Research Article
BibTex RIS Cite

Mesleki Gelişimde İşbirliğine Dayalı Bir Yaklaşım: Ders Araştırması

Year 2018, Volume: 26 Issue: 1, 109 - 116, 15.01.2018
https://doi.org/10.24106/kefdergi.375675

Abstract

Yapılan araştırmalar, seminer tarzında gerçekleştirilmekte olan öğretmen eğitimi uygulamalarının öğretmenlerin mesleki gelişimlerine katkısı açısından yetersiz kaldığını ortaya koymaktadır. Günümüzde, öğrenmede sosyal ve çevresel etkenleri vurgulayan yaklaşımlara (sosyal yapılandırmacı, sosyal kültürel yaklaşım vd.) bağlı olarak, işbirliğine dayalı mesleki gelişim modellerine yönelik ihtiyaçlar artmaktadır. Bu modeller çoğu ülkenin öğretmen eğitimi sisteminde yer almaya başlamaktadır. Dünya genelinde yaygın yürütülen işbirliğine dayalı mesleki gelişim modellerinden biri, Japonya’da geliştirilmiş olan ders araştırmasıdır. Bu çalışmanın amacı Türk eğitim sistemi için oldukça yeni ve farklı olan bu modeli tanıtmaktır. Bu amaç doğrultusunda ders araştırmasının temel kavramları, amaçları, uygulama türleri ve süreçleri hakkında detaylı bilgiler sunulmuştur.


