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Öğretmenlik Uygulaması Sürecinde Google Plus Deneyimi: Fizik Öğretmen Adayları ile Bir Farkındalık Çalışması

01 Jan 2013-Vol. 2, Iss: 3

AbstractOgretmenlik Uygulamasi surecinde ogretmen adaylarinin yuruttukleri derslere iliskin uygulama ogretim elemani, uygulama ogretmeni ile arkadaslarindan alacagi donutlerin niteliginin ilgililerin zaman sorunu nedeniyle beklenen yarari saglamadigi bilinmektedir. Sosyal aglardan biri olan Google Plus ortami, belirli sayida kisinin bir arada videolarini izleyip birbirlerine donut verilmesi ve zamanla yetersizligi sorununu gidermesinden dolayi ogretmen egitiminde teknolojinin kullanilmasina iyi bir ornek teskil edecektir. Bu calismanin amaci, ogretmenlik uygulamasi surecinde Google Plus ortamlarindan yararlanarak fizik ogretmen adaylarina daha iyi rehberlik hizmeti verilmesi ve bu hizmetin saglayacagi farkindalik kazanimlarinin tartisilmasidir. Arastirma ogretmenlik uygulamasi dersine iki farkli uygulama okuluna devam eden 10 fizik ogretmen adayi ile yurutulmustur. Her ogretmen adayi uygulama okullarinda yuruttugu dersleri Google Plus ortamindan erisime acmis ve okul disi zamanlarda canli gorusmeler yoluyla videolar uzerindeki izlenimlere iliskin tartismalar yapilmistir. Donem sonunda ogretmen adaylarina sureci degerlendirmek uzere sorulan acik uclu sorularla baslangicta olumsuz goruslere sahip ogretmen adaylarinin teknolojik beceri, iletisim ve geribildirim konularinda farkindalik gelistirdikleri belirlenmistir. Sonucta uygulama okullarindaki sosyal aglara erisim engellerinin de ortadan kaldirilmasiyla Google Plus deneyimi ogretmenlik uygulamasi surecinde etkin olarak kullanilabilecektir. Anahtar Sozcukler: Fizik Egitimi, Ogretmenlik Uygulamasi, Google Plus

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Journal ArticleDOI
Abstract: To train qualified teachers, it is important to use methods that employ theory and practice together in teacher training. For microteaching to be more effective, supporting it with online environments is essential. This study aims to find out the effects of social network-supported microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. The SNSM process took place in two stages. Firstly, Pre-service teachers were asked to respond to Teacher Self-efficacy Scale prior to SNSM. Then, the open-ended interview questionnaire and opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data also support the results of quantitative data.

5 citations


Cites background from "Öğretmenlik Uygulaması Sürecinde Go..."

  • ...…instructors and pre-service teachers due to the increasing number of pre-service teachers in higher education and lack of technological facilities (Bulut, Acik & Ciftci, 2016; Mergler & Tangen, 2010; Orhan, 2017; Ozan & Odabasi, 2016; Sendag & Gedik, 2015; Yesilyurt & Semerci, 2011; Yigit, 2013)....

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References
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Journal ArticleDOI
Abstract: To train qualified teachers, it is important to use methods that employ theory and practice together in teacher training. For microteaching to be more effective, supporting it with online environments is essential. This study aims to find out the effects of social network-supported microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. The SNSM process took place in two stages. Firstly, Pre-service teachers were asked to respond to Teacher Self-efficacy Scale prior to SNSM. Then, the open-ended interview questionnaire and opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data also support the results of quantitative data.

5 citations