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Matematiğin temelleri ilkokulda atıldığı için sınıf öğretmenlerine büyük bir sorumluluk düşmektedir. Bu kapsamda sınıf öğretmenlerinin matematik dersini öğrenciye sevdirmesi ve matematik dersini anlamlı hale getirebilmesi için çaba içinde olmaları gerekmektedir. Sınıf öğretmenlerinin matematik alan bilgilerinin yeterli olması ve bu dersi öğretebileceklerine yönelik inançlarının yeterli olması gereklidir. Bunun için lisansta aldıkları dersler ve kendilerini alanlarında geliştirmeleri oldukça önemlidir. Bu araştırmanın amacı sınıf öğretmeni ve öğretmen adaylarının matematik öğretimine yönelik öz yeterlik inançlarını belirlemektir. Araştırma tarama modeli özelliğindedir. Araştırmada uygun/kolay örnekleme yöntemi kullanılmıştır. Araştırmanın örneklemini Giresun ve Kilis il merkezinde görev yapan 146 sınıf öğretmeni ile Giresun ve Kilis 7 Aralık Üniversiteleri Sınıf Eğitimi programının 4. sınıfında öğrenim gören 171 sınıf öğretmeni adayı oluşturmaktadır. Bu araştırmada veri toplama aracı olarak, araştırmacı tarafından hazırlanan kişisel bilgi formu ve Aksu (2008) tarafından geliştirilen “Matematik Öğretimi Öz-yeterlik İnancı Ölçeği” kullanılmıştır. Araştırma sonuçlarına göre; sınıf öğretmenlerinin matematik öğretimi öz yeterlik inancı düzeyleri; cinsiyet, yaş, kıdem, okutulan sınıf düzeyi, mezun oldukları program değişkenleri açısından anlamlı bir farklılık göstermemektedir. Ancak öğretmenlerin matematik öğretimi öz yeterlik inanç düzeyi ile görev yapılan il ve matematik öğretimi ile ilgili eğitime katılma durumu değişkenleri açısından grup ortalamaları arasında anlamlı bir fark bulunmuştur. Sınıf öğretmeni adaylarının matematik öğretimi öz yeterlik inancı düzeyleri; cinsiyet, mezun olunan lise, lise alan türü değişkenleri açısından anlamlı bir farklılık göstermemiştir. Ancak öğretmen adaylarının matematik öğretimi öz yeterlik inancı düzeyleri ile öğrenim görülen üniversite, yaş ve matematik öğretimi dersi faydası değişkenleri açısından grupların ortalamaları arasında anlamlı bir farklılık bulunmuştur. Sınıf öğretmenlerinin öz yeterlik inancı boyutundan aldıkları puan öğretmen adaylarına göre yüksek çıkmıştır.
Because the basics of mathematics are placed in the primary school, a great responsibility lies to class teachers. In this context, class teachers need to be in an effort to love math lesson to the student and make math lesson meaningful. It is necessary that class teachers have sufficient knowledge of mathematics and sufficient beliefs that they can teach this course. For this, it is very important that the lessons they take in the license and develop themselves in their fields. The purpose of this research is to determine the beliefs of class teachers and teachers candidates in self-capacity to teach mathematics. The research model is characteristic. The research has used a suitable/easy sample method. The examples of the research are made by 146 class teachers who work in the center of the province of Giresun and Kilis, and the 171 class teachers who study in the 4th class of the University of December 7th. As a data collection tool in this study, the personal information form prepared by the researcher and the "Mathematics Teaching Self-Competence Faith Scale" developed by Aksu (2008) were used. According to the research results; class teachers' teaching mathematics does not show a significant difference in terms of the levels of self-quality beliefs; gender, age, age, class level taught, the program variables they graduate. However, the teachers' mathematics teaching has found a significant difference between the group average in terms of the variables of the state of participation in the education related to the mathematics teaching and the level of belief in self-quality. Class teacher candidates' mathematics teaching self-quality levels of belief; gender, graduated high school, high school field type variants have not shown a significant difference. However, a significant difference has been found between the average of the groups in terms of the university, age and benefits variables of the teaching class with the levels of self-quality of the teaching class. The number of teachers received from the degree of self-confidence is higher than the number of teachers received from the degree.
Since the fundamentals of mathematics are created in primary school, a great responsibility are given to primary school teachers. Primary school teachers have to provide mathematics lesson to be loved by students and make the lesson concrete. The mathematics knowledge and confidence for teaching should be complete. So the lessons in lisence program that they attended and their proficiency in their own branch are very important. The purpose of this study is to determine classroom teachers and teacher candidates self efficacy beliefs for teaching mathematics. For this reason, this reseach is a feature of scanning model, Convenient Easy Sampling Method was used in this research. The sampling of the research are created from 146 primary school teachers working in Giresun and Kilis and 171 senior prospective teachers studying in primary school teachin department in Giresun University and Kilis 7 Aralık University. As data collecting tool, personal date form prepared by researcher and self- sufficiency competency scale in Mathematics Teaching improved by Aksu (2008) were used. According to the result of research, in self-sufficiency confidience degree of primary school teachers in mathematics teaching wasn't found a significant difference in terms of the teachers' genders, seniority, class level, variables of the program graduated from. A significant difference was found between the averages of the groups in terms of variables such as self-sufficiency confidence degree of primary school teachers in mathematics teaching, the city which is worked in and attending conditions to mathematics teaching trainings. Mathematics teaching self-sufficiency competency degree of prospective teachers of primary school teaching department didn't show a significant difference in terms of the variables such as gender, the high school graduated from, types of the field in high school. However, a significant difference was found between the average of the groups in terms of variables such as self-sufficiency competency degree in mathematics teaching of prospective teachers and the universty which studied in and age and profits of teaching mathematics lesson. Teachers working in a primary school got a higher work in self-sufficiency competency when it is compared to prospective teachers studying at universty.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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