Derginin Adı: Kuramsal Eğititimbilim
Cilt: 2008/1
Sayı: 2
Makale Başlık: Öğretmen Adaylarının Öğrencilik Anılarının Analizi
Makale Alternatif Dilde Başlık: Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
Makale Eklenme Tarihi: 6.4.2011
Okunma Sayısı: 4
Makale Özeti: Student-teacher interaction is the main determinant of the school and classroom experiences. Teacher to teacher and student to student interactions are, with no doubt, as much significant as the teacher to student interaction. However, teacher to student interaction appears to be the most important factor in determining the quality and atmosphere of the learning and teaching environment (Açıkgöz Ün, 1996; Ergün and Duman, 1998). Furthermore, factors such as teacher’s personality characteristics, teaching experience, teaching style and culture, possessing a pre-service and an in-service education are all considered to effect classroom atmosphere in a positive (and negative in some cases) way (Erdoğan, 2001). In this study, an analysis of teacher candidates’ negative and positive representative incidents experienced during their studentship years is carried out. Kuramsal Eğitimbilim, 1 (2), 10-22, 2008 11 In this study, the document analysis, one of the qualitative research methods, was used and the data was analysed using the quantitative content analysis method. Amongst negative incidents, teacher characteristics such as “rigidness, nervousness/irritability and devotion to following rules”were found to be leading. Those of the teachers who appear to be “judgmental” and “accuser” are found to be heading in the list with regard to the way of communication. As for finding approaches to resolve problems, teachers leadingly in the list appeared to resort themselves to “beating” and “shouting and scolding”. Amongst positive incidents, teacher characteristics such as “being understanding, patient and calm” were found to be leading. As for the way of communication, teachers who appear to be “introducers” sat at the top of the list. As for finding approaches to resolve problems, teachers who appear to be “encourager” and “reinforcer” were found to be leading in the list. With respect to initial effects that the incident has on students, students who expressed that “the incident has caused negative emotions regarding myself” sat at the top of the list with the rate of 49% amongst the negative incidents. Concerning positive incidents, students who expressed that “the incident has caused me to be happy, excited and relaxed” sat at the top of the list with the rate of 72%. With regard to later effects of the incidents, students who said that “the incident has caused me to develop a negative attitude towards the teacher, course, and school” were leading on the list with the rate of 34% amongst the negative incidents experienced. However, the students who expressed that “the incident has led me to feel confident and attribute more value to myself” sat at the top of the list with the rate of 38% concerning positive incident experienced. As for the ways in which students showed reactions after the incident took place, students appeared to show passive reactions with the rate of 55% such as “sitting quietly, stopping expressing themselves in the following lessons, replying only when a question was directed at themselves” in the negative incidents encountered. On the other hand, students predominantly (80%) expressed that their success and activeness in the lesson has increased following the positive incidents. Concerning the level (grade) of education that both positive and negative incidents took place, the sequence -from the most to the least- in the list was as such: High School years, Basic Education Level II, and Basic Education Level I. The rate for the positive incidents experienced during high school years appeared to be higher (41%) than that of the Basic Education Level II (25%). Consequently, these figures appear to emphasise the significance of the period of adolescence. With respect to the gender of the teacher involved, the percentage of male teachers appeared to be very high for both type of incidents. In consideration to the field of the teacher involved, Maths and Science teachers sat at the top of the list concerning negative incidents.Whereas Social Sciences and Humanities Teachers led the list concerning the positive incidents. As for the issues involved in the incidents, incidents which were related to exams and learning/teaching activities appeared to be much higher than the others.
Alternatif Dilde Özet: Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)

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