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Öğretmen Öğrenmesi ve Matematikteki Yeri

Yıl 2020, Cilt: 1 Sayı: 2, 96 - 112, 31.08.2020

Elif Kilicoglu

Öz

Bu araştırmada öğretmen öğrenmesi ve özel olarak matematik öğretimindeki yeri incelenmiştir. Bu amaçla hem ulusal hem de uluslararası alan yazında öğretmen öğrenmesinin ne anlama geldiğine ve nasıl geliştirildiğine yönelik çalışmaların analizi yapılmıştır. Analiz sonucunda öğretmen öğrenmesi ile ilgili ulusal boyutta yapılan çalışmaların sayısının oldukça az olduğu dikkat çekmiştir. İncelenen araştırmalar çerçevesinde mesleki gelişim bileşenlerinden öğretmen öğrenmesinin, mesleki gelişimin önemli bir bileşeni olduğu ve gelişimi için sistematik adımların izlenmesi gerektiği tespit edilmiştir. Ayrıca iyi planlanmış öğretmen öğrenmesi programlarının öğretmenin inanç, tutum ve davranışlarında meydana getireceği değişikliklerin sınıf içine yansımasının öğrenci öğrenmesinin pozitif yönde değişimi ile sonuçlanacağı ortaya koyulmuştur. Son olarak konu ile ilgilenen araştırmacılar, ülkelerin öğretmen öğrenmesi için ortaya attığı modellerin uluslararası uyarlama çalışmalarından ziyade, her ülkenin kendi koşullarında güncelleme çalışmaları yapılmasının daha faydalı olacağını ifade etmişlerdir.

Anahtar Kelimeler

Öğretmen öğrenmesi Öğretmen değişimi Mesleki gelişim Öğretmen eğitimi Matematik eğitimi

Kaynakça

  • Barber, M., & Mourshed, M. (2007). How the world's best-performing schools systems come out on top. McKinsey & Company. Retrieved 15 April 2020, from: https://www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/How%20the%20worlds%20best%20performing%20school%20systems%20come%20out%20on%20top/How_the_world_s_best-performing_school_systems_come_out_on_top.pdf
  • Beisiegel, M., Mitchell, R., & Hill, H. C. (2018). The design of video-based professional development: An exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69-89.
  • Blomberg, G., Renkl, A., Gamoran Sherin, M., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90-114.
  • Bibby, T. (1999). Subject knowledge, personal history and professional change. Teacher Development, 3(2), 219-232.
  • Borko, H., Jacobs, J. & Koellner, K. (2010). Contemporary approaches to teacher professional development. P. Peterson, E. Baker & B. McGaw (Eds.), International encyclopedia of education (s. 548-556). Oxford, England: Elsevier.
  • Borko, H. & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (s. 673-708). New York: Macmillan.
  • Clarke, D. (2007). Ten key principles from research for the professional development of mathematics teachers. In Stepping Stones for the 21st Century (pp. 27-39). Brill Sense.
  • Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305.
  • Cohen, D. K., & Hill, H. C. (1998). Instructional policy and classroom performance: The mathematics reform in California (RR-39). Philadelphia: Consortium for Policy Research in Education. Retrieved 20 May 2020, from: https://files.eric.ed.gov/fulltext/ED417942.pdf
  • Copur-Gencturk, Y. & Rodrigues, J. (2020). Learning from teaching: A new model of teacher learning. PME_NA Conference.
  • Çelebi İlhan, E. G. (2013). Teacher learning in and from practice: The case of a secondary mathematics teacher (Yayınlanmamış doktora tezi). Ortadoğu Teknik Üniversitesi, Ankara.
  • Darling-Hammond, L., Hyler, M. E. & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
  • Darling-Hammond, L. & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. In: Phi Delta Kappan,76(8), 597-604.
  • Darling-Hammond, L. & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53.
  • Dudley, P., 2013. Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and Teacher Education, 34, 107–121.
