Planning and Lesson process according to Turkish teachers: A case study
Öz
This study aims to describe the planning and lesson processing process of the teachers and to get their views on an exemplary lesson plan. The exemplary lesson plan was based on a constructivist approach, and in this direction, an active learning model, cooperative learning model, inventive teaching strategy, station technique, question and answer technique, brainstorming and qualitative sorting technique which is one of the creative thinking techniques were used. This research was designed with a case study, one of the qualitative analysis technique. The study group consists of 12 Turkish teachers working in three different secondary schools. Appropriate sampling, one of the non-probability sampling methods, was used in the determination of the study group. The data of the study was obtained through a semi-structured interview form. 11 open-ended questions were prepared within the scope of the research questions. Content analysis, one of the qualitative analysis techniques, was used to analyze the data obtained in the study. Categories and codes were created according to the opinions of the teachers, and the data obtained were analyzed with the ‘MAXQDA 12’ program. As a result of the research, it was observed that teachers agree with the view that planning has an important role in the systematic functioning of the process and making teaching more effective and efficient by ensuring the integrity of the lesson. Besides, it was also concluded that Turkish lesson plan designed is functional, fun, original, and suitable for the teaching process and it can be adapted to different subjects.
Anahtar Kelimeler
Kaynakça
- Açıkgöz, K. (2004). Aktif öğrenme. İzmir: Eğitim Dünyası Yayınları.
- Akengin, Ç. & Başbuğ, Z. (2019). Temel sanat eğitiminde buluş yoluyla öğretim yaklaşımının önemi. MANAS Sosyal Araştırmalar Dergisi, 8(1), 133-143.
- Arıcı, A. F. (2006). Türkçe öğretiminde kullanılan strateji-yöntem ve teknikler. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 299-307.
- Aslan, C. (2010). Düşünme becerilerini geliştirici dil ve edebiyat öğretimi ortamları –bir eğitim durumu örneği-. Balıkesir Üniversitesi Sosyal Bilimler Dergisi, 13(24), 127-152.
- Arslan, G. & Küçüker, E. (2015). Okul müdürlerinin planlama etkinlikleri ve stratejik planlamada karşılaşılan sorunlar. Kastamonu Eğitim Dergisi, 24(2), 839-856.
- Aşiroğlu, S. & Koç Akran, S. (2018). Öğretmen adaylarının ders planlarının ve öğretim uygulamalarının incelenmesi. E- Kafkas Eğitim Araştırmaları Dergisi, 5(3), 1-13.
- Avcı Karasu, E. & Kayabaşı Ketenoğlu, E. (2019). Sınıf öğretmenlerinin derslerinde kullandıkları yöntem ve tekniklere ilişkin görüşleri: bir olgubilim araştırması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 4(34), 926-942.
- Aydın, M. Z. (2001). Aktif öğretim yöntemlerinden buldurma (sokrates) yöntemi. Cumhuriyet Üniversitesi İlahiyat Fakültesi Dergisi, 5(1), 55-80.