Uygulama Ögretmenlerine Göre Din ve Meslek Dersleri Ögretmen Adaylarinin Yeterlikleri
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Mehmet BAHÇEKAPILI
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Ilahiyat Fakülteleri hem Imam Hatip Okullari Meslek dersleri hem de Din Kültürü ve Ahlak Bilgisi ögretmeni yetistiren yüksekögretim kurumlaridir. Fakat bu kurumlarin tek amacinin ögretmen yetistirmek olmamasi ve bünyesine formasyon derslerinin yeni eklenmesi, buralardan mezun olan ögretmen adaylarinin yeterlikleri hakkinda ilgi ve merak uyandirmaktadir. Bu kapsamda yürütülen arastirma son sinifta okuyan ve ögretmenlik uygulamasina katilan ögretmen adaylarinin mesleki bilgi, beceri ve tutum yeterliklerini tespit etmeyi amaçlamaktadir. Arastirmanin çalisma grubunu amaçli örneklem yoluyla seçilmis, en az bir dönem uygulama ögretmeni olarak görev yapmis 21 tane Din ve Meslek dersleri ögretmeni olusturmaktadir. Nitel arastirma yöntemlerinden fenomenolojik yaklasimla hazirlanan arastirmada veri toplama araci olarak yari yapilandirilmis mülakat formu kullanilmistir. Görüsme sorulari Millî Egitim Bakanligi tarafindan 2017 yilinda yayinlanan ögretmenlik meslegi genel yeterlikleri kilavuzundan alinmistir. Elde edilen nitel veriler betimsel analiz teknigiyle çözümlenmistir. Arastirmada ortaya çikan bulgular, ögretmen adaylarinin alan bilgisi, ögrenme ortamlari olusturma, sinif yönetimi, ögrenciye yaklasim ve iletisim, kisisel ve mesleki gelisim yeterliklerinin uygulama ögretmenleri tarafindan farkli boyutlarda gözlemlendigini ortaya koymaktadir. Ayrica ögretmen adaylarinin Ögretmenlik Uygulamasi dersi kapsaminda uygulama okullarinda staj yapma sürelerinin tek dönemden 2 döneme çikartilmasini 15 tane uygulama ögretmeni olumlu 6 tane uygulama ögretmeni ise olumsuz olarak degerlendirmektedir.
Theology Faculties are higher education institutions that train both Imam Hatip Schools Vocational courses and Religious Culture and Moral Knowledge teachers. However, the fact that the sole purpose of these institutions is not to train teachers but also the new addition of formation courses to their structure arouses interest and curiosity about the competencies of teacher candidates who graduated from these institutions. The research carried out in this context aims to determine the professional knowledge, skills, and attitude competencies of teacher candidates who are studying in the last year and participating in teaching practice. The study group of the research consists of 21 teachers of Religion and Vocational courses, who were selected through purposeful sampling and worked as practice teachers for at least one term. A semi-structured interview form was used as a data collection tool in the research, which was prepared with a phenomenological approach, one of the qualitative research methods. The interview questions were taken from the general qualifications of the teaching profession guide published by the Ministry of Education in 2017. The obtained qualitative data were analyzed by descriptive analysis technique. The findings of the research reveal that teacher candidates' content knowledge, creating learning environments, classroom management, approach to students and communication, and personal and professional development competencies are observed by practice teachers in different dimensions. In addition, 15 practice teachers evaluate it as positive and 6 practice teachers negatively evaluate the increase in the internship period of teacher candidates in practice schools within the scope of the Teaching Practice course from a single semester to 2 semesters.
Theology Faculties are higher education institutions that train both Imam Hatip Schools Vocational courses and Religious Culture and Moral Knowledge teachers. However, the fact that the sole purpose of these institutions is not to train teachers but also the new addition of formation courses to their structure arouses interest and curiosity about the competencies of teacher candidates who graduated from these institutions. The research carried out in this context aims to determine the professional knowledge, skills, and attitude competencies of teacher candidates who are studying in the last year and participating in teaching practice. The study group of the research consists of 21 teachers of Religion and Vocational courses, who were selected through purposeful sampling and worked as practice teachers for at least one term. A semi-structured interview form was used as a data collection tool in the research, which was prepared with a phenomenological approach, one of the qualitative research methods. The interview questions were taken from the general qualifications of the teaching profession guide published by the Ministry of Education in 2017. The obtained qualitative data were analyzed by descriptive analysis technique. The findings of the research reveal that teacher candidates' content knowledge, creating learning environments, classroom management, approach to students and communication, and personal and professional development competencies are observed by practice teachers in different dimensions. In addition, 15 practice teachers evaluate it as positive and 6 practice teachers negatively evaluate the increase in the internship period of teacher candidates in practice schools within the scope of the Teaching Practice course from a single semester to 2 semesters.
Açıklama
Anahtar Kelimeler
Uygulama Ögretmeni, Din Dersi Ögretmen Adayi, Meslek Dersi Ögretmen Adayi, Ögretmen Yeterlikleri
Kaynak
Türkiye Din Egitimi Arastirmalari Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
14