References

  • Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education, 34(3), 243-257.
  • Armstrong, A. (2011). Lesson Study puts a collaborative lens on student learning. Tools for Schools, 14(4), 2-7.
  • Baba, T. (2007). Japanese education and Lesson Study: An overview. In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson Study in mathematics: Its impact, diversity and potential for educational improvement (pp. 2-7). Singapore: World Scientific.
  • Baki, A., Erkan, İ., & Demir, E. (2012, 27-30 Haziran). Ders planı etkililiğinin Lesson Study ile geliştirilmesi: Bir aksiyon araştırması. Paper presented at the X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde, Türkiye.
  • Baki, M. (2012). Sınıf öğretmeni adaylarının matematiği öğretme bilgilerinin gelişiminin incelenmesi: Bir Ders İmecesi (Lesson Study) çalışması. . (Yayınlanmamış Doktora Tezi), Karadeniz Teknik Üniversitesi, Trabzon, Türkiye.
  • Boran, E., & Tarım, K. (2016). Ortaokul matematik öğretmenlerinin ders imecesi hakkındaki görüşleri. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 7(1), 259-273.
  • Borko, H., Mayfield, V., Marion, S., Flexer, R., & Cumbo, K. (1997). Teachers’ developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development. Teaching and Teacher Education, 13(3), 259-278.
  • Bozkurt, E., & Yetkin-Özdemir, İ. E. (2016). Ders araştırması yürütmüş bir grup ortaokul matematik öğretmeninden yansımalar. International Online Journal of Educational Sciences, 8(3), 272-289.
  • Budak, A. (2012). Mathematics teachers’ engaging in a Lesson Study at virtual settings. Educational Research and Reviews, 7(15), 338-343.
  • Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), 435-455.
  • Bütün, M. (2012). İlköğretim matematik öğretmeni adaylarının uygulanan zenginleştirilmiş program sürecinde matematiği öğretme bilgilerinin gelişimi. (Yayınlanmamış Doktora Tezi), Karadeniz Teknik Üniversitesi, Trabzon, Türkiye.
  • Chokshi, S., & Fernandez, C. (2004). Challenges to importing Japanese Lesson Study: Concerns, misconceptions, and nuances. Phi Delta Kappan, 85(7), 520-525.
  • Chokshi, S., Yoshida, M., & Fernandez, C. (2001). Lesson Study report guidelines (for planning subgroup). Retrieved from http://www.tc.columbia.edu/lessonstudy/doc/LS_Report_Guidelines.pdf
  • Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175-190.
  • Doig, B., & Groves, S. (2011). Japanese Lesson Study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.
  • Englert, C. S., & Tarrant, K. L. (1995). Creating collaborative cultures for educational change. Remedial and Special Education, 16(6), 325-336.
  • Eraslan, A. (2008). Japanese Lesson Study: Can it work in Turkey? Egitim ve Bilim, 33(149), 62-67. Retrieved from http://search.proquest.com/docview/1009842009?accountid=37146
  • Ertle, B., Chokshi, S., & Fernandez, C. (2001, January 15, 2016). Lesson planning tool. Retrieved from http://www.tc.columbia.edu/lessonstudy/doc/Lesson_Planning_Tool.pdf
  • Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese approach to improving mathematics teaching and learning. New Jersey: Lawrence Erlbaum Associates.
  • Fernandez, C., Yoshida, M., Chokshi, S., & Cannon, J. (2001). An overview of Lesson Study. Retrieved from http://www.tc.columbia.edu/lessonstudy/presentations_slides.html
  • Gergen, K. J. (Ed.) (2001). Social construction in context. London: SAGE.
  • Hunsaker, L., & Johnston, M. (1992). Teacher under construction: A collaborative case study of teacher change. American Educational Research Journal, 29, 350-372.
  • Isoda, M. (2007). A brief history of mathematics Lesson Study in Japan. In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement (pp. 8-15). Singapore: World Scientific.
  • Kanbolat, O. (2015). Matematik öğretmeni adaylarıyla yürütülen ders imecesinde dış uzmanların paylaşım içerikleri ve rolleri. (Yayınlanmamış Doktora Tezi), Karadeniz Teknik Üniversitesi, Trabzon.
  • Lewis, C. (2000). Lesson Study: The core of Japanese professional development. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, United States of America. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED444972&lang=tr&site=eds-live
  • Lewis, C. (2009). What is the nature of knowledge development in Lesson Study? Educational Action Research, 17(1), 95-110.
  • Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at Lesson Study. Educational Leadership, 61(5), 18-22.
  • Lewis, C., & Tsuchida, I. (1997). Planned educational change in Japan: The case of elementary science instruction. Journal of Educational Policy, 12(5), 313-331.
  • Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, 22(4), 12-17.
  • Murata, A. (2011). Introduction: Conceptual overview of Lesson Study. In L. C. Hart, A. Alston, & A. Murata (Eds.), Lesson Study research and practice in mathematics education. Learning together (pp. 1-12). New York: Springer.
  • Ortaöğretim Kurumları Yönetmeliği, M. E. B., (07.09.2013). 28758 sayılı Resmi Gazete, Ankara: Başbakanlık Basımevi.
  • Özdemir, S. (1997). Her organizasyon hizmetiçi eğitim yapmalıdır. Millî Eğitim Dergisi, 133(1), 17-19.
  • Özdemir, T. Y., & Yirci, R. (2015). A situational analysis of educational supervision in the Turkish educational system. Educational Process: International Journal, 4(1), 5.
  • Perry, B., Geoghegan, N., Owens, K., & Howe, P. (1995). Cooperative learning and social constructivism in mathematics education.
  • Prawat, R. S., & Floden, R. E. (1994). Philosophical perspectives on constructivist views of learning. Educational Psychologist, 29(1), 37-48.
  • Richardson, J. (2004). Lesson Study: Teachers learn how to improve instruction. Tools for Schools, 7(4), 1-6.
  • Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer supported collaborative learning (pp. 69-100). New York: Springer.
  • Saito, E. (2012). Key issues of Lesson Study in Japan and the United States: A literature review. Professional Development in Education, 38(5), 777-789.
  • Seferoğlu, S. S. (2001). Sınıf öğretmenlerinin kendi mesleki gelişimleriyle ilgili görüşleri, beklentileri ve önerileri. Millî Eğitim Dergisi, 149, 12-18.
  • Stein, M. K., Smith, M. S., & Silver, E. A. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69(3), 237-270.
  • Stepanek, J. (2001). A new view of professional development. Northwest Teacher, 2(2), 2-6.
  • Stepanek, J., Appel, G., Leong, M., Mangan, M. T., & Mitchell, M. (2007). Leading Lesson Study: A practical guide for teachers and facilitators. California: Corwin Press.
  • Stetsenko, A., & Arievitch, I. (1997). Constructing and deconstructing the self: Comparing post-Vygotskian and discourse-based versions of social constructivism. Mind, Culture, and Activity, 4(3), 159-172.
  • Stiegler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.
  • Takahashi, A., & Yoshida, M. (2004). Ideas for establishing Lesson-Study communities. Teaching Children Mathematics, 10(9), 436-443.
  • Yoshida, M. (1999). Lesson Study: A case study of a Japanese approach to improving instruction through school-based teacher development. (Unpublished Doctoral Dissertation), The University of Chicago, Illinois, United States.

