Öğretmen ve Program Geliştirme
Özet
Bu bölüm, öğretmenlerin program geliştirmedeki değişen rollerini hem tarihsel hem de çağdaş perspektiflerden incelemektedir. Tarihsel olarak, öğretmenler öncelikle dini veya siyasi otoriteler tarafından tasarlanan programların uygulanmasında bilgi ve değer aktarıcıları olarak işlev görmüşlerdir. Zaman içinde rolleri, öğretimi öğrencilerin ihtiyaçlarını karşılayacak şekilde uyarlamayı ve eleştirel düşünme ile yaparak-yaşayarak öğrenmeyi teşvik etmeyi de içerecek şekilde genişlemiştir. Günümüzde eğitimde öğretmenler, öğrenci merkezli ve teknolojiyle geliştirilmiş öğrenme ortamlarının temel unsurlarıdır. Program tasarımcıları, anlamlı öğrenme deneyimlerinin kolaylaştırıcıları ve sürekli gelişime kendini adamış yansıtıcı uygulayıcılar olarak hizmet vermektedirler. Türkiye'de öğretmenler, Milli Eğitim Bakanlığı ile işbirliği halinde program geliştirme, uygulama ve değerlendirme süreçlerinde uygulamaya dönük bilgiler ve geri bildirimler sağlamaktadırlar. Bu bölümde, eğitimin 21. yüzyıl öğrencilerinin ihtiyaçlarıyla uyumlu hale getirilmesinde öğretmenlerin çok yönlü sorumluluklarına değinilmiş ve farklı özellikteki öğrencilere uygun, ilgi çekici ve etkili öğretim uygulamalarının nasıl yapılacağına ilişkin örnekler sunulmuştur.
This chapter examines the evolving role of teachers in curriculum development from both historical and contemporary perspectives. Historically, teachers have primarily served as transmitters of knowledge and values, implementing programs designed by religious or political authorities. Over time, their role has expanded to include adapting instruction to meet the diverse needs of learners and fostering critical thinking through experiential learning. In today's educational landscape, teachers are vital components of student-centered and technology-enhanced learning environments. They act as curriculum designers, facilitators of meaningful learning experiences, and reflective practitioners dedicated to continuous improvement. In Turkey, teachers collaborate with the Ministry of National Education to provide practical insights and feedback during the curriculum development, implementation, and evaluation processes. This chapter addresses the multifaceted responsibilities of teachers in aligning education with the needs of 21st-century learners and presents examples of engaging and effective teaching practices tailored to students with varying characteristics.
Referanslar
Alismail, H.A., ve McGuire, P. (2015). 21st Century standards and curriculum: Current research and practice. Journal of Education and Practice, 6, 150-154.
Anderson, L. W., ve Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. Longman.
Banks, J. A. (2007). Educating citizens in a multicultural society. Teachers College Press.
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College Press.
Bergmann, J., ve Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Bozkurt, A., Hamutoğlu, N. B., Liman Kaban, A., Taşçı, G., vd. (2021). Dijital bilgi çağı: Dijital toplum, dijital dönüşüm, dijital eğitim ve dijital yeterlilikler. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 7(2), 35-63. https://doi.org/10.51948/auad.911584
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. https://doi.org/10.4159/9780674028845
Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass.
Brookfield, S. D. (2017). The skillful teacher: On technique, trust, and responsiveness in the classroom. Jossey-Bass.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD. https://doi.org/10.4135/9781452218649.n15
Bruner, J. S. (1960). The process of education. Harvard University Press. https://doi.org/10.4159/9780674028999
Burton, D. (2007). Psycho‐pedagogy and personalised learning. Journal of Education For Teaching, 33(1), 5-17. https://doi.org/10.1080/02607470601098245
Burul, C. & Tezci, E. (2022). Öğretmenleri̇n öğreti̇m programına bağlılıklarını beli̇rlemeye yöneli̇k bi̇r ölçek geli̇şti̇rme çalışması. Milli Eğitim Dergisi, 51(235), 2417-2446. https://doi.org/10.37669/milliegitim.896628
Carl, A. E. (2009). Teacher empowerment through curriculum development: Theory into practice. Juta and Company Ltd.
