{"id":92,"date":"2020-09-03T15:35:18","date_gmt":"2020-09-03T12:35:18","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-23\/"},"modified":"2020-09-03T15:35:18","modified_gmt":"2020-09-03T12:35:18","slug":"__unknown__-23","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-23\/","title":{"raw":"3.6 Yaparak \u00f6\u011frenme:\u00c7\u0131rakl\u0131k","rendered":"3.6 Yaparak \u00f6\u011frenme:\u00c7\u0131rakl\u0131k"},"content":{"raw":"\n

\"OEBPS\/images\/image0036.jpg\"<\/p>\n\u015eekil 3.6.1 BMW Group \u0130ngiltere \u00c7\u0131rak Al\u0131mlar\u0131, 2013\nG\u00f6rsel: \u00a9 Motoring Insight, 2013<\/span><\/i><\/span><\/span>\n

3.6.1 Bir \u00f6\u011fretim y\u00f6ntemi olarak \u00e7\u0131rakl\u0131\u011f\u0131n \u00f6nemi<\/span><\/h3>\n

\u00c7\u0131rakl\u0131k, ya\u015fant\u0131sal \u00f6\u011frenmenin en yayg\u0131n ve k\u00f6kl\u00fc bi\u00e7imlerinden biridir. <\/span><\/span>Bloom ve arkada\u015flar\u0131, psikomotor becerileri 1956\u2019da \u00fc\u00e7\u00fcnc\u00fc \u00f6\u011frenme alan\u0131 olarak belirlemi\u015flerdir. Yaparak \u00f6\u011frenme, bisiklete binmeyi veya bir spor dal\u0131n\u0131 yapmay\u0131 \u00f6\u011frenme gibi motor becerileri \u00f6\u011fretmede yayg\u0131n olarak kullan\u0131lmaktad\u0131r. Laboratuvar \u00e7al\u0131\u015fmalar\u0131 veya t\u0131pta stajyerlik \u00f6rneklerinde oldu\u011fu gibi y\u00fcksek\u00f6\u011fretimde de kullan\u0131m\u0131 bulunmaktad\u0131r.<\/span><\/span><\/p>\n

\u00c7\u0131rakl\u0131k \u00f6\u011frencilerin yaparak \u00f6\u011frenmesini sa\u011flayan bir y\u00f6ntemdi. \u00d6\u011frencilerin yaparak \u00f6\u011frenmesini sa\u011flayan \u00f6zel bir y\u00f6ntem olan \u00e7\u0131rakl\u0131k, s\u0131kl\u0131kla, deneyimli bir ustan\u0131n bir davran\u0131\u015f\u0131 g\u00f6stermesi \u00fczerine \u00e7\u0131ra\u011f\u0131n g\u00f6sterilen modeli yapmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131 ve ustadan geri bildirim ald\u0131\u011f\u0131 mesleki e\u011fitim durumlar\u0131yla ili\u015fkilendirilir. Bununla birlikte \u00e7\u0131rakl\u0131k, orta\u00f6\u011fretim sonras\u0131 e\u011fitmenleri e\u011fitmek i\u00e7in kullan\u0131lan en yayg\u0131n y\u00f6ntemdir (en az\u0131ndan \u00f6rt\u00fck olarak), bu nedenle \u00f6\u011fretimde \u00e7\u0131rakl\u0131k yakla\u015f\u0131m\u0131 i\u00e7in geni\u015f bir uygulama yelpazesi vard\u0131r.<\/span><\/span><\/p>\n

\u00c7\u0131rakl\u0131k, \u00fcniversite d\u00fczeyindeki \u00f6\u011fretimde de bir bi\u00e7imde kullan\u0131lmaktad\u0131r. \u00d6zellikle \u00fcniversite \u00f6\u011fretim elemanlar\u0131n\u0131n hizmet i\u00e7i e\u011fitiminde genellikle \u00f6rt\u00fck bir \u015fekilde \u00e7\u0131rakl\u0131k modeline rastlamak m\u00fcmk\u00fcnd\u00fcr. Bu nedenle \u00e7\u0131rakl\u0131\u011f\u0131, ya\u015fant\u0131sal \u00f6\u011frenmenin di\u011fer bi\u00e7imlerinden ayr\u0131 olarak ele alaca\u011f\u0131m.<\/span><\/span><\/p>\n\n