  • Dunne, F., Nave, B. & Lewis, A. (2000). Critical friends: Teachers helping to improve student learning. Phi Delta Kappa International Research Bulletin, 28, 9-12.
  • Eraslan, A. (2008). Japanese lesson study: Can it work in Turkey? Eğitim ve Bilim, 33(149), 62-67.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915 – 945.
  • Grossman, P., Cohen, J., Ronfeldt, M., & Brown, L. (2014). The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment. Educational Researcher, 43(6), 293-303.
  • Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
  • Guskey, T. R. (1986) Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
  • Hall, E. (2009). Engaging in and engaging with research: Teacher inquiry and development. Teachers and Teaching: Theory and Practice, 15(6), 669-681.
  • Hodgen, J., & Askew, M. (2007). Emotion, identity and teacher learning: Becoming a primary mathematics teacher. Oxford Review of Education, 33(4), 469-487.
  • Hord, S. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.
  • Hunzicker, J. (2011). Effective professional development for teachers: a checklist. Professional Development in Education, 37(2), 177-179.
  • Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203-235.
  • Kazemi, E., & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Elementary School Journal, 102(1), 59-80.
  • Kelly, P. (2006). What is teacher learning? A socio-cultural perspective. Oxford Review of Education, 3(4), 505-519.
  • Kennedy, M. M. (2019). How we learn about teacher learning? Review of Research in Education, 43, 138-162.
  • Knapp, M. S. (2003). Professional development as policy pathway. Review of Research in Education, 27(1), 109-157.
  • Leavy, A.M., 2015. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, 27, 283–309.
  • Lewis, C., 2016. How does lesson study improve mathematics instruction? ZDM, 48(4), 571–580.
  • Lieberman, A. & Pointer Mace, D. H. (2008). Teacher learning: The key to educational reform. Journal of Teacher Education, 59, 226-234.
  • Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teacher College Record, 91(4), 509–536.
  • Luna, M. & Sherin, M. (2017). Using a video club design to promote teacher attention to students’ ideas in science. Teaching and Teacher Education, 66, 282-294.
  • Milli Eğitim Bakanlığı [MEB]. (2017). Öğretmenlik mesleği genel yeterlikleri. Ankara.
  • Mockler, N. (2013). Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity. Australian journal of teacher education, 38(10), 34-47.
  • Ni Shuilleabhain, A., & Seery, A. (2018). Enacting curriculum reform through lesson study: A case study of mathematics teacher learning. Professional development in education, 44(2), 222-236.
  • Santagata, R., Kersting, N., Givven, K. B. & Stigler, J. (2011). Problem implementation as a lever for change: An experimental study of the effects of a professional development program on students’ mathematics learning. Journal of Research on Educational Effectiveness, 4(1), 1-24.
  • Santagata, R., & Stürmer, K. (2014). Video-enhanced teacher learning: New scenarios for teacher development. Form@ re-Open Journal per la Formazione in Rete, 14(2), 1-3.
  • Saxe, G. B. (2015). Culture and cognitive development: Studies in mathematical understanding. Psychology Press.
  • Saxe, G., Gearhart, M., & Nasir, N. S. (2001). Enhancing students' understanding of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4, 55-79.
  • Scherer, P., & Steinbring, H. (2006). Noticing children’s learning processes: Teachers jointly reflect on their own classroom interaction for improving mathematics teaching. Journal of Mathematics Teacher Education, 9(2), 157–185.