Clements, D. H. (2000). From exercises and tasks to problems and projects: Unique contributions of computers to ınnovative mathematics education. Journal of Mathematical Behavior, 19, 9-47. https://doi.org/10.1016/S0732-3123(00)00036-5
Cohen, D. K. (1999). The challenge of ınstructional ımprovement: A contrarian perspective. Educational Researcher, 28(11), 12-17. https://doi.org/10.3102/0013189X008011012
Cuban, L. (2004). The blackboard and the bottom line: Why schools can't be businesses. Harvard University Press.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
Darling-Hammond, L. (2014). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.
Darling-Hammond, L., & Hammerness, K. (2005). The design of teacher education programs. New York State Education Department.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., ve Osher, D. (2017). Implications for educational practice of the science of learning and development. Applied Developmental Science, 21(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. https://doi.org/10.1007/978-1-4899-2271-7
Demirel, Ö. (2012) Eğitimde program geliştirme: Kuramdan uygulamaya. Pegem Akademi.
Dewey, J. (1938). Experience and education. Kappa Delta Pi.
Drake, S. M., ve Burns, R. C. (2004). Meeting standards through integrated curriculum. ASCD.
Duhaney, D. C., ve Zemel, P. C. (2000). Technology and the educational process: Transforming classroom activities. International Journal of Instructional Media, 27, 67-72.
Epps, E. G. (1995, Ekim). Race, class, and educational opportunity: Trends in the sociology of education. In Sociological Forum (Vol. 10, pp. 593-608). Kluwer Academic Publishers-Plenum Publishers. https://doi.org/10.1007/BF02095770
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and ımproving schools. Routledge.
Erdem, E., ve Demirel, Ö. (2002). Program geliştirmede yapılandırmacılık yaklaşımı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 81-87.
Erstad, O., ve Voogt, J. (2018). The twenty-first century curriculum: Issues and challenges. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (Eds) Second handbook of information technology in primary and secondary education. Springer. https://doi.org/10.1007/978-3-319-71054-9_1
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
Feldhusen, J. F., ve Hoover, S. M. (1986). The effects of grouping and curriculum on gifted students. Gifted Child Quarterly, 30(2), 63-67. https://doi.org/10.1177/001698629203600202
Fouts, J. T. (2000). Research on computers and education: Past, present and future. Bill and Melinda Gates Foundation.
Fullan, M. (2013). Stratosphere: Integrating technology, Pedagogy, and change knowledge. Pearson.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Hansen, R. E. (1995). Five principles for guiding curriculum development practice: The case of technological teacher education. Journal of Industrial Teacher Education, 32(2), 30-50.
Henderson, A. T., ve Mapp, K. L. (2002). A new wave of evidence: the ımpact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory.
Hoover-Dempsey, K. V., ve Sandler, H. M. (1997). Why do parents become involved in their children's education? Review of Educational Research, 67(1), 3-42. https://doi.org/10.3102/00346543067001003
https://doi.org/10.4324/9780203931431
Jan, H. (2017). Teacher of 21st century: Characteristics and development. Research on Humanities and Social Sciences, 7(9), 50-54.
Kliebard, H. M. (2004). The struggle for the American curriculum: 1893-1958. Routledge. https://doi.org/10.4324/9780203339985
Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.
Koper, R. (2000). From change to renewal: Educational technology foundations of electronic learning environments. Educational Technology Expertise Center
Labaree, D. F. (2005). Progressivism, schools and schools of education: An American romance. Paedagogica Historica, 41(1-2), 275-288. https://doi.org/10.1080/0030923042000335583
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Maphosa, C., ve Mashau, S. T. (2014). Examining the ideal 21st century teacher-education curriculum. International Journal of Educational Sciences, 7(2), 319-327. https://doi.org/10.1080/09751122.2014.11890194
Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 2024936. https://doi.org/10.1080/2331186X.2021.2024936
Marzano, R. J., ve Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
Mishra, P., ve Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mohr, K., ve Welker, R. W. (2017). The role of integrated curriculum in the 21st century school. UMSL.
Nucci, L., ve Narvaez, D. (2008). Handbook of moral and character education. Routledge.
Oliva, P. F. (2009). Developing the Curriculum (8th ed.). Pearson.
Ornstein, A. C., ve Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and Issues (7th ed.). Pearson.
