İlköğretim Matematik Öğretmenlerinin Mesleki Gelişimi: Matematik Koçluğu

Berna Aygün, Mine Işıksal Bostan

Öz


Bu çalışmada alternatif mesleki gelişim programlarından biri olan matematik koçluğu ele alınmıştır. Çalışmanın amacı matematik koçluğu mesleki gelişim programına katılan öğretmenlerin matematik koçluğu hakkındaki görüşlerini incelemektir. Çalışmaya katılan öğretmenler matematik koçluğunun mesleki gelişimlerine olumlu katkı sağladığını belirtmiştir. Öğretmenler matematik koçluğunun özellikle öğretmen bilgilerini artırma, eğitsel uygulamalarını geliştirme, öğrenci başarısını artırma, destek ve işbirliği sağlama, yansıtıcı görüş sağlama ve özgüven inşa etme gibi konularda onlara avantaj sağladığını belirtmişlerdir. Buna ek olarak, matematik koçluğunu diğer mesleki gelişim programlarından ayıran farklılıklara dair görüşlerini sürece odaklanma ile teoriyi ve uygulamayı bir araya getirme olarak ifade etmişlerdir.  Öğretmenlerin görüşlerinde belirtilen matematik koçluğunun avantajları ve farklılıkları göz önünde bulundurulduğunda matematik koçluğunun Türkiye’de yaygın bir şekilde kullanılması önerilmektedir.

Tam Metin:

PDF

Referanslar


Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564.

Attard, K. (2007). Habitual practice vs. the struggle for change: Can informal teacher learning promote ongoing change to professional practice? International Studies in Sociology of Education, 17(1-2), 147-162.

Balfanz, R., Mac Iver, D. J., & Byrnes, V. (2006). The implementation and impact of evidence-based mathematics reforms in high poverty middle schools: A multi-site, multi-year study. Journal for Research in Mathematics Education, 37, 33-64.

Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional educa-tion. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.

Bayram, D. (2010). Türkiye, abd, japonya, ingiltere ve avustralya’da fen ve fizik öğretmenlerine yönelik mesleki gelişim programlarının karşılaştırılması. Yayımlanmamış doktora tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Becker, J.B. (2001). Classroom coaching: An emerging method of professional development. In Proceedings of the twenty-third annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Snowbird, UT: Program Committee of the PME-NA Conference.

Black, R, Molseed, T, & Sayler, B. (2003). Coaching in their classroom offers teachers more points of view. Journal of Staff Development, 24 (2) (Electronic version).

Blank, R. K. (2010). A better way to measure: New survey tools give educators a clear picture of professional learning’s impact. Journal of Staff Development, 3(4), 56-60.

Blount, D. & Singleton, J. (2007). The role and impact of the mathematics specialist from the principals’ perspectives. The Journal of Mathematics and Science: Collaborative Explorations, 9, 69 – 77.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.

Brady, C. H. (2007). Coaches' voices bring 6 lessons to light. Journal of Staff Development,28(1), 46-49.

Brandt, R. S. (1987). On teachers coaching teachers: A conversation with Bruce Joyce. Educational Leadership, 44(5): 12–17. ,

Brosnan, P., & Erchick, D. (2010). Mathematics coaching and its impact on student achievement. In P. Brosnan, D. B. Erchick & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. VI, pp. 1362–1370). Columbus, OH: The Ohio State University.

Büyüköztürk, Ş., Akbaba Altun, S., & Yıldırım, K. (2010). Uluslararası öğretme ve öğrenme araştırması Türkiye ulusal raporu. Ankara: Milli Eğitim Bakanlığı, Dış İlişkiler Genel Müdürlüğü

Bümen, N. T. (2009). İlk ve Ortaöğretim Öğretmenlerinin Özyeterlik İnançlarının İncelenmesi: İzmir İli Örneği, 18. Ulusal Eğitim Bilimleri Kurultayı.

