Journals / Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi / 2009 / Sayı: 21
Requirement And Content Of Teacher Guide Book In Primary School-Primary Stage Lessons
- Issue
- 2009 · Sayı: 21
- Pages
- 295–309
- DOI
- —
Abstract
Introduction Textbooks are one of the education materials being source for students' learning experiences to fulfil educations aims.Prepared according to the education programme in schools, textbooks are the most common used education material.That textbooks are most commonly used in education tools increase their role in education.Being basic source, textbooks which determine what students can learn and what teachers can teach in learning and teaching periods especially planned education applications have an important role in fulfilling aims of school programmes. A textbook has to have a teacher guidebook.Teacher guidebooks are necessary so that teachers can use textbooks in a true and effective way in their preparation and planning works.Guidebooks show teachers not only the activities to be performed but also how to perform them.So it becomes easier to guide students in a short time.Guidebooks have an effect in decreasing discipline problems in class. Aim: The aim is to determine the necessity for teacher guidebooks whil using textbook and what has be to be in guidebooks in primary stage in primary school. Method: Qualitative searching techniques has been used. In senior class of clasroom teaching, the " Analysis of Subecjt Focus textbook " has been studied. The search was made on senior-class preservice teachers in Demirci Education Faculty having this lesson in the end of the education period between 2001 and 2002. There are 12 departments consisting of 6 night-department and 6 day-departments in Demirci Education Faculty in education period between 2001 and 2002. Between these departments, 6 departments have been determined. By means of criteria modelling method, the preservice teachers from these classes made up this model of the search in the last week of the period. In classroom teaching branch, there are 510 teachers consisting of 268 female and 242 male preservice teachers. 172 preservice teachers consisting of 115 66 per cent female and 57 33 per cent male ones joined this searched. In the search, it is asked to the students in which lessons, they needed teacher guidebooks and then what has to exist in these guidebooks. The answer was received in black and white. Preservice teachers have the opportunity of expressing their ideas about the questions in the questionnaire by using their own sentences.As the questions are open-ended, the validity and authenticity of the analysis devoted to the questionnaire were applied to determine if the questions were suitable for acquiring the intented information. For the validity of the questionnaire, views of the instructiors working in education faculty were applied. Also, a group of preservice teachers was given a questionnaire for an pre-application and answers were demanded. In this application, it was seen that this information was acquired thanks to the questions of the questionnaire. The text-document data acquired from the questionnaire was analyzed by using “content analysis” Being made according to the content analysis, the operation steps are shown below : 1. In the first step, the text being made up from the answers of the preservice teachers answered from the questionnaire was examined and in which lessons teacher guidebooks were required and they were ranged in order of priorities. 2. The related sentences were sorted out because of requirement for teacher guidebook of preservice teachers. 3. Then, the intented things to exist in the content for every lesson were sorted out and the categories were determined. 4. According to the categories determined, categories preservice teachers demanded to exist in their guidebooks were brought out. According to these categories, texts were analyzed again by examining the frequence of visibility. 