Resnick, M. (2006). Computer as paintbrush: Technology, play, and the creative society. Innovations in Education and Teaching International, 43(4), 289-296.
Schiro, M. (2008). Curriculum theory: Conflicting visions and enduring concerns. Sage Publications.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Slavin, R. E. (1990). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 60(3), 471-499. https://doi.org/10.3102/00346543060003471
Şişman, M. (2002). Eğitimde mükemmellik arayışları. Pegem A Yayıncılık
Taba, H. (1962). Curriculum Development: Theory and Practice. Harcourt, Brace & World.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
Tyack, D., ve Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Harvard University Press.
Tyler, R. W. (2013). Basic Principles of Curriculum and Instruction. University of Chicago Press. https://doi.org/10.7208/chicago/9780226086644.001.0001
Ulusoy, K., ve Dilmaç, B. (2012). Değerler eğitimi. Pegem Akademi.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67-88. https://doi.org/10.1207/s15327930pje7201_4
VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners. Educational Leadership, 61(1), 26-30.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, M. T., ve Holcombe, R. (2010). Adolescents' perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662. https://doi.org/10.3102/0002831209361209
Wiggins, G., ve McTighe, J. (2005). Understanding by design. ASCD.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Referanslar
Alismail, H.A., ve McGuire, P. (2015). 21st Century standards and curriculum: Current research and practice. Journal of Education and Practice, 6, 150-154.
Anderson, L. W., ve Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. Longman.
Banks, J. A. (2007). Educating citizens in a multicultural society. Teachers College Press.
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College Press.
Bergmann, J., ve Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Bozkurt, A., Hamutoğlu, N. B., Liman Kaban, A., Taşçı, G., vd. (2021). Dijital bilgi çağı: Dijital toplum, dijital dönüşüm, dijital eğitim ve dijital yeterlilikler. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 7(2), 35-63. https://doi.org/10.51948/auad.911584
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. https://doi.org/10.4159/9780674028845
Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass.
Brookfield, S. D. (2017). The skillful teacher: On technique, trust, and responsiveness in the classroom. Jossey-Bass.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD. https://doi.org/10.4135/9781452218649.n15
Bruner, J. S. (1960). The process of education. Harvard University Press. https://doi.org/10.4159/9780674028999
Burton, D. (2007). Psycho‐pedagogy and personalised learning. Journal of Education For Teaching, 33(1), 5-17. https://doi.org/10.1080/02607470601098245
Burul, C. & Tezci, E. (2022). Öğretmenleri̇n öğreti̇m programına bağlılıklarını beli̇rlemeye yöneli̇k bi̇r ölçek geli̇şti̇rme çalışması. Milli Eğitim Dergisi, 51(235), 2417-2446. https://doi.org/10.37669/milliegitim.896628
Carl, A. E. (2009). Teacher empowerment through curriculum development: Theory into practice. Juta and Company Ltd.
Clements, D. H. (2000). From exercises and tasks to problems and projects: Unique contributions of computers to ınnovative mathematics education. Journal of Mathematical Behavior, 19, 9-47. https://doi.org/10.1016/S0732-3123(00)00036-5
Cohen, D. K. (1999). The challenge of ınstructional ımprovement: A contrarian perspective. Educational Researcher, 28(11), 12-17. https://doi.org/10.3102/0013189X008011012
Cuban, L. (2004). The blackboard and the bottom line: Why schools can't be businesses. Harvard University Press.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
Darling-Hammond, L. (2014). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.
Darling-Hammond, L., & Hammerness, K. (2005). The design of teacher education programs. New York State Education Department.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., ve Osher, D. (2017). Implications for educational practice of the science of learning and development. Applied Developmental Science, 21(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. https://doi.org/10.1007/978-1-4899-2271-7
Demirel, Ö. (2012) Eğitimde program geliştirme: Kuramdan uygulamaya. Pegem Akademi.
Dewey, J. (1938). Experience and education. Kappa Delta Pi.
Drake, S. M., ve Burns, R. C. (2004). Meeting standards through integrated curriculum. ASCD.
Duhaney, D. C., ve Zemel, P. C. (2000). Technology and the educational process: Transforming classroom activities. International Journal of Instructional Media, 27, 67-72.
