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Araştırmanın amacı öğretmenlik mesleki yeterliliklerine yönelik sosyal bilgiler öğretmen adaylarının görüşlerini belirlemektir. Araştırma nitel araştırma yöntemlerinden durum çalışması olarak desenlemiştir. Araştırmanın katılımcılarını Batı Karadeniz’de bir üniversitede yer alan 15 sosyal bilgiler öğretmen adayı oluşturur. Veriler görüşme tekniğiyle yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Araştırmada elde edilen veriler betimsel analiz yöntemiyle analiz edilmiştir. Araştırmanın sonucunda öğretmen adaylarının öğretmenden beklediği mesleki yeterlilikler yeterli alan bilgisine sahip olması, mesleki becerilere yönelik donanımlı olması, mesleğin gerektirdiği tutum ve değerlere sahip olmasını beklemektedir. Öğretmenin öğretim sürecini ve uygulamalarını bireysel farklılıkları gözeterek farklı yöntem ve tekniklerle, etkili materyaller kullanarak, süreç odaklı ölçme değerlendirme yaklaşımıyla planlaması ve uygulaması önemlidir. Bu niteliklere sahip öğretmenlerin yetişebilmesi için kapsamlı bir eğitim planlanması gerekmektedir. Bu nedenle öğretmen yetiştiren eğitim fakülteleri ve Milli Eğitim Bakanlığı (MEB)’nın işbirliği içinde çalışması gerekmektedir. MEB’in belirlemiş olduğu öğretmen yeterlilikleri dikkate alınarak nitelikli öğretmen yetiştirmeye yönelik programlar hazırlanmalıdır. Öğretmen yeterlilikleri edinme süreci lisans programıyla sınırlandırılmayacak kadar geniş ve gelişime açık bir alandır. Bu nedenle hizmet içi eğitimler ve lisansüstü programlarla öğretmen eğitimleri desteklenmelidir.
The purpose of the research is to determine the opinions of teachers candidates on social information on teaching professional qualifications. The research has been modeled as a state study of the research methods. The research participants are formed by 15 social information teachers candidates located at an university in the West Black Sea. The data is collected using a semi-configured conversation form using the conversation technique. The data obtained in the study was analyzed by the visual analysis method. As a result of the research, the teacher candidates expect to have sufficient field knowledge of the professional qualifications they expect from the teacher, to be equipped with professional skills, to have the attitudes and values that the profession requires. It is important that the teacher plays and applies the teaching process and practices; observing individual differences, using different methods and techniques, using effective materials, process-oriented measurement assessment approach. A comprehensive training plan is required for teachers with these qualities to be able to grow. Therefore, teachers educating educational faculties and the Ministry of National Education (MEB) need to work in cooperation. Programs to train qualified teachers should be prepared taking into account the teachers’ qualifications determined by MEB. The process of acquiring the teaching qualifications is an extensive and open to development area that is not limited to the bachelor’s program. Therefore, teachers’ training should be supported by service-in-service training and postgraduate programs.
The aim of this study was to determine the opinions of social studies pre-service teachers regarding the professional competencies of teachers. The study was designed as a case study from qualitative research methods. Participants of the study consisted of 15 social studies pre-service teachers from a university located in the Western Black Sea. The data were collected using a semi-structured interview form with the interview technique. The data obtained in the study were analyzed by the descriptive analysis method. As a result of the study, pre-service teachers expect a teacher to have professional competencies such as having sufficient field knowledge, being equipped with professional skills, and having the attitudes and values required by the profession. It is important that the teacher plans and applies the teaching process and practices by considering individual differences, using different methods and techniques, using effective materials, and a process-oriented assessment and evaluation approach. Comprehensive teaching should be planned to have teachers with these competencies. Therefore, education faculties that train teachers and the Ministry of National Education (MEB) should work in cooperation. Programs to train qualified teachers should be prepared by considering the teacher competencies determined by the MEB. The process of acquiring teacher competencies is a broad and open field that cannot be limited to the undergraduate program. Therefore, the training of the teachers should be supported by in-service training and postgraduate programs.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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