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Pedagojik formasyon eğitimi alan öğretmen adaylarının uygulama öğretmenlerine dair değerlendirmeleri, uygulama derslerinin verimliliği bakımından bize fikir verebilecek türdendir. Bu araştırma kapsamında da Amasya Üniversitesinde ilahiyat alanında pedagojik formasyon eğitimi alan öğretmen adaylarının, örgün eğitimde görev yapan din dersi öğretmenlerinin mesleki yeterlikleriyle ilgili algıları ve uygulama öğretmenleri rehberliğindeki bu uygulamadan ne kadar istifade edebildikleri öğrenilmeye çalışılmıştır. Tarama yönteminin kullanıldığı araştırmada, araştırmacı tarafından geliştirilmiş olan anket formu, öğretmenlik uygulaması yapmış olan pedagojik formasyon öğrencilerine yüz yüze eğitim aldıkları sırada uygulanmış, dağıtılan 395 anketten 332’si değerlendirmeye alınabilmiştir. Sonuçta, öğretmen adaylarının din dersi öğretmenlerini alan bilgisi ve öğrencilerle iletişim konusunda büyük oranda yeterli gördükleri, ancak derse hazırlıklı gelme bakımından önemli bir kısmını yetersiz buldukları tespit edilmiştir. Ayrıca, öğrenciyi aktif hale getirmeye ve kalıcı öğrenmeler sağlamaya önemli katkısı olan birçok öğretim yöntem ve tekniği olmasına rağmen din dersi öğretmenlerinin büyük bir bölümü genellikle anlatım, soru-cevap ve tartışma yöntemleriyle dersi işlemeye devam etmektedir. Bu düşünceler ışığında, öğretmen adayları genel itibariyle öğretmenlik uygulamasını faydalı bulmakla birlikte uygulama öğretmeninden kaynaklanan sebeplerden dolayı hiç istifade edemediğini belirtenler de vardır
The assessments of teachers candidates who receive pedagogical formation on the teachers of practice are the kind that can give us an opinion in terms of the efficiency of the practical courses. In the framework of this research, the University of Amasya has also tried to learn how much teachers candidates who receive pedagogical formation training in the field of theology, the perceptions of the teachers of religious lessons who work in the day education about their professional qualifications and how much they can take advantage of this application under the guidance of the teachers of practice. In the study used by the scan method, the survey form developed by the researcher, the educational formation students who have done the teaching application were applied to face-to-face training, and 332 of the 395 survey distributed were able to be assessed. After all, it has been found that teaching candidates consider to be sufficient in terms of knowledge and communication with the teachers of religious lessons, but consider to be insufficient in terms of preparation for the lesson. In addition, although there are many teaching methods and techniques that have a significant contribution to activating the student and providing permanent learning, a large portion of religious lessons teachers often continue to process the lessons with narrative, question-response and discussion methods. In light of these thoughts, there are also those who indicate that teachers candidates in general find the teaching practice useful but they can’t accept it for reasons arising from the teaching practice.
The evaluations of teacher candidates who have received pedagogical formation training about practice teachers are in a kind that can give us an idea in many aspects. Within the scope of this research, it was tried to learn the teacher candidates’ perceptions who receive pedagogical formation education in the field of theology in the Amasya University, about the professional competencies of religious education teachers working in formal education and how they could benefit from this application under the guidance of practice teachers. In the research using the survey method, the questionnaire form developed by the researcher was applied to pedagogical formation students who had been receiving face-to-face education. 332 of the 395 questionnaires distributed were evaluated. As a result, it was determined that teacher candidates perceived religious lesson teachers largely sufficient in terms of field information and communication with students, but they found a significant part of them to be inadequate in terms of preparing for the lessons. In addition, although there are many teaching methods and techniques that make a significant contribution to activating the student and providing permanent learning, most of the religious education teachers continue to teach the lessons with narrative, question and answer and discussion methods. In the consideration of these thoughts teacher candidates find the teaching practice useful in general, there are also those who state that they could not benefit from the application for the reasons caused by practice teachers.
Alan : İlahiyat
Dergi Türü : Uluslararası
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