Byrne, G. (2007). Guest Editorial: Unlocking potential- coaching as a means to enhance leadership and role performance in nursing. Journal of Clinical Nursing, 10, 1987–1988.Campbell, P. F. (1996). Empowering children and teachers in the elementary mathematics classrooms of urban schools. Urban Education, 30(4), 449–475.

Campbell, P. F., & Malkus, N. N. (2010). The impact of elementary mathematics specialists. The Journal of Mathematics and Science: Collaborative Explorations, 12, 1–28.

Campbell, P. F., & Malkus, N. N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111(3), 430-454.

Campbell, P.F., & Malkus, N. N. (2014). The mathematical knowledge and beliefs of elementary mathematics specialist-coaches. ZDM- International Journal on Mathematics Education, 46 (2)

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947e967.Coleman & Goldenberg, 2010

Cornett, J., & Knight, J. (2009). Research on coaching. In J. Knight (Ed.), Coaching: Approaches and perspectives (pp. 192–216). Thousand Oaks, CA: Corwin Press.

Costa, A.L. & Garmston, R.J. (2002). Cognitive CoachingSM foundation seminar, learning guide, 5th Edition. Highlands Ranch, CO: Center for Cognitive CoachingSM

Darling-Hammond, L. (1990). Teaching and knowledge: Policy issues posed by alternative certification for teachers. Peabody Journal of Education, 67, 3, 123-154.

Darling-Hammond, L. (1997a). Doing What matters most: Investing in quality teaching. NY: National Commission on Teaching and America's Future.

Day, C. (1999). Developing teachers: The challenges of lifelong learning. Philadelphia, PA:Falmer Press.

Demirel, M. (2009). Yaşam boyu öğrenme ve teknoloji. 9th International Educational Technology Conference (IETC2009), Ankara, Turkey.

Denton, C. A., & Hasbrouck, J. (2009). A description of instructional coaching and its relationship to consultation. Journal of Educational and Psychological Consultation, 19, 150 –175.

Desimone, L. M. (2009). Impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.

Drust, J. (2013). Elementary School Teacher’s Perceptions of the Math Coach Approach to Professional Development. (Unpublished doctoral dissertation). Walden University, Minnesota.

Erchick, D. B., Brosnan, P., Forrest, D., Douglass, L., Grant, M., & Hughes, K. (2007) Findings from the first year of a K-6 mathematics coaching project. Retrieved from mcp-coaching.osu.edu/documents/nctmgroup.pdf

Fishman, B. & Davis, E. (2006). Teacher learning research and the learning sciences. In R. K.Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 535-550). Cambridge: Cambridge University Press.

Fullan, M. (1991). The best faculty of education in the country: A fable, submitted to the Strategic Planning Committee. Faculty of Education, University of Toronto.

Fullan, M. (2007). Change the terms for teacher learning. Journal of Staff Development, 28(30), 35e36

Fullan, M. & Miles, M. (1992) Getting reform right: What works and what doesn't. Phi Delta Kappan, 73, 10, pp. 744-52.

Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in your school. New York: Teachers College Press.

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, D. S. (2001). What Makes Professional Development Effective? Results From a National Sample of Teachers. AERA 38(no. 4), 915-945.

Goodell, J. E. (2006). Using critical incident reflections: A self-study as a mathematics teacher educator. Journal of Mathematics Teacher Education, 9, 221–248.

Gökdere, M., & Çepni, S., (2004), Üstün Yetenekli Öğrencilerin Fen Öğretmenlerinin Hizmet İçi İhtiyaçlarının Değerlendirilmesine Yönelik Bir Çalışma: Bilim Sanat Merkezi Örneklemi, Gazi Eğitim Fakültesi Dergisi, (24)2, 1-14

Guskey, T. R. (2000). Evaluating Professional Development, Thousand Oaks, CA: Corwin Press.

