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Video Kulüp Modelinin Öğretmenlerin Mesleki Gelişiminde Katkısının İncelenmesi

Year 2020, Volume: 1 Issue: 1, 127 - 145, 31.07.2020

Abstract

Bu çalışmada video tabanlı bir mesleki gelişim süreci olan video kulüp modeli tanıtılmış ve bu modelin öğretmen mesleki gelişimine katkısı incelenmiştir. Araştırmada, özellikle son yıllarda matematik öğretiminde kullanımıyla popülerliğini arttıran video kulüp modeliyle ilgili yapılan araştırmalar incelenerek öğretmenlerin mesleki gelişimleri üzerindeki katkıları belirlenmeye çalışılmıştır. Bu anlamda, video kulüplerin öğretmenlerin mesleki gelişimine yönelik işbirlikçi düşünme, eleştirel meslektaşlık, öğrenci düşünmesine odaklanma, fark etmeyi öğrenme ve sınıf içi uygulama alanlarında katkı sağladığı sonucuna ulaşılmıştır. Video kulüp modelinin esnek bir yapıya sahip olması öğretmen ve öğretmen adaylarının ihtiyaçları doğrultusunda tasarlanması açısından kolaylık sağlamaktadır. Dolayısıyla bu durumun dikkate alınması, modelin ülkemizde kullanımının yaygınlaştırılması ve sürdürülebilir olmasında etkili olabilir.