3.6.2 \u00c7\u0131rakl\u0131\u011f\u0131n temel \u00f6zellikleri<\/span><\/h3>\n

\"OEBPS\/images\/image0037.jpg\"<\/p>\n\u015eekil 3.6.2 usta \u00e7\u0131ra\u011f\u0131 g\u00f6zlemlerken\nG\u00f6rsel: \u00a9 BBC, 2014<\/span><\/i><\/span><\/span>\n\n\u2018\u00c7\u0131rakl\u0131\u011f\u0131n g\u00f6r\u00fcnmez bir olgu olmad\u0131\u011f\u0131n\u0131 hat\u0131rlamak gerekir. \u0130ster geleneksel isterse bili\u015fsel olsun \u00e7\u0131rakl\u0131\u011f\u0131n, baz\u0131 temel \u00f6geleri vard\u0131r: \u00f6\u011frenmeye belirli bir pencereden bakmas\u0131, \u00f6\u011fretmen ve \u00f6\u011frencilere belirli rol ve stratejiler vermesi ve geli\u015fim a\u015famalar\u0131n\u0131n a\u00e7\u0131k ve net olarak belirlenmesi gibi. Bu \u00e7er\u00e7eveden bak\u0131ld\u0131\u011f\u0131nda unutulmamas\u0131 gereken \u015fey, ki\u015finin uzaktan \u00f6\u011frenemeyece\u011fidir. Bunun yerine \u00f6\u011frenci, ger\u00e7ek bir deneyimin kendine \u00f6zg\u00fc, dinamik ve e\u015fsiz girdab\u0131n\u0131n i\u00e7inde aktif bi\u00e7imde yer alarak \u00f6\u011frenir.<\/span><\/em>'<\/span><\/i><\/span><\/span>\n

Pratt ve Johnson, 1998<\/span><\/span><\/p>\n

Sch\u00f6n (1983) \u00e7\u0131rakl\u0131\u011f\u0131n \u2018<\/span>s\u0131kl\u0131kla yanl\u0131\u015f veya eksik tan\u0131mlanm\u0131\u015f, problemli, belirsiz ve d\u00fczensiz olarak nitelendirilen uygulama durumlar\u0131ndan<\/i><\/span><\/em>\u2019 olu\u015ftu\u011funu s\u00f6yler.. \u00c7\u0131rakl\u0131kta \u00f6\u011frenme, yaln\u0131zca, yapmay\u0131 \u00f6\u011frenmek (aktif \u00f6\u011frenme) demek de\u011fildir; \u00f6\u011frenmenin uygulanaca\u011f\u0131 ba\u011flam\u0131n da do\u011fru olarak anla\u015f\u0131lmas\u0131n\u0131 gerektirir. Ayr\u0131ca, i\u015fin bir de sosyal ve k\u00fclt\u00fcrel boyutu bulunmaktad\u0131r: \u00f6\u011frenmenin sosyal ve k\u00fclt\u00fcrel \u00f6geleri, genel kabul g\u00f6ren uygulamalar ve alan uzmanlar\u0131n\u0131n gelenek, g\u00f6renek ve de\u011ferleri... Pratt ve Johnson (1998), bir usta uygulay\u0131c\u0131n\u0131n \u00f6zelliklerini \u015f\u00f6yle tan\u0131mlamaktad\u0131r:<\/span><\/span><\/p>\n\u2018<\/em>belirli bir uygulama alan\u0131nda derin bilgiye ve beceriye sahip ki\u015fi<\/span>\u2019 olan ki\u015fi. Usta \u00f6\u011fretici:<\/span><\/em><\/i><\/span><\/span>\n

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  1. \n

    uzmanl\u0131k alan\u0131nda \u00f6nemli \u00f6l\u00e7\u00fcde bilgi sahibidir ve sahip oldu\u011fu bilgiyi zorlu uygulama ko\u015fullar\u0131nda uygulayabilir;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n \t

  2. \n

    yeni enformasyon edinimini kolayla\u015ft\u0131ran iyi d\u00fczenlenmi\u015f ve eri\u015filebilir \u015femalar\u0131 (bili\u015fsel haritalar\u0131) vard\u0131r;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n \t

  3. \n

    yeni bilgi edinimi, \u015femalar\u0131n b\u00fct\u00fcnle\u015ftirilmesi ve d\u00fczenlenmesi ile sahip olunan bilgi ve becerilerin farkl\u0131 ba\u011flamlarda uygulanmas\u0131 i\u00e7in geli\u015fmi\u015f da\u011farc\u0131klar\u0131 vard\u0131r;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n \t

  4. \n

    \u2026<\/em>uygulama topluluklar\u0131 i\u00e7indeki kimliklerini geli\u015ftirme s\u00fcrecinin bir par\u00e7as\u0131 olarak \u00f6\u011frenmeye g\u00fcd\u00fclenmi\u015ftir. Yaln\u0131zca bir performans hedefine veya \u00f6d\u00fcle ula\u015fmak i\u00e7in \u00f6\u011frenmezler;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n \t

  5. \n

    sahip olduklar\u0131 bilgileri s\u0131k s\u0131k a\u015fa\u011f\u0131daki bi\u00e7imlerde, \u00f6rt\u00fck olarak g\u00f6sterirler:<\/i><\/span><\/span><\/em><\/p>\n\n

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      kendili\u011finden yap\u0131lan eylemler ve verilen kararlar;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n \t