Epps, E. G. (1995, Ekim). Race, class, and educational opportunity: Trends in the sociology of education. In Sociological Forum (Vol. 10, pp. 593-608). Kluwer Academic Publishers-Plenum Publishers. https://doi.org/10.1007/BF02095770
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and ımproving schools. Routledge.
Erdem, E., ve Demirel, Ö. (2002). Program geliştirmede yapılandırmacılık yaklaşımı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 81-87.
Erstad, O., ve Voogt, J. (2018). The twenty-first century curriculum: Issues and challenges. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (Eds) Second handbook of information technology in primary and secondary education. Springer. https://doi.org/10.1007/978-3-319-71054-9_1
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
Feldhusen, J. F., ve Hoover, S. M. (1986). The effects of grouping and curriculum on gifted students. Gifted Child Quarterly, 30(2), 63-67. https://doi.org/10.1177/001698629203600202
Fouts, J. T. (2000). Research on computers and education: Past, present and future. Bill and Melinda Gates Foundation.
Fullan, M. (2013). Stratosphere: Integrating technology, Pedagogy, and change knowledge. Pearson.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Hansen, R. E. (1995). Five principles for guiding curriculum development practice: The case of technological teacher education. Journal of Industrial Teacher Education, 32(2), 30-50.
Henderson, A. T., ve Mapp, K. L. (2002). A new wave of evidence: the ımpact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory.
Hoover-Dempsey, K. V., ve Sandler, H. M. (1997). Why do parents become involved in their children's education? Review of Educational Research, 67(1), 3-42. https://doi.org/10.3102/00346543067001003
https://doi.org/10.4324/9780203931431
Jan, H. (2017). Teacher of 21st century: Characteristics and development. Research on Humanities and Social Sciences, 7(9), 50-54.
Kliebard, H. M. (2004). The struggle for the American curriculum: 1893-1958. Routledge. https://doi.org/10.4324/9780203339985
Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.
Koper, R. (2000). From change to renewal: Educational technology foundations of electronic learning environments. Educational Technology Expertise Center
Labaree, D. F. (2005). Progressivism, schools and schools of education: An American romance. Paedagogica Historica, 41(1-2), 275-288. https://doi.org/10.1080/0030923042000335583
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Maphosa, C., ve Mashau, S. T. (2014). Examining the ideal 21st century teacher-education curriculum. International Journal of Educational Sciences, 7(2), 319-327. https://doi.org/10.1080/09751122.2014.11890194
Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 2024936. https://doi.org/10.1080/2331186X.2021.2024936
Marzano, R. J., ve Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
Mishra, P., ve Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mohr, K., ve Welker, R. W. (2017). The role of integrated curriculum in the 21st century school. UMSL.
Nucci, L., ve Narvaez, D. (2008). Handbook of moral and character education. Routledge.
Oliva, P. F. (2009). Developing the Curriculum (8th ed.). Pearson.
Ornstein, A. C., ve Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and Issues (7th ed.). Pearson.
Resnick, M. (2006). Computer as paintbrush: Technology, play, and the creative society. Innovations in Education and Teaching International, 43(4), 289-296.
Schiro, M. (2008). Curriculum theory: Conflicting visions and enduring concerns. Sage Publications.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Slavin, R. E. (1990). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 60(3), 471-499. https://doi.org/10.3102/00346543060003471
Şişman, M. (2002). Eğitimde mükemmellik arayışları. Pegem A Yayıncılık
Taba, H. (1962). Curriculum Development: Theory and Practice. Harcourt, Brace & World.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
Tyack, D., ve Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Harvard University Press.
Tyler, R. W. (2013). Basic Principles of Curriculum and Instruction. University of Chicago Press. https://doi.org/10.7208/chicago/9780226086644.001.0001
Ulusoy, K., ve Dilmaç, B. (2012). Değerler eğitimi. Pegem Akademi.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67-88. https://doi.org/10.1207/s15327930pje7201_4
VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners. Educational Leadership, 61(1), 26-30.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, M. T., ve Holcombe, R. (2010). Adolescents' perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662. https://doi.org/10.3102/0002831209361209
Wiggins, G., ve McTighe, J. (2005). Understanding by design. ASCD.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
