SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS
TEACHERS IN THE PREPARATION PROCESS FOR TEACHING

Yetkin Özdemir, İffet Elif; BOZKURT, ERHAN; YILDIZ, PINAR; Gürel, Ramazan

SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING

Pınar YILDIZ, (Çanakkale Onsekiz Mart Üniversitesi, Çanakkale, Türkiye)

Ramazan GÜREL, (Burdur Mehmet Akif Ersoy Üniversitesi, Burdur, Türkiye)

Erhan BOZKURT, (Uşak Üniversitesi, Uşak, Türkiye)

İ. Elif YETKİN ÖZDEMİR (Hacettepe Üniversitesi, Ankara, Türkiye)

IOJET

3 1

Yıl: 2022 Cilt: 9 Sayı: 1 Sayfa Aralığı: 449 - 470 Metin Dili: İngilizce İndeks Tarihi: 23-06-2022

SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING

Öz:

This study analyses the self-regulation (goal setting and planning) of the novice middle school mathematics teachers during the preparation phase of teaching. The study is designed as a case study. The participants are six mathematics teachers with less than five-year teaching experience. The data were collected through interviews, observations and document analysis. In regard to the observations, the teaching of certain topics (e.g., basic elements of prisms) were observed to uncover the classroom behavior of the participants. In the semistructured interviews carried out after the class observations, the participants were asked some questions about their goals and planning concerning the related teaching activities. The findings of the study indicate that the participants do not exhibit the goal setting and planning activities that are consistent with the conceptual learning covered in the mathematics education program. It is also found that they do not set clear goals and develop detailed planning in regard to teaching activities.

Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). "Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily?", Journal for Research in Mathematics Education, 23(3), 194-222.
Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473-498.
Bozkurt, E. (2015). Ders araştırması modeli bağlamında ortaokul matematik öğretmenlerinin öğretim faaliyetlerine yönelik grup temelli öz-düzenlemelerinin incelenmesi [Investigation of middle-school mathematics teachers’ group-based self-regulation of instructional activities in the context of the lesson study model] [Unpublished doctoral thesis, The University of Hacettepe]. Ankara, Turkey.
Brown, D. S. (1993). Descriptions of two novice secondary teachers' planning, Curriculum Inquiry, 23(1), 63-84.
Clark, C. (1978). "Teacher planning study, described", Communication Quarterly, 1(1), 4. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
Çapa-Aydın, Y., Sungur, S., & Uzuntiryaki, E. (2009). Teacher self-regulation: Examining a multidimensional construct. Educational Psychology, 29(3), 345-356.
Çapa-Aydın, Y., & Uzuntiryaki-Kondakçı, E. (2014). Öğretmen özdüzenlemesi [Teacher self-regulation]. In G. Sakız (Ed.), Öz-düzenleme: Öğrenmeden öğretime öz-düzenleme davranışlarının gelişimi, stratejiler ve öneriler [Self-regulation: The development, strategies, and recommendations of self-regulating behaviors in learning and teaching] (pp. 218-230). Nobel.
Davidson, A. (2016). The Priorities and Challenges of Primary Teachers' Knowledge in Their Mathematics Planning. Mathematics Education Research Group of Australasia.
Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814-825.
Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese approach to improving mathematics teaching and learning. New Jersey: Lawrence Erlbaum Associates.
Grundén, H. (2020). Planning in mathematics teaching–a varied, emotional process influenced by others. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 67-88.
Hall, T. J., & Smith, M. A. 2006. Teacher planning, instruction and reflection: What we know about teacher cognitive processes. Quest, 58(4), 424-442.
Housner, L. D., & Griffey, D. C. (1985). Teacher cognition: Differences in planning and interactive decision making between experienced and inexperienced teachers, Research Quarterly for Exercise and Sport, 56(1), 45-53.
Hebert, E., & Worthy, T. (2001). Does the first year of teaching have to be a bad one? A case study of success. Teaching and Teacher Education, 17(8), 897-911.
McCutcheon, G. (1980). How do elementary school teachers plan? The nature of planning and influences on it. The Elementary School Journal, 81(1), 4-23.
Koni, I., & Krull, E. (2018). Differences in novice and experienced teachers’ perceptions of planning activities in terms of primary instructional tasks. Teacher Development, 22(4), 464-480.
Lewis, C., & Tsuchida, I. (1997). Planned educational change in Japan: The case of elementary science instruction. Journal of Educational Policy, 12(5), 313-331.
Livingston, C., & Borko, H. (1989). Expert-novice differences in teaching: A cognitive analysis and implications for teacher education, Journal of Teacher Education, 40(4), 36-42.
Miles, R., & Knipe, S. (2018). 'I sorta felt like I was out in the middle of the ocean': Novice teachers' transition to the classroom. Australian Journal of Teacher Education, 43(6), 105-121.
Milli Eğitim Bakanlığı (MEB) (2005). İlköğretim okulu matematik dersi (6-8. sınıflar) öğretim programı. Ankara: Talim Terbiye Kurulu Başkanlığı.
Milli Eğitim Bakanlığı (MEB) (2013). Ortaokul (5, 6, 7 ve 8. sınıflar) matematik dersi öğretim programı. Ankara: Talim Terbiye Kurulu Başkanlığı.
Morine, G. (1975). A study of teacher planning (BTES Technical Report 75-11-6). San Francisco, California: Far West Laboratory.
Mutton, T., Hagger, H., & Burn, K. (2011). Learning to plan, planning to learn: the developing expertise of beginning teachers. Teachers and Teaching, 17(4), 399-416.
National Research Council (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
Okigbo, E. C., & Okeke, S. O. (2011). Perceived difficulty in integrating educational objectives within the mathematics classroom: a comparison of beginner and experienced teachers. Educational Research and Reviews, 6(3), 292-298.
Peterson, P. L., & Clark, C. M. 1978. Teachers' reports of their cognitive processes during teaching. American Educational Research Journal, 15, 555-565.
Peterson, P. L., Marx, R. W., & Clark, C. M. (1978). Teacher planning, teacher behavior, and student achievement. American Educational Research Journal, 15(3), 417-432.
Richardson, J. (2004). "Lesson Study: Teachers learn how to improve instruction", Tools for Schools, 7(4), 1-6.
Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers' development in the first years of practice. Teaching and Teacher Education, 36, 166-177.
Roche, A., Clarke, D. M., Clarke, D. J., & Sullivan, P. (2014). Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these. Mathematics Education Research Journal, 26(4), 853-870.
Ross, J. A., & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146-159.
Sardo, D. 1982. Teacher planning styles in the middle school. Paper presented at the Eastern Educational Research Association, Ellenville, NY.
Schifter, D., & Fosnot, C. T. 1993. Reconstructing mathematics education: Stories of teachers meeting the challenge of reform. New York: Teachers College Press.
Schmidt, J., Klusmann, U., Lüdtke, O., Möller, J., & Kunter, M. (2017). What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles. Contemporary Educational Psychology, 48, 85-97.
Stahnke, R., & Blömeke, S. (2021). Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?. Teaching and Teacher Education, 98, 103243.
Stepanek, J., Appel, G., Leong, M., Mangan, M. T., & Mitchell, M. (2007). Leading Lesson Study: A practical guide for teachers and facilitators. Corwin Press Thousand Oaks, CA.
Sullivan, P., Clarke, D. J., Clarke, D. M., Farrell, L., & Gerrard, J. (2013). Processes and priorities in planning mathematics teaching. Mathematics Education Research Journal, 25(4), 457-480.
Taylor, P. H. (1970). How teachers plan their courses: Studies in curriculum planning. New York: National Foundation for Educational Research.
Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28-36.
Westerman, D. A. (1991). .Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292-305.
Yetkin-Özdemir, İ. E., Gürel, R., Akdal, P., & Bozkurt, E. (2020). Öğretmenlerde özdüzenleme: Matematik dersi örneği [Teacher self-regulation: A case of math lesson].
In G. Sakız (Ed.), Öz-düzenleme: Öğrenmeden öğretime öz-düzenleme davranışlarının gelişimi, stratejiler ve öneriler [Self-regulation: The development, strategies, and recommendations of self-regulating behaviors in learning and teaching] (pp. 233-247). Nobel.
Yinger, R. (1979). Routines in teacher planning. Theory into Practice, 18(3), 163-169. Yinger, R. J. (1980). A study of teacher planning. The Elementary School Journal, 80(3), 107-127.
Zahorik, J. A. (1975). Teachers' planning models. Educational Leadership, 33(2), 134-139.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M.
Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13- 39). Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.