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      bir \u015feyleri yapmay\u0131 \u00f6\u011frenmi\u015f olman\u0131n fark\u0131nda olmama;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n \t

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      eylemlerinin ortaya \u00e7\u0131kard\u0131\u011f\u0131 `bilme\u2019yi tan\u0131mlamada zorluk \u00e7ekme veya tan\u0131mlayamama.<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

      Pratt ve Johnson, birbirinden farkl\u0131 ancak birbiriyle ili\u015fkili iki \u00e7\u0131rakl\u0131k bi\u00e7iminden de bahseder: geleneksel ve bili\u015fsel. Ustan\u0131n ve \u00f6\u011frencinin bir\u00e7ok a\u015famadan ge\u00e7ti\u011fi bir deneyim olan <\/span>geleneksel<\/i><\/span><\/em> \u00e7\u0131rakl\u0131k, bir motor becerinin veya bir el becerisinin geli\u015ftirilmesine dayal\u0131d\u0131r ve bir s\u00fcrecin \u00f6\u011frenilerek zaman i\u00e7inde o alanda ustal\u0131k geli\u015ftirmeyle sonu\u00e7lan\u0131r.<\/span><\/span><\/p>\n\n

      3.6.3 \u00dcniversitede \u00e7\u0131rakl\u0131k<\/span><\/h3>\n

      Bili\u015fsel veya entelekt\u00fcel<\/i><\/span><\/em> \u00e7\u0131rakl\u0131k modeli ise biraz daha farkl\u0131d\u0131r. Motor becerilerin veya el becerilerinin \u00f6\u011frenilmesiyle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, bu \u00f6\u011frenme bi\u00e7iminin g\u00f6zlemlenmesi daha zordur. Pratt ve Johnson\u2019a g\u00f6re bu modelde ustan\u0131n ve \u00f6\u011frencinin bilgi ve becerilerin uygulanmas\u0131 esnas\u0131nda ne d\u00fc\u015f\u00fcnd\u00fcklerini ifade etmeleri ve bilginin geli\u015ftirildi\u011fi ba\u011flam\u0131 a\u00e7\u0131k\u00e7a ortaya koymalar\u0131 gerekir. Nitekim, bilginin geli\u015ftirildi\u011fi ve uyguland\u0131\u011f\u0131 durum son derece \u00f6nemlidir. Pratt ve Johnson bili\u015fsel ve entelekt\u00fcel modellemenin (\u00f6rnekleme) be\u015f a\u015famas\u0131 oldu\u011funu s\u00f6yler (s. 99):<\/span><\/span><\/p>\n\n

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        modellemenin usta taraf\u0131ndan yap\u0131lmas\u0131 ve \u00f6\u011frencinin bir zihinsel model\/\u015fema geli\u015ftirmesi;<\/span><\/span><\/p>\n<\/li>\n \t

      2. \n

        ustan\u0131n deste\u011fi ve geri bildirimiyle (\u00f6\u011frenme deste\u011fi \/ ko\u00e7luk), \u00f6\u011frencinin modeli yinelemeye \u00e7al\u0131\u015fmas\u0131;<\/span><\/span><\/p>\n<\/li>\n \t

      3. \n

        ustan\u0131n daha s\u0131n\u0131rl\u0131 deste\u011fiyle, \u00f6\u011frencinin modelin uygulama alan\u0131n\u0131 geni\u015fletmesi;<\/span><\/span><\/p>\n<\/li>\n \t

      4. \n

        meslek taraf\u0131ndan kabul edilebilen belirli s\u0131n\u0131rlar i\u00e7inde \u00f6z-y\u00f6netimli \u00f6\u011frenme;<\/span><\/span><\/p>\n<\/li>\n \t

      5. \n

        genelleme yap\u0131lmas\u0131: \u00d6\u011frenci ve ustan\u0131n, di\u011fer farkl\u0131 durumlarda modelin ne kadar \u00e7al\u0131\u015fabilece\u011fini veya farkl\u0131 durumlara nas\u0131l uyarlanabilece\u011fini tart\u0131\u015fmas\u0131.<\/span><\/span><\/p>\n<\/li>\n<\/ol>\n