Guskey, T. R. & Huberman, M. (1995). Professional Development in Education: new paradigms and practices, New York: Teachers College Press.

Habegger, S., & Hodanbosit, P. (2011). Embedded instructional coaching: What works. Principal Leadership, 11(6), pp. 36-41.

Hargreaves, A & Shirley, D, (2009). The fourth way: The inspiring future for educational change. California: Corwin Press.

Huston, T., & Weaver, C. L. (2008). Peer coaching: professional development for experienced faculty. Innovative Higher Education, 33(1), 5-20.

Hull, T., Balka, D., & Miles, R. (2009). A guide to mathematics coaching. Thousand Oaks, CA: Corwin

Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers' classroom practices. Journal of Research in Science Teaching, 42, 668-690..

Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers' classroom practices. Journal of Research in Science Teaching, 42, 668-690.

Johnson, R. B., Onwuegbuzie, A. J., & Turner,L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133.

Joyce, B., & Showers, B. (1980). Improving inservice training: The message of research . Educational Leadership, 37, 379-385.

Joyce, B., & Showers, B. (1981). Transfer of traınıng: the contrıbutıon of "coachıng". The Journal of Education, 163(2), 163-172

Joyce, B., & Showers, B. (1982). The coaching of teaching. Educational Leadership, 40(1), 4-10.

Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational leadership, 53, 12-16.

Joyce, B. & Showers, B. (2002). Student Achievement Through Staff Development. Alexandria, VA: Association for Supervision and Curriculum Development

Kaya, A., Çepni, S., & Küçük, M. (2004). Fizik Öğretmenlerinin Laboratuarlara Yönelik Hizmet İçi İhtiyaçları İçin Bir Program Geliştirme Çalışması.

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.

Kretlow, A. G., Wood, C. L., & Cooke, N. L. (2011). Using in-service and coaching to increase kindergarten teachers’ accurate delivery of group instructional units. The Journal of Special Education, 44(4), 234-246.

Kushner Benson, S. N. K., Ward, C. L., & Liang, X. (2015). The essential role of pedagogical knowledge in technology integration for transformative teaching and learning. In Technological Pedagogical Content Knowledge (pp. 3–18). Springer US

Larsen, S. (2012). Perceptions of Elementary Mathematics Coaching. (Unpublished doctoral dissertation). University of Toronto, Canada.

Lieberman, A. (1995). Practices that support teacher development. Phi delta kappan, 76(8), 591.

Loucks-Horsley, S. (1997). Teacher change, staff development, and systemic change: Reflections from the eye of a paradigm shift. Reflecting on our work: NSF teacher enhancement in K-6 mathematics, 133-149.

Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.

McGatha, M. (2009). Mathematics specialists and mathematics coaches: What does the research say? In J. R. Quander (Ed.), Research Brief. Reston, VA: National Council of Teachers of Mathematics.

McLaughlin, K. A. (2012). Elementary teachers' perceptions of mathematics coaching (Doctoral dissertation, University of Massachusetts Lowell).

Miles Grant, C. & Ruiz Davenport, L. (2009). Principals in partnership with math coaches. Principal, 88 (5), 36 - 41.

Muñoz-Catalán, M., Carillo-Yánez, J., & Climent-Rodríguez, N. (2010). Mathematics teacher change in a collaborative environment: to what extent and how. Journal of Mathematics Teacher Education, 13(5), 425-439.

Moreau, D., & Whitenack, J. W. (2013). Coaching individual teachers. Handbook for elementary mathematics specialists, 31-49.

Nicometi, L. (2011). Teacher perceptions of the use of mathematics coaches for the improvement of instruction (Doctoral dissertation, The University of Alabama TUSCALOOSA).

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity. Cambridge: Education Matters

Obara, S. (2010). Mathematics coaching: A new kind of professional development. Teacher development, 14(2), 241-251.