References

  • Amador, J. M., Keehr, J., Wallin, A. ve Chilton, C. (2020). Video complexity: Describing videos used for teacher learning. EURASIA Journal of Mathematics, Science and Technology Education, 16(4). https://doi.org/10.29333/ejmste/113288
  • Baker, S. ve Smith, S. (1999). Starting off on the right foot: the influence of four principles of professional development in improving literacy instruction in two kindergarten programs. Learning Disabilities Research and Practice,14(4), 239-253.
  • Ball, D.L. (1996). Teacher learning and the mathematics reforms: What we think we know and what we need to learn. Phi Delta Kappan, 77, 500-508.
  • Barnhart, T. ve van Es, E. A. (2020). Developing a critical discourse about teaching and learning: The case of a secondary science video club. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2020.1725724
  • Beisiegel, M., Mitchell, R. ve Hill, H. C. (2018). The design of video-based professional development: An exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69-89. https://doi.org/10.1177/0022487117705096
  • Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Borko, H., Jacobs, J., Eiteljorg, E. ve Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417-436.
  • Borko, H., Jacobs, J. ve Koellner, K. (2010). Contemporary approaches to teacher professional development. P. Peterson, E. Baker ve B. McGaw (Eds.), International encyclopedia of education (s. 548-556). Oxford, England: Elsevier.
  • Brophy, J. (2004). Using video in teacher education. San Diego, CA: Elsevier, Inc.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1). http://epaa.asu.edu/ojs/article/view/392/515
  • Darling-Hammond, L. (2003). Access to quality teaching: An analysis of inequality in public schools. Santa Clara Law Review, 43, 101–239.
  • Darling-Hammond, L. ve McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. In: Phi Delta Kappan,76(8), 597-604.
  • Erbay, H. N. (2018). Matematik öğretmeni adaylarının fark etme becerilerinin video-kulüp uygulamalarıyla gelişim sürecinin incelenmesi. (Yayınlanmamış doktora tezi). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Estapa, A. T., Amador, J., Kosko, K. W., Weston, T., de Araujo, Z. ve Aming-Attai, R. (2018). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F. ve Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945. https://doi.org/10.3102/00028312038004915
  • Glatthorn, A, 1995. Teacher development. In: Anderson, L. (Ed.), International encyclopedia of teaching and teacher education (second edition). London: Pergamon Press. Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8, 381-391.
  • Gwyn-Paquette, C. (2001). Signs of collaborative reflection and co-construction of practical teaching knowledge in a video study group in preservice education. International Journal of Applied Semiotics, 2(1/2), 39–60.
  • Harwell, S. H. (2003). Teacher professional development: It’s not an event, it is process. Waco, Texas: CORD.
  • Hatch, T. ve Grossman, P. (2009). Learning to look beyond the boundaries of representations: Using technology to examine teaching. Journal of Teacher Education, 60, 70-85. Hunzicker, J. (2011). Effective professional development for teachers: a checklist. Professional Development in Education, 37(2), 177-179.
  • Jacobs, V. R., Lamb, L. L. C. ve Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
  • Jilk, L. (2016). Supporting teacher noticing of students’ mathematical strengths. Mathematics Teacher Educator, 4(2), 188-199. https://doi.org/10.5951/mathteaceduc.4.2.0188
  • Kazemi, E. ve Hubbard, A. (2008). New directions for the design and study of professional development: Attending to the coevolution of teachers’ participation across contexts. Journal of Teacher Education, 59(5), 428–441.
  • Koellner, K., Jacobs, J., Borko, H., Schneider, C., Pittman, M. E., Eiteljorg, E., Bunning, K. ve Frykholm, J. (2007). The problem-solving cycle: A model to support the development of teachers’ professional knowledge. Mathematical Thinking and Learning, 9(3), 273-303.
  • Lloyd, G. (2013). The ongoing development of mathematics teachers’ knowledge and practice: Considering possibilities, complexities, and measures of teacher learning. Journal of Mathematics Teacher Education,16(3), 161–164.
  • Luna, M. ve Sherin, M. (2017). Using a video club design to promote teacher attention to students’ ideas in science. Teaching and Teacher Education, 66, 282-294. https://doi.org/10.1016/j.tate.2017.04.019
  • Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge-Falmer.
  • Milli Eğitim Bakanlığı, (2017). Öğretmenlik mesleği genel yeterlilikleri, Ankara: MEB Yayınları.
  • Mitchell, R. N. ve Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551-575. https://doi.org/10.1007/s10857-014-9294-3
  • National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics, Reston, VA.
  • Rivkin S. G., Hanushek E. A. ve Kain J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73, 417-458.
  • Santagata, R. ve Yeh, C. (2013). Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video- and practice-based approach. Journal of Mathematics Teacher Education, 17(6), 491-514. https://doi:10.1007/s10857-013-9263-2
  • Sherin, M. G. (2000). Viewing teaching on videotape. Educational Leadership, 57(8), 36-38.
  • Sherin, M. G. (2003). Using video clubs to support conversations among teachers and researchers. Action in Teacher Education, 4, 33–45.
  • Sherin, M. G. (2004). New perspectives on the role of video in teacher education. J. Brophy (Ed.), Using video in teacher education (s. 1-27). San Diego, CA: Elsevier.
  • Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (s. 383–395). Mahwah, NJ: Erlbaum.
  • Sherin, M. G. ve Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183. https://doi.org/10.1016/j.tate.2003.08.001
  • Sherin, M. G., Linsenmeier, K. A. ve van Es, E. A. (2009). Selecting video clips to promote mathematics teachers’ discussion of student thinking. Journal of Teacher Education, 60, 213-230. https://doi.org/10.1177/0022487109336967
  • Sherin, M. G. ve Russ, R. (2015). Teacher noticing via video: The role of interpretive frames. In B. Calandra ve P. Rich (Eds.) Digital video for teacher education: Research and practice. New York: Routledge. https://doi.org/10.4324/9781315871714
  • Sherin, M. G. ve van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13 (3), 475-491.
  • Sherin, M. G. ve van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20-37. https://doi.org/10.1177/0022487108328155
  • Sipusic, M. (1994, April). Access to practice equals growth: teacher participation in a video club. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
  • Sowder, J. T. (2007). The mathematical education and development of teachers. F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (s. 157–224). Reston, VA: National Council of Teachers of Mathematics.
  • Star, J. R. ve Strickland, S. K. (2008). Learning to observe: Using video to improve preservice teac8ers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
  • Superfine, A. ve Bragelman, J. (2018). Analyzing the impact of video representation complexity on preservice teacher noticing of children’s thinking. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), 1-18.
  • Tochon, F. V. (1999). Video study groups for education, professional development, and change. Madison, WI: Atwood.
  • Tripp, T. R. ve Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728-739.
  • Ulusoy, F. ve Çakıroğlu, E. (2018). Using video cases and small-scale research projects to explore prospective mathematics teachers’ noticing of student thinking. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), 1-14. https://doi.org/10.29333/ejmst e/92020
  • Ulusoy, F. ve Çakıroğlu, E. (2020). Exploring prospective teachers’ noticing of students’ understanding through micro‑case videos. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-020-09457-1
  • van Es, E. A. (2011). A framework for learning to notice student thinking. M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (s. 134-151). New York: Routledge. van Es, E. A. ve Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
  • van Es, E. A. ve Sherin, M. G. (2008). Mathematics teachers’ ‘‘learning to notice’’ in the context of a video club. Teaching and Teacher Education, 24, 244–276.
  • van Es, E. A., Tunney, J., Goldsmith, L. T. ve Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340-356. https://doi.org/10.1177/0022487114534266
  • Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. UNESCO: International Institute for Educational Planning.
  • Vogt, F. ve Rogalla, M. (2009). Developing adaptive teaching competency through coaching, Teaching and Teacher Education 25(8),1051–1060.
  • Zhang, M., Lundeberg, M., Koehler, M. J. ve Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454-462.
  • Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18(6), 523-550. https://doi.org/10.1007/s10857-014-9289-0
Year 2020, Volume: 1 Issue: 1, 127 - 145, 31.07.2020