        Pratt ve Johnson, bu \u00e7\u0131rakl\u0131k modelinin yeni atanm\u0131\u015f bir \u00f6\u011fretim \u00fcyesi i\u00e7in ne kadar ge\u00e7erli oldu\u011funa dair somut bir \u00f6rnek sunmaktad\u0131r (s.100-101). Pratt ve Johnson'a g\u00f6re bili\u015fsel \u00e7\u0131rakl\u0131k i\u00e7in `yaln\u0131zca tek bir bak\u0131\u015f a\u00e7\u0131s\u0131ndan de\u011fil uygulaman\u0131n ve uygulama ger\u00e7eklikleri i\u00e7inde \u00f6zg\u00fcn kat\u0131l\u0131m\u0131 ve tart\u0131\u015fmay\u0131 sa\u011flamak' i\u00e7in gerekli f\u0131rsatlar\u0131n yarat\u0131lmas\u0131 \u00f6nemlidir:<\/span><\/span><\/p>\n\u00e7\u0131rak, ustal\u0131\u011fa `yaln\u0131zca ve yaln\u0131zca b\u00f6yle bir aktif kat\u0131l\u0131m ile katmanla\u015ft\u0131r\u0131lm\u0131\u015f ve birikerek \u00e7o\u011falan bir deneyimle y\u00f6nelebilir\u2019. \u00c7\u0131rak, ustal\u0131\u011fa `yaln\u0131zca ve yaln\u0131zca b\u00f6yle bir aktif kat\u0131l\u0131m ile katmanla\u015ft\u0131r\u0131lm\u0131\u015f ve birikerek \u00e7o\u011falan bir deneyimle y\u00f6nelebilir\u2019.<\/span><\/em><\/i><\/span><\/span>\n

        \u00dcniversite d\u00fczeyinde \u00e7\u0131rakl\u0131k modelinin kar\u015f\u0131s\u0131ndaki en b\u00fcy\u00fck engel, genellikle modelin sistematik bir bi\u00e7imde uygulanm\u0131yor olmas\u0131d\u0131r. Yeni veya gen\u00e7 \u00f6\u011fretim elemanlar\u0131n\u0131n yaln\u0131zca kendi hocalar\u0131n\u0131 izleyerek nas\u0131l \u00f6\u011freteceklerini \u00f6\u011frenmelerini beklemek, i\u015fi \u00e7ok fazla \u015fansa b\u0131rakmak olacakt\u0131r.<\/span><\/span><\/p>\n

        [1 S\u00fcr\u00fcmden \u00e7\u0131kar\u0131ld\u0131: 3.5.4 \u00e7evrim i\u00e7i \u00f6\u011frenme ortamlarda \u00e7\u0131rakl\u0131k]<\/span><\/span><\/p>\n\n

        3.6.4 G\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri<\/span><\/h3>\n

        \u00c7\u0131rakl\u0131k modelinin \u00f6nemli avantajlar\u0131 \u015f\u00f6yle \u00f6zetlenebilir:<\/span><\/span><\/p>\n\n

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          \u00f6\u011frenme ve \u00f6\u011fretme, karma\u015f\u0131k ve de\u011fi\u015fken ba\u011flamlar i\u00e7erisine derin olarak yerle\u015fmi\u015f ve b\u00f6ylece ger\u00e7ek d\u00fcnya ko\u015fullar\u0131na h\u0131zla uyum sa\u011flamay\u0131 m\u00fcmk\u00fcn k\u0131lar;<\/span><\/span><\/p>\n<\/li>\n \t

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          \u00f6\u011fretimi g\u00fcnl\u00fck \u00e7al\u0131\u015fma rutinlerinin i\u00e7erisine d\u00e2hil edebilen uzman ki\u015filerin zamanlar\u0131n\u0131n etkin kullan\u0131lmas\u0131n\u0131 sa\u011flar;<\/span><\/span><\/p>\n<\/li>\n \t

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          \u00f6\u011frencilere hedefleyebilecekleri net modeller ve ama\u00e7lar sunar;<\/span><\/span><\/p>\n<\/li>\n \t

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          \u00f6\u011frencilerin, mesle\u011fin norm ve de\u011ferlerini meslek k\u00fclt\u00fcr\u00fc i\u00e7inde edinmelerini sa\u011flar.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n

          Di\u011fer taraftan, \u00f6zellikle de y\u00fcksek\u00f6\u011fretim d\u00fczeyinde kullan\u0131m\u0131 a\u00e7\u0131s\u0131ndan \u00e7\u0131rakl\u0131k yakla\u015f\u0131m\u0131n\u0131n \u00f6nemli k\u0131s\u0131tlar\u0131 bulunmaktad\u0131r:<\/span><\/span><\/p>\n\n

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            bir uzman\u0131n bilgisinin \u00e7o\u011fu \u00f6rt\u00fckt\u00fcr \u00e7\u00fcnk\u00fc uzmanl\u0131k bilgisi \u00e7e\u015fitli etkinlikler yoluyla yava\u015f\u00e7a in\u015fa edilir;<\/span><\/span><\/p>\n<\/li>\n \t

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            halbuki \u00e7\u0131rakl\u0131k modelinin ba\u015far\u0131l\u0131 olmas\u0131n\u0131 sa\u011flayacak di\u011fer a\u015famalar\u0131n da dikkate al\u0131nmas\u0131 gerekir. Bir uzman\u0131n birlikte \u00e7al\u0131\u015fabilece\u011fi \u00f6\u011frenci say\u0131s\u0131 olduk\u00e7a k\u0131s\u0131tl\u0131d\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t

