in a School. Educational Administration Quarterly, 9(3), 28-47.
  • Cotton, K. (2000). The Schooling Practices that Matter Most. Alexandria: Association for Supervision and Curriculum Development. Erişim adresi: https://eric.ed.gov/?id=ED469234
  • Dobozy, O., Bryer, B., Smith, R. (2012). Educational Psychology. Milton, Qld: John Wiley.
  • Esterle, J. & Cluman, D. (1993). Conversations with Critical Thinkers. San Francisco, CA: Whitman Institute.
  • Facione, P. A. (2011). Measured Reasons and Critical Thinking. Millbrae, CA: The California Academic.
  • Gamoran, A., Nystrand, M. (1992). Taking Students Seriously. In F. M. Newmann (Ed.), Student Engagement and Achievement in American Secondary Schools. New York: Teachers College.
  • Halpern, D. (2003). Thought and Knowledge. Mahwah: Lawrence Erlbaum.
  • Harris, S. (2003). An andragogical model: Learning through life experiences. Kappa Delta Pi Record, 40(1), 38–41.
  • Hattie, J. (2003). Teachers Make a Difference: What is the Research Evidence? Australian Council for Educational Research Annual Conference.
  • Hindman, J. L. (2004). The Connection between Qualities of Effective Teachers and Selection Interviews: The Development of a Teacher Selection Interview Protocol. Virginia, The College of William and Mary.
  • Jones, J., Jenkin, M., Lord, S. (2006). Developing Effective Teacher Performance. London: Paul Chapman.
  • Killen, R. (2013). Effective Teaching Strategies: Lessons From Research and Practice. Melbourne: Cengage Learning.
  • Kivunja, C. (2014). Innovative Pedagogies in Higher Education to Become an Effective Teachers of 21st Century Skills: Unpacking the Learning and Innovations Skills Domain of the New Learning Paradigm. International Journal of Higher Education, 3(4), 37-48. doi: 10.5430/ijhe.v3n4p37
  • Kyriakides, L., Campbell, R.J. ve Christofidou, E. (2003) Generating criteria for measuring teacher effectiveness through a self-evaluation approach: a complementary way of measuring teacher effectiveness. School Effectiveness and School Improvement, 13(3), 291–325.
  • Larrivee, B. (2008). Development of a Tool to Assess Teachers’ Level of Reflective Practice. Reflective Practice, 9(3), 341–360. Erişim adresi: http://dx.doi.org/10.1080/14623940802207451
  • MacGregor, R. R. (2007). The Essential Practices Of High Quality Teaching And Learning. Bellevue, WA: The Center for Educational Effectiveness.
  • Marland, P. (2007). Learning to Teach: A Primer for Pre-service Teachers. Frenchs Forest: Pearson.
  • Marsh, C.J. (2010). Becoming a Teacher: Knowledge, Skills and Issues. Frenchs Forest, Pearson.
  • Medley, D. (1979). The effectiveness of teachers. In P. Peterson & H. Walberg (Eds), Research on Teaching: Concepts, Findings and Implications. Berkeley, California: McCutchan.
  • Melnick, S. & Zeichner, K. (1998). Teacher Education’s Responsibility to Address Diversity Issues: Enhancing Institutional Capacity. Theory Into Practice, 37(2), 88-95. Moore, K. D. (2009). Effective Instructional Strategies: From Theory to Practice. Thousand Oaks, California: Sage.
  • Muijs, D., Reynolds, D. (2005). Effective Teaching: Evidence and Practice. London: Paul Chapman.
  • OECD (Organization for Economic Co-operation and Development). (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. London: OECD.
  • Okut, L. (2009). İlköğretim okulu Öğretmenlerinin Eğitime İlişkin İnançlarına Göre Etkili Öğretmen Özellik ve Davranışlarına Sahip Olma Dereceleri. (Yayınlanmamış doktora tezi). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Peterson, K. D. (2002). Effective Teacher Hiring: A Guide to Getting the Best. Alexandria, Virginia: ASCD.
  • Pink, D. H. (2006). A Whole New Mind. New York: Riverhead.
  • Robinson, W .(2004) Power to Teach. London: Woburn.
  • Pohl, M. (1997). Teaching Thinking Skills in the Primary Years: A Whole School Approach. Melbourne: Hawker Brownlow.
  • Sange, P. M. (1990/2006). Beşinci Disiplin. (13. Baskı). A. İldeniz ve A. Doğukan (Çevirenler). İstanbul: YKY.
  • Stonge, J. H. (2002). Qualities of Effective Teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Stonge, J. H., Tucker, P. D. & Hindman, J. L. ( 2004). Handbook for Qualities of Effective Teachers. Alexandria, Virginia: ASCD.
  • The Innovation and Business Industry Skills Council of Australia (2009). Developing Innovation Skills: A Guide for Trainers and Assessors to Foster the Innovation Skills of Learners Through Professional Practice. East Melbourne, Victoria: Australian Government Department of Education, Employment and Workplace Education.
  • Toraman, Ç. (2019). Ortaokul Öğretmenlerinin Etkili Öğretmen Özellikleri İle Öğretmenlik Mesleğini Seçme Nedenleri Üzerine Bir Araştırma. (Yayınlanmamış doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Trilling, B., Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco, CA: Jossey-Bass.
  • Walberg, H. (1992). Improving School Science in Advanced and Developing Countries. Review of Educational Research, 61(1), 25-69.
There are 40 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Fatmanur Özen 0000-0002-3232-7484

Publication Date September 1, 2019
Submission Date August 19, 2019
Acceptance Date August 28, 2019
Published in Issue Year 2019 Volume: 1 Issue: 1

Cite

APA Özen, F. (2019). Etkili Öğretmenlerin Dünü Bugünü. Uluslararası Sosyal Bilimler Ve Eğitim Dergisi, 1(1), 142-168.
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Editor in Chief:  Prof. Dr. Aytekin DEMİRCİOĞLU