Abstract

References

  • Amador, J. M., Keehr, J., Wallin, A. ve Chilton, C. (2020). Video complexity: Describing videos used for teacher learning. EURASIA Journal of Mathematics, Science and Technology Education, 16(4). https://doi.org/10.29333/ejmste/113288
  • Baker, S. ve Smith, S. (1999). Starting off on the right foot: the influence of four principles of professional development in improving literacy instruction in two kindergarten programs. Learning Disabilities Research and Practice,14(4), 239-253.
  • Ball, D.L. (1996). Teacher learning and the mathematics reforms: What we think we know and what we need to learn. Phi Delta Kappan, 77, 500-508.
  • Barnhart, T. ve van Es, E. A. (2020). Developing a critical discourse about teaching and learning: The case of a secondary science video club. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2020.1725724
  • Beisiegel, M., Mitchell, R. ve Hill, H. C. (2018). The design of video-based professional development: An exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69-89. https://doi.org/10.1177/0022487117705096
  • Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
  • Borko, H., Jacobs, J., Eiteljorg, E. ve Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417-436.
  • Borko, H., Jacobs, J. ve Koellner, K. (2010). Contemporary approaches to teacher professional development. P. Peterson, E. Baker ve B. McGaw (Eds.), International encyclopedia of education (s. 548-556). Oxford, England: Elsevier.
  • Brophy, J. (2004). Using video in teacher education. San Diego, CA: Elsevier, Inc.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1). http://epaa.asu.edu/ojs/article/view/392/515
  • Darling-Hammond, L. (2003). Access to quality teaching: An analysis of inequality in public schools. Santa Clara Law Review, 43, 101–239.
  • Darling-Hammond, L. ve McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. In: Phi Delta Kappan,76(8), 597-604.
  • Erbay, H. N. (2018). Matematik öğretmeni adaylarının fark etme becerilerinin video-kulüp uygulamalarıyla gelişim sürecinin incelenmesi. (Yayınlanmamış doktora tezi). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Estapa, A. T., Amador, J., Kosko, K. W., Weston, T., de Araujo, Z. ve Aming-Attai, R. (2018). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F. ve Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945. https://doi.org/10.3102/00028312038004915
  • Glatthorn, A, 1995. Teacher development. In: Anderson, L. (Ed.), International encyclopedia of teaching and teacher education (second edition). London: Pergamon Press. Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8, 381-391.
  • Gwyn-Paquette, C. (2001). Signs of collaborative reflection and co-construction of practical teaching knowledge in a video study group in preservice education. International Journal of Applied Semiotics, 2(1/2), 39–60.
  • Harwell, S. H. (2003). Teacher professional development: It’s not an event, it is process. Waco, Texas: CORD.
  • Hatch, T. ve Grossman, P. (2009). Learning to look beyond the boundaries of representations: Using technology to examine teaching. Journal of Teacher Education, 60, 70-85. Hunzicker, J. (2011). Effective professional development for teachers: a checklist. Professional Development in Education, 37(2), 177-179.
  • Jacobs, V. R., Lamb, L. L. C. ve Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
  • Jilk, L. (2016). Supporting teacher noticing of students’ mathematical strengths. Mathematics Teacher Educator, 4(2), 188-199. https://doi.org/10.5951/mathteaceduc.4.2.0188
  • Kazemi, E. ve Hubbard, A. (2008). New directions for the design and study of professional development: Attending to the coevolution of teachers’ participation across contexts. Journal of Teacher Education, 59(5), 428–441.
  • Koellner, K., Jacobs, J., Borko, H., Schneider, C., Pittman, M. E., Eiteljorg, E., Bunning, K. ve Frykholm, J. (2007). The problem-solving cycle: A model to support the development of teachers’ professional knowledge. Mathematical Thinking and Learning, 9(3), 273-303.
  • Lloyd, G. (2013). The ongoing development of mathematics teachers’ knowledge and practice: Considering possibilities, complexities, and measures of teacher learning. Journal of Mathematics Teacher Education,16(3), 161–164.
  • Luna, M. ve Sherin, M. (2017). Using a video club design to promote teacher attention to students’ ideas in science. Teaching and Teacher Education, 66, 282-294. https://doi.org/10.1016/j.tate.2017.04.019
  • Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge-Falmer.
  • Milli Eğitim Bakanlığı, (2017). Öğretmenlik mesleği genel yeterlilikleri, Ankara: MEB Yayınları.