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            nitekim, uzmanlar\u0131n \u00e7o\u011fu, olduk\u00e7a yo\u011fun i\u015f ko\u015fullar\u0131nda g\u00f6rev yapt\u0131klar\u0131ndan meslekteki yeni \u00f6\u011frencilerin gereksinimlerine dikkat etmek veya cevap vermek i\u00e7in \u00e7ok k\u0131s\u0131tl\u0131 zamanlar\u0131 vard\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t

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            bir uzman\u0131n birlikte \u00e7al\u0131\u015fabilece\u011fi \u00f6\u011frenci say\u0131s\u0131 olduk\u00e7a k\u0131s\u0131tl\u0131d\u0131r. Nitekim, uzmanlar\u0131n \u00e7o\u011fu, olduk\u00e7a yo\u011fun i\u015f ko\u015fullar\u0131nda g\u00f6rev yapt\u0131klar\u0131ndan meslekteki yeni \u00f6\u011frencilerin gereksinimlerine dikkat etmek veya cevap vermek i\u00e7in \u00e7ok k\u0131s\u0131tl\u0131 zamanlar\u0131 vard\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t

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            geleneksel mesleki \u00e7\u0131rakl\u0131k programlar\u0131n\u0131n y\u0131pranma oran\u0131 olduk\u00e7a y\u00fcksektir. \u00d6rne\u011fin, Britanya Kolumbiyas\u0131\u2019nda (British Columbia) \u00f6rg\u00fcn ve y\u00fcz y\u00fcze bir mesleki \u00e7\u0131rakl\u0131k program\u0131na kaydolan \u00f6\u011frencilerin %60\u2019\u0131 program\u0131 tamamlamadan programdan ayr\u0131lmaktad\u0131r. Sonu\u00e7 olarak i\u015f g\u00fcc\u00fc i\u00e7inde tamamen akreditasyonu olmayan \u00e7ok say\u0131da deneyimli esnaf bulunmaktad\u0131r. Nitelikli \u00e7al\u0131\u015fanlara gereksinim duyulan g\u00fcn\u00fcm\u00fczde, bu durum hem \u00e7al\u0131\u015fanlar\u0131n kariyer geli\u015fimini engellemekte hem de ekonomik kalk\u0131nmay\u0131 yava\u015flatmaktad\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t

          • \n

            i\u015f d\u00fcnyas\u0131nda h\u0131zl\u0131 bir de\u011fi\u015fim ge\u00e7iren ticaret veya mesleklerde \u00e7\u0131rakl\u0131k modeli, geleneksel de\u011ferlerin ve normlar\u0131n yayg\u0131nl\u0131\u011f\u0131, g\u00fcn\u00fcm\u00fczde i\u015f\u00e7ilerin i\u00e7inde bulundu\u011fu ko\u015fullardan haberdar olmayan 'usta' taraf\u0131ndan ge\u00e7ti\u011fi i\u00e7in \u00e7al\u0131\u015fma y\u00f6ntemlerinde uyumu yava\u015flatabilir veya de\u011fi\u015ftirebilir. \u00c7\u0131rakl\u0131k modelinin bu k\u0131s\u0131t\u0131, \u00f6\u011fretime ili\u015fkin geleneksel de\u011fer ve normlar\u0131n yeni teknolojiler veya y\u00fcksek\u00f6\u011fretimin kitleselle\u015fmesi gibi d\u0131\u015f g\u00fc\u00e7lerle \u00e7at\u0131\u015fma i\u00e7inde oldu\u011fu y\u00fcksek\u00f6\u011fretim sekt\u00f6r\u00fc i\u00e7erisinde net olarak g\u00f6r\u00fclebilir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n

            Bununla birlikte do\u011fru ve sistematik olarak uyguland\u0131\u011f\u0131 takdirde, \u00e7\u0131rakl\u0131k modeli karma\u015f\u0131k, ger\u00e7ek d\u00fcnya ko\u015fullar\u0131n\u0131n ge\u00e7erli oldu\u011fu durumlarda olduk\u00e7a faydal\u0131 bir \u00f6\u011fretim modelidir.<\/span><\/span><\/p>\n\n

            Kaynak\u00e7a<\/span><\/h3>\n

            Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). <\/span>Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain.<\/i><\/span> New York: David McKay Co Inc.<\/span><\/span><\/span><\/p>\n

            Pratt, D. and Johnson, J. (1998) \u2018The Apprenticeship Perspective: Modelling Ways of Being\u2019 in Pratt, D. (ed.) <\/span>Five Perspectives on Teaching in Adult and Higher Education<\/i><\/span><\/em> Malabar FL: Krieger Publishing Company<\/span><\/span><\/span><\/p>\n

            Sch\u00f6n, D. (1983) <\/span>The Reflective Practitioner: How Professionals Think in Action<\/i><\/span><\/em> New York: Basic Books<\/span><\/span><\/span><\/p>\n\n