APA	YILDIZ P, Gürel R, BOZKURT E, Yetkin Özdemir İ (2022). SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING. , 449 - 470.
Chicago	YILDIZ PINAR,Gürel Ramazan,BOZKURT ERHAN,Yetkin Özdemir İffet Elif SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING. (2022): 449 - 470.
MLA	YILDIZ PINAR,Gürel Ramazan,BOZKURT ERHAN,Yetkin Özdemir İffet Elif SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING. , 2022, ss.449 - 470.
AMA	YILDIZ P,Gürel R,BOZKURT E,Yetkin Özdemir İ SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING. . 2022; 449 - 470.
Vancouver	YILDIZ P,Gürel R,BOZKURT E,Yetkin Özdemir İ SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING. . 2022; 449 - 470.
IEEE	YILDIZ P,Gürel R,BOZKURT E,Yetkin Özdemir İ "SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING." , ss.449 - 470, 2022.
ISNAD	YILDIZ, PINAR vd. "SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING". (2022), 449-470.

APA	YILDIZ P, Gürel R, BOZKURT E, Yetkin Özdemir İ (2022). SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING. IOJET, 9(1), 449 - 470.
Chicago	YILDIZ PINAR,Gürel Ramazan,BOZKURT ERHAN,Yetkin Özdemir İffet Elif SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING. IOJET 9, no.1 (2022): 449 - 470.
MLA	YILDIZ PINAR,Gürel Ramazan,BOZKURT ERHAN,Yetkin Özdemir İffet Elif SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING. IOJET, vol.9, no.1, 2022, ss.449 - 470.
AMA	YILDIZ P,Gürel R,BOZKURT E,Yetkin Özdemir İ SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING. IOJET. 2022; 9(1): 449 - 470.
Vancouver	YILDIZ P,Gürel R,BOZKURT E,Yetkin Özdemir İ SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING. IOJET. 2022; 9(1): 449 - 470.
IEEE	YILDIZ P,Gürel R,BOZKURT E,Yetkin Özdemir İ "SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING." IOJET, 9, ss.449 - 470, 2022.
ISNAD	YILDIZ, PINAR vd. "SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING". IOJET 9/1 (2022), 449-470.