  • Mitchell, R. N. ve Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551-575. https://doi.org/10.1007/s10857-014-9294-3
  • National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics, Reston, VA.
  • Rivkin S. G., Hanushek E. A. ve Kain J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73, 417-458.
  • Santagata, R. ve Yeh, C. (2013). Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video- and practice-based approach. Journal of Mathematics Teacher Education, 17(6), 491-514. https://doi:10.1007/s10857-013-9263-2
  • Sherin, M. G. (2000). Viewing teaching on videotape. Educational Leadership, 57(8), 36-38.
  • Sherin, M. G. (2003). Using video clubs to support conversations among teachers and researchers. Action in Teacher Education, 4, 33–45.
  • Sherin, M. G. (2004). New perspectives on the role of video in teacher education. J. Brophy (Ed.), Using video in teacher education (s. 1-27). San Diego, CA: Elsevier.
  • Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (s. 383–395). Mahwah, NJ: Erlbaum.
  • Sherin, M. G. ve Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183. https://doi.org/10.1016/j.tate.2003.08.001
  • Sherin, M. G., Linsenmeier, K. A. ve van Es, E. A. (2009). Selecting video clips to promote mathematics teachers’ discussion of student thinking. Journal of Teacher Education, 60, 213-230. https://doi.org/10.1177/0022487109336967
  • Sherin, M. G. ve Russ, R. (2015). Teacher noticing via video: The role of interpretive frames. In B. Calandra ve P. Rich (Eds.) Digital video for teacher education: Research and practice. New York: Routledge. https://doi.org/10.4324/9781315871714
  • Sherin, M. G. ve van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13 (3), 475-491.
  • Sherin, M. G. ve van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20-37. https://doi.org/10.1177/0022487108328155
  • Sipusic, M. (1994, April). Access to practice equals growth: teacher participation in a video club. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
  • Sowder, J. T. (2007). The mathematical education and development of teachers. F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (s. 157–224). Reston, VA: National Council of Teachers of Mathematics.
  • Star, J. R. ve Strickland, S. K. (2008). Learning to observe: Using video to improve preservice teac8ers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
  • Superfine, A. ve Bragelman, J. (2018). Analyzing the impact of video representation complexity on preservice teacher noticing of children’s thinking. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), 1-18.
  • Tochon, F. V. (1999). Video study groups for education, professional development, and change. Madison, WI: Atwood.
  • Tripp, T. R. ve Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728-739.
  • Ulusoy, F. ve Çakıroğlu, E. (2018). Using video cases and small-scale research projects to explore prospective mathematics teachers’ noticing of student thinking. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), 1-14. https://doi.org/10.29333/ejmst e/92020
  • Ulusoy, F. ve Çakıroğlu, E. (2020). Exploring prospective teachers’ noticing of students’ understanding through micro‑case videos. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-020-09457-1
  • van Es, E. A. (2011). A framework for learning to notice student thinking. M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (s. 134-151). New York: Routledge. van Es, E. A. ve Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
  • van Es, E. A. ve Sherin, M. G. (2008). Mathematics teachers’ ‘‘learning to notice’’ in the context of a video club. Teaching and Teacher Education, 24, 244–276.
  • van Es, E. A., Tunney, J., Goldsmith, L. T. ve Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340-356. https://doi.org/10.1177/0022487114534266
  • Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. UNESCO: International Institute for Educational Planning.
  • Vogt, F. ve Rogalla, M. (2009). Developing adaptive teaching competency through coaching, Teaching and Teacher Education 25(8),1051–1060.
  • Zhang, M., Lundeberg, M., Koehler, M. J. ve Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454-462.
  • Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18(6), 523-550. https://doi.org/10.1007/s10857-014-9289-0
There are 56 citations in total.

Details

Primary Language Turkish
Journal Section Review
Authors

Gülşah Özdemir Baki 0000-0002-1497-6528

Publication Date July 31, 2020
Published in Issue Year 2020 Volume: 1 Issue: 1

Cite

APA Özdemir Baki, G. (2020). Video Kulüp Modelinin Öğretmenlerin Mesleki Gelişiminde Katkısının İncelenmesi. Oltu Beşeri Ve Sosyal Bilimler Fakültesi Dergisi, 1(1), 127-145.