            \n

            Etkinlik 3.6 \u00c7\u0131rakl\u0131k modelinin y\u00fcksek\u00f6\u011fretimde uygulanmas\u0131<\/span><\/p>\n\n<\/header>\n

            \n

            1. \u00dcniversitelerde e\u011fitmenlik yapmay\u0131, \u00f6\u011frenmenin \u00e7\u0131rakl\u0131k modeline dayal\u0131 oldu\u011fu fikrini kabul ediyor musunuz? Sizce hangi y\u00f6nlerden \u00e7\u0131rakl\u0131k modeliyle benze\u015fiyor, hangi y\u00f6nlerden farkl\u0131la\u015f\u0131yor? Sizce bu model nas\u0131l daha iyile\u015ftirilebilir?<\/span><\/span><\/p>\n

            2. \u00c7\u0131rakl\u0131k modelinin \u00e7al\u0131\u015fmas\u0131 i\u00e7in gereken temel \u00f6zellikler nelerdir?<\/span><\/span><\/p>\n

            Senaryodaki yorumlar\u0131m i\u00e7in a\u015fa\u011f\u0131daki podcaste t\u0131klay\u0131n<\/span><\/span><\/p>\n

            Ses \u00f6gesi, kitab\u0131n bu s\u00fcr\u00fcm\u00fcnden \u00e7\u0131kar\u0131ld\u0131. \u00c7evrim i\u00e7i olarak dinlemek i\u00e7in: <\/span>>https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/?p=96<\/i><\/u><\/span><\/span>25<\/span><\/span><\/p>\n\n<\/div>\n<\/div>\n","rendered":"

            \"OEBPS\/images\/image0036.jpg\"<\/p>\n

            \u015eekil 3.6.1 BMW Group \u0130ngiltere \u00c7\u0131rak Al\u0131mlar\u0131, 2013
            \nG\u00f6rsel: \u00a9 Motoring Insight, 2013<\/span><\/i><\/span><\/span><\/p>\n

            3.6.1 Bir \u00f6\u011fretim y\u00f6ntemi olarak \u00e7\u0131rakl\u0131\u011f\u0131n \u00f6nemi<\/span><\/h3>\n

            \u00c7\u0131rakl\u0131k, ya\u015fant\u0131sal \u00f6\u011frenmenin en yayg\u0131n ve k\u00f6kl\u00fc bi\u00e7imlerinden biridir. <\/span><\/span>Bloom ve arkada\u015flar\u0131, psikomotor becerileri 1956\u2019da \u00fc\u00e7\u00fcnc\u00fc \u00f6\u011frenme alan\u0131 olarak belirlemi\u015flerdir. Yaparak \u00f6\u011frenme, bisiklete binmeyi veya bir spor dal\u0131n\u0131 yapmay\u0131 \u00f6\u011frenme gibi motor becerileri \u00f6\u011fretmede yayg\u0131n olarak kullan\u0131lmaktad\u0131r. Laboratuvar \u00e7al\u0131\u015fmalar\u0131 veya t\u0131pta stajyerlik \u00f6rneklerinde oldu\u011fu gibi y\u00fcksek\u00f6\u011fretimde de kullan\u0131m\u0131 bulunmaktad\u0131r.<\/span><\/span><\/p>\n

            \u00c7\u0131rakl\u0131k \u00f6\u011frencilerin yaparak \u00f6\u011frenmesini sa\u011flayan bir y\u00f6ntemdi. \u00d6\u011frencilerin yaparak \u00f6\u011frenmesini sa\u011flayan \u00f6zel bir y\u00f6ntem olan \u00e7\u0131rakl\u0131k, s\u0131kl\u0131kla, deneyimli bir ustan\u0131n bir davran\u0131\u015f\u0131 g\u00f6stermesi \u00fczerine \u00e7\u0131ra\u011f\u0131n g\u00f6sterilen modeli yapmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131 ve ustadan geri bildirim ald\u0131\u011f\u0131 mesleki e\u011fitim durumlar\u0131yla ili\u015fkilendirilir. Bununla birlikte \u00e7\u0131rakl\u0131k, orta\u00f6\u011fretim sonras\u0131 e\u011fitmenleri e\u011fitmek i\u00e7in kullan\u0131lan en yayg\u0131n y\u00f6ntemdir (en az\u0131ndan \u00f6rt\u00fck olarak), bu nedenle \u00f6\u011fretimde \u00e7\u0131rakl\u0131k yakla\u015f\u0131m\u0131 i\u00e7in geni\u015f bir uygulama yelpazesi vard\u0131r.<\/span><\/span><\/p>\n

