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Öğretmen Adaylarının Eğitim Programı Kuramları Yönelimlerini Ayrıştıran Değişkenler / Variables that Differentiating Pre-service Teachers' Curriculum Theories Orientations

Yıl 2023, Cilt: 14 Sayı: 5, 526 - 550, 22.10.2023

Ersin Türe

https://doi.org/10.19160/e-ijer.1365894

Öz

Eğitim programları alanında kuram-uygulama sorunsalına ilişkin tartışmalar yapılan araştırmalara yansımaktadır. Bu yansımanın sonuçlarından biri eğitim programı kuramlarını temel alarak geliştirilen ölçme araçlarıdır. Eğitim programı kuramı yönelimi eğitimcilerin eğitim programı uzmanları tarafından geliştirilen kuramlara dayalı olarak eğitim programı kavramını anlamlandırmayı, eğitim programını uygulamayı ve eğitim süreçlerindeki konumlamalarını içermektedir. Araştırmada eğitim fakültesinde öğrenim gören lisans öğrencileri örnekleminde geliştirilen “Eğitim Programı Kuramları Yönelim Envanteri” kullanılmıştır. Bu araştırmanın amacı lisans öğrencilerinin eğitim programı kuramları yönelimini ayrıştıran değişkenleri belirlemektir. Araştırmanın bağımsız değişkenleri olan cinsiyet, derse katılma durumu, öğretmenlik uygulaması dersini alma durumu ve öğrenim görülen bölümü betimlemek için frekans analizi kullanılmıştır. Diğer bağımsız değişkenler olan akademik başarı grubunun kategorilerini belirlemek için hiyerarşik kümeleme analizi ve sosyo-ekonomik düzeyin kategorilerini belirlemek için iki adımlı kümeleme analizi kullanılmıştır. Lisans öğrencilerinin eğitim programı kuramları yönelimini ayrıştıran değişkenleri belirlemek için MANOVA ve Hotelling T-kare analizleri kullanılmıştır. Araştırmanın sonucunda kadın lisans öğrencilerinin betimleyici eğitim programı kuramları yönelimlerinin, sosyo-ekonomik düzeyi yüksek olan öğrencilerin eleştirel-açımlayıcı eğitim programı kuramları yönelimlerinin, derslere daha fazla katılan öğrencilerin ise kuralcı ve betimleyici eğitim programı kuramları yönelimlerinin daha yüksek olduğu belirlenmiştir. Bu sonuçlar bağlamında eleştirel ve entelektüel öğretmenler yetiştirilmek isteniyorsa, eğitim fakültesi lisans öğrencilerinin sosyal, kültürel, sanatsal ve bilimsel yönlerinin güçlendirilmesi ve Eğitim Fakültesinde görev yapan öğretim elemanlarının eleştirel ve entelektüel olma bağlamında lisans öğrencilerine rol model olmaları gerekmektedir.

Anahtar Kelimeler

Eğitim programı kuramları Öğretmen adayı Yönelim envanteri Kuram yönelimi

Kaynakça

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Variables that Differentiating Pre-service Teachers' Orientations Towards Curriculum Theories / Öğretmen Adaylarının Eğitim Programı Kuramları Yönelimlerini Ayrıştıran Değişkenler