Teacher Learning and Its Place in Mathematics Teaching

Yıl 2020, Cilt: 1 Sayı: 2, 96 - 112, 31.08.2020

Elif Kilicoglu

Öz

In this study, teacher learning and its special place in mathematics teaching were examined. For this purpose, an analysis of the studies on what teacher learning means and how it is developed in both national and international literature has been analyzed. As a result of the analysis, it was noted that the number of national studies on teacher learning is quite low. Within the framework of the researches, it was determined that teacher learning, which is one of the professional development components, is an important component of professional development and systematic steps should be followed for its development. In addition, it has been revealed that the reflection of the changes in the teacher's beliefs, attitudes and behaviors of well-planned teacher learning programs into the classroom will result in a positive change in student learning. Finally, the researchers who are interested in the subject find it more beneficial to carry out update studies in each country's own conditions, rather than the international adaptation studies of the models developed by the countries for teacher learning.

Anahtar Kelimeler

Teacher learning Teacher change Professional development Teacher education Mathematics education

Kaynakça

  • Barber, M., & Mourshed, M. (2007). How the world's best-performing schools systems come out on top. McKinsey & Company. Retrieved 15 April 2020, from: https://www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/How%20the%20worlds%20best%20performing%20school%20systems%20come%20out%20on%20top/How_the_world_s_best-performing_school_systems_come_out_on_top.pdf
  • Beisiegel, M., Mitchell, R., & Hill, H. C. (2018). The design of video-based professional development: An exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69-89.
  • Blomberg, G., Renkl, A., Gamoran Sherin, M., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90-114.
  • Bibby, T. (1999). Subject knowledge, personal history and professional change. Teacher Development, 3(2), 219-232.
  • Borko, H., Jacobs, J. & Koellner, K. (2010). Contemporary approaches to teacher professional development. P. Peterson, E. Baker & B. McGaw (Eds.), International encyclopedia of education (s. 548-556). Oxford, England: Elsevier.
  • Borko, H. & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (s. 673-708). New York: Macmillan.
  • Clarke, D. (2007). Ten key principles from research for the professional development of mathematics teachers. In Stepping Stones for the 21st Century (pp. 27-39). Brill Sense.
  • Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305.
  • Cohen, D. K., & Hill, H. C. (1998). Instructional policy and classroom performance: The mathematics reform in California (RR-39). Philadelphia: Consortium for Policy Research in Education. Retrieved 20 May 2020, from: https://files.eric.ed.gov/fulltext/ED417942.pdf
  • Copur-Gencturk, Y. & Rodrigues, J. (2020). Learning from teaching: A new model of teacher learning. PME_NA Conference.
  • Çelebi İlhan, E. G. (2013). Teacher learning in and from practice: The case of a secondary mathematics teacher (Yayınlanmamış doktora tezi). Ortadoğu Teknik Üniversitesi, Ankara.
  • Darling-Hammond, L., Hyler, M. E. & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
  • Darling-Hammond, L. & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. In: Phi Delta Kappan,76(8), 597-604.
  • Darling-Hammond, L. & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53.
  • Dudley, P., 2013. Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and Teacher Education, 34, 107–121.
  • Dunne, F., Nave, B. & Lewis, A. (2000). Critical friends: Teachers helping to improve student learning. Phi Delta Kappa International Research Bulletin, 28, 9-12.
  • Eraslan, A. (2008). Japanese lesson study: Can it work in Turkey? Eğitim ve Bilim, 33(149), 62-67.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915 – 945.
  • Grossman, P., Cohen, J., Ronfeldt, M., & Brown, L. (2014). The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment. Educational Researcher, 43(6), 293-303.
  • Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
  • Guskey, T. R. (1986) Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
  • Hall, E. (2009). Engaging in and engaging with research: Teacher inquiry and development. Teachers and Teaching: Theory and Practice, 15(6), 669-681.
  • Hodgen, J., & Askew, M. (2007). Emotion, identity and teacher learning: Becoming a primary mathematics teacher. Oxford Review of Education, 33(4), 469-487.
  • Hord, S. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.
  • Hunzicker, J. (2011). Effective professional development for teachers: a checklist. Professional Development in Education, 37(2), 177-179.
  • Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203-235.
  • Kazemi, E., & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Elementary School Journal, 102(1), 59-80.
  • Kelly, P. (2006). What is teacher learning? A socio-cultural perspective. Oxford Review of Education, 3(4), 505-519.
  • Kennedy, M. M. (2019). How we learn about teacher learning? Review of Research in Education, 43, 138-162.
  • Knapp, M. S. (2003). Professional development as policy pathway. Review of Research in Education, 27(1), 109-157.
  • Leavy, A.M., 2015. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, 27, 283–309.
  • Lewis, C., 2016. How does lesson study improve mathematics instruction? ZDM, 48(4), 571–580.
  • Lieberman, A. & Pointer Mace, D. H. (2008). Teacher learning: The key to educational reform. Journal of Teacher Education, 59, 226-234.
  • Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teacher College Record, 91(4), 509–536.
  • Luna, M. & Sherin, M. (2017). Using a video club design to promote teacher attention to students’ ideas in science. Teaching and Teacher Education, 66, 282-294.
  • Milli Eğitim Bakanlığı [MEB]. (2017). Öğretmenlik mesleği genel yeterlikleri. Ankara.
  • Mockler, N. (2013). Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity. Australian journal of teacher education, 38(10), 34-47.
  • Ni Shuilleabhain, A., & Seery, A. (2018). Enacting curriculum reform through lesson study: A case study of mathematics teacher learning. Professional development in education, 44(2), 222-236.
  • Santagata, R., Kersting, N., Givven, K. B. & Stigler, J. (2011). Problem implementation as a lever for change: An experimental study of the effects of a professional development program on students’ mathematics learning. Journal of Research on Educational Effectiveness, 4(1), 1-24.
  • Santagata, R., & Stürmer, K. (2014). Video-enhanced teacher learning: New scenarios for teacher development. Form@ re-Open Journal per la Formazione in Rete, 14(2), 1-3.
  • Saxe, G. B. (2015). Culture and cognitive development: Studies in mathematical understanding. Psychology Press.
  • Saxe, G., Gearhart, M., & Nasir, N. S. (2001). Enhancing students' understanding of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4, 55-79.
  • Scherer, P., & Steinbring, H. (2006). Noticing children’s learning processes: Teachers jointly reflect on their own classroom interaction for improving mathematics teaching. Journal of Mathematics Teacher Education, 9(2), 157–185.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Derlemeler
Yazarlar

Elif Kilicoglu 0000-0001-7904-4310

Yayımlanma Tarihi 31 Ağustos 2020
Kabul Tarihi 11 Ağustos 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 1 Sayı: 2

Kaynak Göster

APA Kilicoglu, E. (2020). Teacher Learning and Its Place in Mathematics Teaching. Eurasian Journal of Teacher Education, 1(2), 96-112.
 Kapak Resmi İndir

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This work is licensed under a Creative Commons Attribution 4.0 Unported License .