            \u00c7\u0131rakl\u0131k, \u00fcniversite d\u00fczeyindeki \u00f6\u011fretimde de bir bi\u00e7imde kullan\u0131lmaktad\u0131r. \u00d6zellikle \u00fcniversite \u00f6\u011fretim elemanlar\u0131n\u0131n hizmet i\u00e7i e\u011fitiminde genellikle \u00f6rt\u00fck bir \u015fekilde \u00e7\u0131rakl\u0131k modeline rastlamak m\u00fcmk\u00fcnd\u00fcr. Bu nedenle \u00e7\u0131rakl\u0131\u011f\u0131, ya\u015fant\u0131sal \u00f6\u011frenmenin di\u011fer bi\u00e7imlerinden ayr\u0131 olarak ele alaca\u011f\u0131m.<\/span><\/span><\/p>\n

            3.6.2 \u00c7\u0131rakl\u0131\u011f\u0131n temel \u00f6zellikleri<\/span><\/h3>\n

            \"OEBPS\/images\/image0037.jpg\"<\/p>\n

            \u015eekil 3.6.2 usta \u00e7\u0131ra\u011f\u0131 g\u00f6zlemlerken
            \nG\u00f6rsel: \u00a9 BBC, 2014<\/span><\/i><\/span><\/span><\/p>\n

            \u2018\u00c7\u0131rakl\u0131\u011f\u0131n g\u00f6r\u00fcnmez bir olgu olmad\u0131\u011f\u0131n\u0131 hat\u0131rlamak gerekir. \u0130ster geleneksel isterse bili\u015fsel olsun \u00e7\u0131rakl\u0131\u011f\u0131n, baz\u0131 temel \u00f6geleri vard\u0131r: \u00f6\u011frenmeye belirli bir pencereden bakmas\u0131, \u00f6\u011fretmen ve \u00f6\u011frencilere belirli rol ve stratejiler vermesi ve geli\u015fim a\u015famalar\u0131n\u0131n a\u00e7\u0131k ve net olarak belirlenmesi gibi. Bu \u00e7er\u00e7eveden bak\u0131ld\u0131\u011f\u0131nda unutulmamas\u0131 gereken \u015fey, ki\u015finin uzaktan \u00f6\u011frenemeyece\u011fidir. Bunun yerine \u00f6\u011frenci, ger\u00e7ek bir deneyimin kendine \u00f6zg\u00fc, dinamik ve e\u015fsiz girdab\u0131n\u0131n i\u00e7inde aktif bi\u00e7imde yer alarak \u00f6\u011frenir.<\/span><\/em>‘<\/span><\/i><\/span><\/span><\/p>\n

            Pratt ve Johnson, 1998<\/span><\/span><\/p>\n

            Sch\u00f6n (1983) \u00e7\u0131rakl\u0131\u011f\u0131n \u2018<\/span>s\u0131kl\u0131kla yanl\u0131\u015f veya eksik tan\u0131mlanm\u0131\u015f, problemli, belirsiz ve d\u00fczensiz olarak nitelendirilen uygulama durumlar\u0131ndan<\/i><\/span><\/em>\u2019 olu\u015ftu\u011funu s\u00f6yler.. \u00c7\u0131rakl\u0131kta \u00f6\u011frenme, yaln\u0131zca, yapmay\u0131 \u00f6\u011frenmek (aktif \u00f6\u011frenme) demek de\u011fildir; \u00f6\u011frenmenin uygulanaca\u011f\u0131 ba\u011flam\u0131n da do\u011fru olarak anla\u015f\u0131lmas\u0131n\u0131 gerektirir. Ayr\u0131ca, i\u015fin bir de sosyal ve k\u00fclt\u00fcrel boyutu bulunmaktad\u0131r: \u00f6\u011frenmenin sosyal ve k\u00fclt\u00fcrel \u00f6geleri, genel kabul g\u00f6ren uygulamalar ve alan uzmanlar\u0131n\u0131n gelenek, g\u00f6renek ve de\u011ferleri… Pratt ve Johnson (1998), bir usta uygulay\u0131c\u0131n\u0131n \u00f6zelliklerini \u015f\u00f6yle tan\u0131mlamaktad\u0131r:<\/span><\/span><\/p>\n

            \u2018<\/em>belirli bir uygulama alan\u0131nda derin bilgiye ve beceriye sahip ki\u015fi<\/span>\u2019 olan ki\u015fi. Usta \u00f6\u011fretici:<\/span><\/em><\/i><\/span><\/span><\/p>\n

              \n
            1. \n

              uzmanl\u0131k alan\u0131nda \u00f6nemli \u00f6l\u00e7\u00fcde bilgi sahibidir ve sahip oldu\u011fu bilgiyi zorlu uygulama ko\u015fullar\u0131nda uygulayabilir;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n

            2. \n

              yeni enformasyon edinimini kolayla\u015ft\u0131ran iyi d\u00fczenlenmi\u015f ve eri\u015filebilir \u015femalar\u0131 (bili\u015fsel haritalar\u0131) vard\u0131r;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n