Yıl 2023, Cilt: 14 Sayı: 5, 526 - 550, 22.10.2023

Ersin Türe

https://doi.org/10.19160/e-ijer.1365894

Öz

Discussions regarding the theory-practice problem in the field of curriculum are reflected in the research conducted. One of the results of this reflection is measurement tools developed based on curriculum theories. Curriculum theory orientation includes educators' understanding of the concept of curriculum, implementation of the curriculum, and their positioning in educational processes based on the theories developed by curriculum experts. The "Inventory of Orientations in Curriculum Theories (IOCT)", developed on a sample of undergraduate students studying at the faculty of education, was used in the research. This research aims to determine the variables that differentiate undergraduate students' orientation toward curriculum theories. Frequency analysis was used to describe the independent variables of the study: gender, attendance at the course, status of taking the teaching practice course, and the department studied. Hierarchical cluster analysis was used to determine the categories of the academic achievement group, which are the other independent variables, and two-step cluster analysis was used to determine the categories of socio-economic level. MANOVA and Hotelling T-square analyses were used to determine variables that differentiate undergraduate students' orientation towards curriculum theories. As a result of the research, it was determined that female undergraduate students had higher descriptive curriculum orientations, students with higher socio-economic levels had higher critical-explanatory curriculum theories orientations, and students who attended classes more often had higher prescriptive and descriptive curriculum theories orientations.

Anahtar Kelimeler

Curriculum theories Pre-Service teacher Inventory of orientation Theorie orientation