Olson, J. C., & Barrett, J. E. (2004). Coaching teachers to implement mathematics reform recommendations. Mathematics Teacher Education and Development, 6, 63–78.

Ottevanger, W. J. W. (2001). Teacher support materials as a catalyst for science curriculum implementation in Namibia. Universiteit Twente.

Özer, B. (2005). Ortaöğretim öğretmenlerinin mesleki gelişime ilgisi. Eğitim Bilimleri ve Uygulama, 4(8), 44-58

Ozer, B. (2008).Öğretmenlerin mesleki gelişimi. A. Hakan (Ed.), Öğretmenlik meslek bilgisi alanındaki gelişmeler (pp. 195-216). Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi.

Özgün-Koca, S. A., Meagher, M., & Edwards, M. T. (2011). A teacher’s journey with a new generation handheld: Decisions, struggles, and accomplishments. School Science and Mathematics,111 (5), 209–223.

Penuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958

Polly, D. (2008) Supporting standards-based mathematics in elementary classrooms, Presentation given at the Annual Conference of the School Science and Mathematics Association: Raleigh, NC.

Polly, D. & Hannafin, M. J. (2011) Examining how learner-centered professional development influences teachers’ espoused and enacted practices, Journal of Educational Research, 104, 120-130.

Puma, M.E. & Raphael, J. (2001). Evaluating Standards-Bases Professional Development for Teachers: A Handbook for Practitioners. Washington DC: The Urban Institute Education Policy Center

Race, K., Ho, E., & Bower, L. (2002, April). Documenting in-classroom support and coaching activities of a professional development program directed toward school-wide change: An integral part of an organization's evaluation efforts. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Sandholtz, J. H. (2002). Inservice training or professional development: Contrasting opportunities in a school/university partnership. Teaching and teacher education, 18(7), 815-830.

Sağlam, M., & Kürüm, D. (2005). Türkiye ve Avrupa Birliği ülkelerinde öğretmen eğitiminde yapısal düzenlemeler ve öğretmen adaylarının seçimi. Milli Eğitim Dergisi, 167, 53-69.

Showers. B. (1985). Teachers coaching teachers. Educational Lendership, 42 (7), 43.

So, H.-J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116.

Stein, M. K. & Brown, C. A. (1997) Teacher learning in a social context: Social interaction as a source of significant teacher change in mathematics, in Fennema, E. and Nelson, B. (eds), Mathematics teachers in transition, Mahwah, New Jersey: Lawrence Erlbaum Associates, 155-191.

Tharp, R., & Gallimore, R. (1988) Rousing minds to life: Teaching, learning, and schooling in social context, NewYork: Cambridge University Press.

Van den Akker, J. J. (1988). The teacher as learner in curriculum implementation. Journal of Curriculum Studies, 20(1), 47-55.

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

West, L., & Staub, F. (2003). Content focused coaching: transforming mathematics lessons. Portsmouth: Heinemann.

Wilson, S. M., & Berne, J. (1999). Chapter 6: Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development. Review of research in education, 24(1), 173-209.

Wong, J.L.N., & Tsui, A.B.M. (2007). How do teachers view the effects of school-based in-service learning activities? Journal of Education for Teaching, 33(4), 457-470.

Yağcı, E. (2003). Türkiye’de öğretmenlerin hizmet içi eğitimi uygulamaları sorunlar ve öneriler. Çağdaş Eğitim Sistemlerinde Öğretmen Yetiştirme Ulusal Sempozyumu, Sivas.

Yopp, D., Burroughs, E., A., Luebeck, J., Heidema, C., Mitchell, A., & Sutton, J. (2011). How to be a wise consumer of coaching: Strategies teachers can use to maximize coaching’s benefits. Journal of Staff Development, 32(1), 50-53


Refback'ler

  • Şu halde refbacks yoktur.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

 

 

Creative Commons Lisansı

İlköğretim Online Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.

ISSN: 1305-3515