A Collaborative Approach in Professional Development: Lesson Study

Year 2018, Volume: 26 Issue: 1, 109 - 116, 15.01.2018
https://doi.org/10.24106/kefdergi.375675

Abstract

Research has shown that traditional teacher education practices, which have been carrying out in the form of seminars, are inadequate in contributing to the professional development of teachers. Currently, in line with the approaches of learning (e.g. social constructivist, socio-cultural approach) that emphasize the social and contextual aspects of learning, there is a growing demand on collaborative professional development models. These models have begun to be employed in many countries’ teacher education systems. Lesson study, which was developed in Japan, is one of the collaborative professional development models that commonly employed in many countries. The aim of this study is to introduce this model that has been quite new and different for Turkish teacher education system. For this purpose, basic concepts, objectives, types of implications, and processes of lesson study have been presented.


References

  • Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education, 34(3), 243-257.
  • Armstrong, A. (2011). Lesson Study puts a collaborative lens on student learning. Tools for Schools, 14(4), 2-7.
  • Baba, T. (2007). Japanese education and Lesson Study: An overview. In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson Study in mathematics: Its impact, diversity and potential for educational improvement (pp. 2-7). Singapore: World Scientific.
  • Baki, A., Erkan, İ., & Demir, E. (2012, 27-30 Haziran). Ders planı etkililiğinin Lesson Study ile geliştirilmesi: Bir aksiyon araştırması. Paper presented at the X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde, Türkiye.
  • Baki, M. (2012). Sınıf öğretmeni adaylarının matematiği öğretme bilgilerinin gelişiminin incelenmesi: Bir Ders İmecesi (Lesson Study) çalışması. . (Yayınlanmamış Doktora Tezi), Karadeniz Teknik Üniversitesi, Trabzon, Türkiye.
  • Boran, E., & Tarım, K. (2016). Ortaokul matematik öğretmenlerinin ders imecesi hakkındaki görüşleri. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 7(1), 259-273.
  • Borko, H., Mayfield, V., Marion, S., Flexer, R., & Cumbo, K. (1997). Teachers’ developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development. Teaching and Teacher Education, 13(3), 259-278.
  • Bozkurt, E., & Yetkin-Özdemir, İ. E. (2016). Ders araştırması yürütmüş bir grup ortaokul matematik öğretmeninden yansımalar. International Online Journal of Educational Sciences, 8(3), 272-289.
  • Budak, A. (2012). Mathematics teachers’ engaging in a Lesson Study at virtual settings. Educational Research and Reviews, 7(15), 338-343.
  • Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), 435-455.
  • Bütün, M. (2012). İlköğretim matematik öğretmeni adaylarının uygulanan zenginleştirilmiş program sürecinde matematiği öğretme bilgilerinin gelişimi. (Yayınlanmamış Doktora Tezi), Karadeniz Teknik Üniversitesi, Trabzon, Türkiye.
  • Chokshi, S., & Fernandez, C. (2004). Challenges to importing Japanese Lesson Study: Concerns, misconceptions, and nuances. Phi Delta Kappan, 85(7), 520-525.
  • Chokshi, S., Yoshida, M., & Fernandez, C. (2001). Lesson Study report guidelines (for planning subgroup). Retrieved from http://www.tc.columbia.edu/lessonstudy/doc/LS_Report_Guidelines.pdf
  • Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175-190.
  • Doig, B., & Groves, S. (2011). Japanese Lesson Study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.
  • Englert, C. S., & Tarrant, K. L. (1995). Creating collaborative cultures for educational change. Remedial and Special Education, 16(6), 325-336.
  • Eraslan, A. (2008). Japanese Lesson Study: Can it work in Turkey? Egitim ve Bilim, 33(149), 62-67. Retrieved from http://search.proquest.com/docview/1009842009?accountid=37146
  • Ertle, B., Chokshi, S., & Fernandez, C. (2001, January 15, 2016). Lesson planning tool. Retrieved from http://www.tc.columbia.edu/lessonstudy/doc/Lesson_Planning_Tool.pdf
  • Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese approach to improving mathematics teaching and learning. New Jersey: Lawrence Erlbaum Associates.
  • Fernandez, C., Yoshida, M., Chokshi, S., & Cannon, J. (2001). An overview of Lesson Study. Retrieved from http://www.tc.columbia.edu/lessonstudy/presentations_slides.html