5. The results of the analysis were presented as in per cent and frequency. Findings: It is seen that the most – demanded lessons needing teacher guidebook in primary schools are Turkish 60 per cent and the least one is İndividual and Aggregate Activities 0.6 per cent . After the lesson Turkish, teacher guidebooks was also required for Science and Technology, Maths, Social Sciences, Science of Life, Music, Art , Religious Culture, Physical Education and İnformation technology. It is seen that the lessons which most required teacher guidebooks are ranged in order as Science and Technology 30 per cent , Turkish 27 per cent , Maths 21 per cent , Social Science 12 per cent , Science of life 8 per cent . No example was given no priority for the lessons apart from the basic lessons. In Science and Technology guidebooks, basic catgories of the concepts such as preparation, introduction activities , method – technique, activities , testing and evaluation, search, Project and assigments , warnings, suggestions, explanation forms, time, materials and tools and materials, focusing attention, sources, experiments, extracurricular activities are required. Like the views of preservice teachers, the quotations supported them. Also, activities, testing-evaulating, warnings, suggestions, explanation forms, tools and materials, experiments, demands in basic categories outnumber in comparison with others. This situation can be interpreted that preservice teachers need more guidance. In Turkish lesson guidebook, preparation, introduction activities, textbook, method-technique, activities, subjects, testing –evaulating, searching, project and assignments, warnings, suggestions, explanation forms, time, tools and materials, focusing the attention, sources, dictionary, first reading-writing are required in basic categories. Also in the basic categories of the activities, subject, warnings, suggestions, explanation forms, the first reading-writing outnumber in comparison with the others. This situation can be interpreted that preservice teachers need more guidance. In Maths lesson teacher guidebook, preparation, textbook, method-techniques, activities, subjects, testing-evaulating, searching, Project and assignment, war
Özet
Sınıf öğretmenliği öğretmen adayları, ilköğretim birinci kademe derslerinde, ders kitabıkullanım sırasında öğretmen kılavuzlarına duyulan ihtiyaç ve bu kılavuzların içeriklerinde neler bulunmasıgerektiğini belirlemektir. Çalışmada nitel araştırma tekniği kullanılmıştır. İlköğretim sınıf öğretmenliği son sınıfında Konu AlanıDers Kitabı İncelemesi dersi okutulmaktadır. Araştırma, 2001-2002 öğretim yılında, Demirci Eğitim Fakültesinde mezun konumundaki son sınıf öğrencilerinden bu dersi alan öğretmen adaylarıüzerinde dönem sonunda yapılmıştır. Sınıf öğretmenliği bölümünde 268 bayan, 242 erkek olmak üzere toplam 510 öğretmen adayıbulunmaktadır. Araştırmaya bunlardan 115 %66 bayan, 57 %33 erkek olmak üzere toplam 172 öğretmen adayıkatılmıştır. İlköğretim okullarında öğretmen kılavuzun duyulan ihtiyaçla ilgili derslerden en çok ihtiyaç duyulan dersin Türkçe %60 , en az Bireysel ve Toplu Etkinlikler %.06 olduğu görülmektedir. Türkçe dersinden sonra sırasıyla Fen, Matematik, Sosyal Bilgiler, Hayat Bilgisi, Müzik, Resim, Din Kültürü, Beden Eğitimi ve Bilgisayar dersleri için öğretmen kılavuzuna ihtiyaç duyulduğu görülmektedir. En çok ihtiyaç duyulan derslerin sırasıyla; Fen bilgisi %30 , Türkçe %27 , Matematik %21 , SosyalBilgiler %12 , Hayat Bilgisi %8 olduğu görülmektedir. Bu temel dersler dışında kalan derslere öğretmen adaylarıhiç öncelik vermemişler. Araştırma sonunda öğretmen kılavuzuna ihtiyaç duyulan dersler sırasıyla; Fen, Türkçe, Matematik, Bütün Dersler, Sosyal Bilgiler, Hayat Bilgisi, Müzik, YabancıDil, Din Kültürü dersleri olduğu görülmüştür. Bunların içinde en çok Fen, Türkçe, Matematik, Sosyal Bilgiler ve Hayat Bilgisi dersleri öğretmen kılavuzlarının içeriğinde bulunmasıgerekenler ise, her ders için ortak kategorilerden oluşmaktadır. Bu dersler için ortak olan ana kategoriler; hazırlık, yöntem teknik, etkinlikler, konular, ölçme değerlendirme, araştırma, proje ve ödevler, uyarılar ve öneriler, anlatım şekilleri, süre, materyaller ve araç-gereçler, dağılan dikkati toplama, kaynaklardır. Ortak kategori dışında derslerin özelliklerine göre ana kategorilerde farklılaşmalar olduğu görülmektedir. Çünkü her dersin içeriği ve konular arasıilişki farklılık göstermektedir.