Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi

Yazarlar: Ramazan Sağ, Betül Şahin, Ümmü Sezgin Kanık

Konular:-

Anahtar Kelimeler: Professional development,Interaction patterns,Communication,Transformative Learning Theory

Özet: Abstract The initial in-service teacher Training Program (TP) involves number of changes in mentor selection and in the preparation of teacher candidates to ensure their rapid development. According to the Transformative Learning Theory (TLT), professional development means a qualitative transformation in meaning structures. Based on the assumptions of TLT, an examination of the interaction process between the mentor and preservice teachers within the TP can be used to understand social structures. This study was designed as a case study and conducted with seven teacher candidates including the study’s two researchers. The data were collected at the beginning, middle and end of the program. A focus group, and semi-structured face-to-face interviews were used to collect data. Thematic analysis was used to describe the findings. The themes were: “interaction patterns” and “the effect of the patterns on professional development”. With regard to the nature of communication, the interaction patterns were classified as ‘low’ one-way, and two-way in the beginning. Interactions shifted towards authoritarian patterns over time.

---