Davranış Yönetiminde Öğretmen Yetkinlik Algısı Ölçeği
Cukurova Universitesi Sosyal Bilimler Enstitusu Dergisi, 2013
Bu arastirmanin amaci ilkogretim duzeyindeki sinif ici istenmeyen davranislarla basa cikmada ogre... more Bu arastirmanin amaci ilkogretim duzeyindeki sinif ici istenmeyen davranislarla basa cikmada ogretmen yetkinlik beklentisi olcmeyi amaclayan bir olcegin gelistirilmesi ve bu olcegin gecerlik ve guvenirligine iliskin calismalarin yapilmasidir Olcek maddeleri olusturulurken Bandura’nin Yetkinlik Beklentisi Kurami Self efficacy expectancy ve sinif davranis yonetiminde ogretmen yetkinligi arastirmalari temel alinmistir Olcegin deneme formu 42 maddeden olusmakta ve 5’li Likert tipi bir derecelendirme kullanilmaktadir Olcegin deneme formu Adana da 12 ilkogretim okulunda gorev yapan 210 ogretmene 134 Ilkogretim I Kademe 76 II Kademe uygulanmistir Bu gruptan elde edilen veriler uzerinde gecerlik ve guvenirlik calismalari yapilmistir Gecerlik calismasi kapsaminda 3 kez yinelenen faktor analizi sonucunda olcegin 15 maddelik ve 3 faktorden olusan bir yapiya sahip oldugu ortaya cikmistir Bu faktorler “iletisim” “davranis yonetimi” ve “isbirligi” seklinde isimlendirilmistir Yeni olusan alt olceklerin Cronbach Alfa ic tutarlilik katsayilari Iletisim alt boyutu icin 89 Davranis Yonetimi icin 70 Isbirligi icin 80 ve olcegin tum maddeleri icin ise 90’dir Aryica iki yarim guvenirlik katsayisi 82 olarak bulunmustur Bu sonuclar olcegin hem toplam puan uzerinden hem de alt olcekler acisindan kullanilabilecegine isaret etmektedir Anahtar sozcukler: davranis yonetimi ogretmen yetkinligi ilkogretim
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Papers by Nese Cabaroglu
and context. The purpose of this paper is to report findings from
a systematic review of research into the practicum in English
Language Teaching (ELT). In order to identify the main issues of
concern and to provide a contemporary picture of practicum, 48
studies published in academic journals over the past 10 years and
included in ERIC, Taylor &Francis and ScienceDirect databases were
reviewed to explore their focus, research methodology and main
findings. The findings of the study reveal that the research topics
and trends of the reviewed studies on ELT practicum especially
include the following issues: beliefs/cognition of pre-service teachers;
practicum quality and programme; problems, challenges,
and affective factors; mentoring; teacher identity and development;
reflectivity; and professional development needs. Furthermore,
some implications and suggestions needed for future studies are
presented based on the limitations of the reviewed studies.
adaptations were identified using a research-informed framework developed for this study. The participants examined and evaluated their own practices in stimulated recall sessions, reflective conversations and journal writing. The study was concluded with post-study interviews. Data
revealed that the teachers’ instructional practice was driven by the coursebook to a large extent as they stuck to minor adaptations and followed the guidance given by the coursebook. Along
with the institutional constraints, the teachers’ practices were influenced by their own personal preferences, attempts to make coursebook tasks accessible to learners, lack of planning and the highly structured delivery of tasks in the coursebook. However, pedagogic considerations
were not foregrounded by the teachers. The results of the study call for professional teacher development on coursebook utilization, coursebook-based instead of coursebook-led program planning alongside redesign of coursebooks as resources rather than instructions.