Kaynakça

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  • Ayers, W. (1992). The shifting ground of curriculum thought and everyday practice. Theory Into Practice, 31, 259-263.
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  • Pinar, W. F. (1972). Working from within. Educational Leadership, 29(4), 329-331.
  • Pinar, W. F. (Ed.) (1975). Curriculum theorizing: The reconceptualists. Berkeley, CA: McCutchan.
  • Pinar, W.F. (1992). “Dreamt into existence by others”: Curriculum theory and school reform. Theory Into Practice, 31, 228-235.
  • Pinar, W. (2004). What is curriculum Theory. United State: Lawrence Erlbaum Associates Inc.
  • Pinar, W.F., & Grumet, M.R. (1976). Toward a poor curriculum. Dubuque, IA: Kendall/Hunt.
  • Prawat, R. C. (1992). Teachers’ beliefs about teaching and learning: a constructivist perspective. American Journal of Education, 100(3), 354-395.
  • Rugg, H. O. (Ed.). (1927). The foundations of curriculum-making. Twenty-sixth yearbook of the National Society for the Study of Education, Part II. Bloomington, IL: Public School Publishing Company.
  • Sahin, U. (2020). Curriculum Design Approaches of Pre-Service Teachers Receiving Pedagogical Formation Training. International Journal of Progressive Education, 16(4), 192-203. doi: 10.29329/ijpe.2020.268.12
  • Salleh, H., Hamdan,A., Yahya, F. and Jantan, H. (2015). Curriculum orientation of lecturers in teacher training college in Malaysia. Journal Of Education Practice, 6 (2). 70-76.
  • Schiro, M. (1992). Educators’ perceptions of changes in their curriculum belief systems over time. Journal of Curriculum and Supervision, 7(3), 250–286.
  • Schiro, M. S. (2020). Eğitim programı kuramları: Çatışmalı görüşler ve süregelen sorunlar (F. Mızıkacı, Translator). Ankara: Pegem Akademi Yayınları.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Aldershot: Arena.
  • Schwab, J. J. (1969). The practical: A language for curriculum. School Review,78(1),1-23.
  • Schwab, J. (1970). The practical: A language for curriculum. Washington DC: National Education Association.
  • Schwab, J. J. (1971). The practical: Arts of the eclectic. School Review, 79, 493-542.
  • Schwab, J.J. (1973). The practical 3: Translation into curriculum. School Review, 81, 501-522.
  • Schwab, J.J. (1983). The Practical 4: Something for curriculum professors to do. Curriculum Inquiry, 13(3).
  • Schussler, D., Stooksberry, L., & Bercaw, L. (2010). Understanding teacher candidate dispositions: reflecting to build self-awareness. Journal of Teacher Education,61,350-363. https://doi.org/10.1177/0022487110371377.
  • Sears, J. (1992). The Second Wave of Curriculum Theorizing: Labyrinths, Orthodoxies, and Other Legacies of the Glass Bead Game. Theory into Practice, 16(3), 210‐218.
  • Slattery, P. (1995). Curriculum development in the post¬modern era. New York: Garland.
  • Sharp, R. and Green, A., (1975). Education and social control: A study in progressive primary education. London. Roudledge&Kegan Paul.
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  • Toprakçı, E. (2003). Okul deneyimi-II dersinin teori ve pratiği, Eğitim Araştırmaları Dergisi 3(10), 146-152. Erişim: http://ejer.com.tr/en/archives/2003-winter-issue-10
  • Toprakçı, E. (2001). Okul Deneyimi-I Dersinin Teori ve Pratiği. X. Ulusal Eğitim Bilimleri Kongresi Bildirileri. Bolu: Abant Izzet Baysal Üniv. Eğitim Fakültesi Yayınları, 7-9 Haziran 2001.(ss.1964-1372). (Basılı)
  • Toprakçı, E. (1995). Eğitim Biliminde Teori ve Pratik Uyumsuzluğu Sorunsalına Farklı Bir Bakış. Ankara: H.Ü II.Eğitim Bilimleri Kongresi (6-8 Eylül 1995) Sözlü Bildiri.
  • Türe, E. (2017). Öğretmenlerin eğitim programı kuramlarına ilişkin yönelimleri ve öğrenme-öğretme sürecine yansımaları. (Unpublished doctorate dissertation). Ankara Üniversitesi, Ankara, Türkiye.
  • Türe, E. (2023). Öğretmen adaylarına yönelik eğitim programı teoriler yönelimi envanterinin geliştirilmesi. (Yayınlanma aşamasında).
  • Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Vallance, E. (1982). The practical uses of curriculum theory. Theory Into Practice, 21, 4-10.
  • Van Manen, M. (2000). Moral language and peda¬gogical experience. Joumal of Curriculum Studies, 32(2), 315-327.
  • Vichi, M. (2005). Clustering including dimensionality reduction. In: D. Baier, R. Decker, L. Schmidt-Thieme (eds.): Data analysis and decision support. Springer, Heidelberg.
  • Yeşilyurt, E . (2013). Program Geliştirme Dersinin Öğretmen Adaylarının Program Geliştirmeye İlişkin Bilişsel Farkındalık Düzeyine Etkisi. Kuramsal Eğitimbilim Dergisi, 6 (3), 316-342.
  • Yıldırım, A. (2011). Öğretmen eğitiminde çatışma alanları ve yeniden yapılanma. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 1(1), 1-17.
  • Wraga, W. (1999). "Extracting Sun-Beams out of Cucumbers": The Retreat From Practice in Reconceptualized Curriculum Studies. Educational Researcher, 28, 13- 4. https://doi.org/10.3102/0013189X028001004.
  • Walker, D. F. (1982). Curriculum theory is many things to many people. Theory into practice, 21(1), 62-65.
  • Walker, D. (2003). Fundamentals of curriculum: passion and professionalism (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
  • Walker, D. F., & Soltis, J. F. (2004). Curriculum and aims. New York: Teachers College Press
  • Walshaw, M. and Savell, J. (2001). Learning to teach: The construction of teacher identity in the context of schools. In J. Bobis, B. Perry, ve M. Mitchelmore
  • Whitty, G. (1985) Sociology and School Knowledge. London: Methuen.
  • Willis, G. (1979). Phenomenological methodologies in curriculum. Journal of Curriculum Theorizing, 2(1), 65-79.
Toplam 128 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri (Diğer)
Bölüm Sayı Makaleleri
Yazarlar

Ersin Türe 0000-0001-8110-575X

Yayımlanma Tarihi 22 Ekim 2023
Yayımlandığı Sayı Yıl 2023Cilt: 14 Sayı: 5

Kaynak Göster

APA Türe, E. (2023). Öğretmen Adaylarının Eğitim Programı Kuramları Yönelimlerini Ayrıştıran Değişkenler / Variables that Differentiating Pre-service Teachers’ Curriculum Theories Orientations. E-Uluslararası Eğitim Araştırmaları Dergisi, 14(5), 526-550. https://doi.org/10.19160/e-ijer.1365894
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