  • Gergen, K. J. (Ed.) (2001). Social construction in context. London: SAGE.
  • Hunsaker, L., & Johnston, M. (1992). Teacher under construction: A collaborative case study of teacher change. American Educational Research Journal, 29, 350-372.
  • Isoda, M. (2007). A brief history of mathematics Lesson Study in Japan. In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement (pp. 8-15). Singapore: World Scientific.
  • Kanbolat, O. (2015). Matematik öğretmeni adaylarıyla yürütülen ders imecesinde dış uzmanların paylaşım içerikleri ve rolleri. (Yayınlanmamış Doktora Tezi), Karadeniz Teknik Üniversitesi, Trabzon.
  • Lewis, C. (2000). Lesson Study: The core of Japanese professional development. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, United States of America. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED444972&lang=tr&site=eds-live
  • Lewis, C. (2009). What is the nature of knowledge development in Lesson Study? Educational Action Research, 17(1), 95-110.
  • Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at Lesson Study. Educational Leadership, 61(5), 18-22.
  • Lewis, C., & Tsuchida, I. (1997). Planned educational change in Japan: The case of elementary science instruction. Journal of Educational Policy, 12(5), 313-331.
  • Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, 22(4), 12-17.
  • Murata, A. (2011). Introduction: Conceptual overview of Lesson Study. In L. C. Hart, A. Alston, & A. Murata (Eds.), Lesson Study research and practice in mathematics education. Learning together (pp. 1-12). New York: Springer.
  • Ortaöğretim Kurumları Yönetmeliği, M. E. B., (07.09.2013). 28758 sayılı Resmi Gazete, Ankara: Başbakanlık Basımevi.
  • Özdemir, S. (1997). Her organizasyon hizmetiçi eğitim yapmalıdır. Millî Eğitim Dergisi, 133(1), 17-19.
  • Özdemir, T. Y., & Yirci, R. (2015). A situational analysis of educational supervision in the Turkish educational system. Educational Process: International Journal, 4(1), 5.
  • Perry, B., Geoghegan, N., Owens, K., & Howe, P. (1995). Cooperative learning and social constructivism in mathematics education.
  • Prawat, R. S., & Floden, R. E. (1994). Philosophical perspectives on constructivist views of learning. Educational Psychologist, 29(1), 37-48.
  • Richardson, J. (2004). Lesson Study: Teachers learn how to improve instruction. Tools for Schools, 7(4), 1-6.
  • Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer supported collaborative learning (pp. 69-100). New York: Springer.
  • Saito, E. (2012). Key issues of Lesson Study in Japan and the United States: A literature review. Professional Development in Education, 38(5), 777-789.
  • Seferoğlu, S. S. (2001). Sınıf öğretmenlerinin kendi mesleki gelişimleriyle ilgili görüşleri, beklentileri ve önerileri. Millî Eğitim Dergisi, 149, 12-18.
  • Stein, M. K., Smith, M. S., & Silver, E. A. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69(3), 237-270.
  • Stepanek, J. (2001). A new view of professional development. Northwest Teacher, 2(2), 2-6.
  • Stepanek, J., Appel, G., Leong, M., Mangan, M. T., & Mitchell, M. (2007). Leading Lesson Study: A practical guide for teachers and facilitators. California: Corwin Press.
  • Stetsenko, A., & Arievitch, I. (1997). Constructing and deconstructing the self: Comparing post-Vygotskian and discourse-based versions of social constructivism. Mind, Culture, and Activity, 4(3), 159-172.
  • Stiegler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.
  • Takahashi, A., & Yoshida, M. (2004). Ideas for establishing Lesson-Study communities. Teaching Children Mathematics, 10(9), 436-443.
  • Yoshida, M. (1999). Lesson Study: A case study of a Japanese approach to improving instruction through school-based teacher development. (Unpublished Doctoral Dissertation), The University of Chicago, Illinois, United States.
There are 46 citations in total.

Details

Subjects Studies on Education
Other ID 1658
Journal Section Review Article
Authors

Erhan Bozkurt

İffet Elif Yetkin Özdemir

Publication Date January 15, 2018
Acceptance Date June 7, 2017
Published in Issue Year 2018 Volume: 26 Issue: 1

Cite

APA Bozkurt, E., & Yetkin Özdemir, İ. E. (2018). A Collaborative Approach in Professional Development: Lesson Study. Kastamonu Education Journal, 26(1), 109-116. https://doi.org/10.24106/kefdergi.375675

10037