            3. \n

              yeni bilgi edinimi, \u015femalar\u0131n b\u00fct\u00fcnle\u015ftirilmesi ve d\u00fczenlenmesi ile sahip olunan bilgi ve becerilerin farkl\u0131 ba\u011flamlarda uygulanmas\u0131 i\u00e7in geli\u015fmi\u015f da\u011farc\u0131klar\u0131 vard\u0131r;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n

            4. \n

              \u2026<\/em>uygulama topluluklar\u0131 i\u00e7indeki kimliklerini geli\u015ftirme s\u00fcrecinin bir par\u00e7as\u0131 olarak \u00f6\u011frenmeye g\u00fcd\u00fclenmi\u015ftir. Yaln\u0131zca bir performans hedefine veya \u00f6d\u00fcle ula\u015fmak i\u00e7in \u00f6\u011frenmezler;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n

            5. \n

              sahip olduklar\u0131 bilgileri s\u0131k s\u0131k a\u015fa\u011f\u0131daki bi\u00e7imlerde, \u00f6rt\u00fck olarak g\u00f6sterirler:<\/i><\/span><\/span><\/em><\/p>\n

                \n
              • \n

                kendili\u011finden yap\u0131lan eylemler ve verilen kararlar;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n

              • \n

                bir \u015feyleri yapmay\u0131 \u00f6\u011frenmi\u015f olman\u0131n fark\u0131nda olmama;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n

              • \n

                eylemlerinin ortaya \u00e7\u0131kard\u0131\u011f\u0131 `bilme\u2019yi tan\u0131mlamada zorluk \u00e7ekme veya tan\u0131mlayamama.<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

                Pratt ve Johnson, birbirinden farkl\u0131 ancak birbiriyle ili\u015fkili iki \u00e7\u0131rakl\u0131k bi\u00e7iminden de bahseder: geleneksel ve bili\u015fsel. Ustan\u0131n ve \u00f6\u011frencinin bir\u00e7ok a\u015famadan ge\u00e7ti\u011fi bir deneyim olan <\/span>geleneksel<\/i><\/span><\/em> \u00e7\u0131rakl\u0131k, bir motor becerinin veya bir el becerisinin geli\u015ftirilmesine dayal\u0131d\u0131r ve bir s\u00fcrecin \u00f6\u011frenilerek zaman i\u00e7inde o alanda ustal\u0131k geli\u015ftirmeyle sonu\u00e7lan\u0131r.<\/span><\/span><\/p>\n

                3.6.3 \u00dcniversitede \u00e7\u0131rakl\u0131k<\/span><\/h3>\n

                Bili\u015fsel veya entelekt\u00fcel<\/i><\/span><\/em> \u00e7\u0131rakl\u0131k modeli ise biraz daha farkl\u0131d\u0131r. Motor becerilerin veya el becerilerinin \u00f6\u011frenilmesiyle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, bu \u00f6\u011frenme bi\u00e7iminin g\u00f6zlemlenmesi daha zordur. Pratt ve Johnson\u2019a g\u00f6re bu modelde ustan\u0131n ve \u00f6\u011frencinin bilgi ve becerilerin uygulanmas\u0131 esnas\u0131nda ne d\u00fc\u015f\u00fcnd\u00fcklerini ifade etmeleri ve bilginin geli\u015ftirildi\u011fi ba\u011flam\u0131 a\u00e7\u0131k\u00e7a ortaya koymalar\u0131 gerekir. Nitekim, bilginin geli\u015ftirildi\u011fi ve uyguland\u0131\u011f\u0131 durum son derece \u00f6nemlidir. Pratt ve Johnson bili\u015fsel ve entelekt\u00fcel modellemenin (\u00f6rnekleme) be\u015f a\u015famas\u0131 oldu\u011funu s\u00f6yler (s. 99):<\/span><\/span><\/p>\n

                  \n
                1. \n

                  modellemenin usta taraf\u0131ndan yap\u0131lmas\u0131 ve \u00f6\u011frencinin bir zihinsel model\/\u015fema geli\u015ftirmesi;<\/span><\/span><\/p>\n<\/li>\n

                2. \n

                  ustan\u0131n deste\u011fi ve geri bildirimiyle (\u00f6\u011frenme deste\u011fi \/ ko\u00e7luk), \u00f6\u011frencinin modeli yinelemeye \u00e7al\u0131\u015fmas\u0131;<\/span><\/span><\/p>\n<\/li>\n

                3. \n

                  ustan\u0131n daha s\u0131n\u0131rl\u0131 deste\u011fiyle, \u00f6\u011frencinin modelin uygulama alan\u0131n\u0131 geni\u015fletmesi;<\/span><\/span><\/p>\n<\/li>\n

                4. \n

                  meslek taraf\u0131ndan kabul edilebilen belirli s\u0131n\u0131rlar i\u00e7inde \u00f6z-y\u00f6netimli \u00f6\u011frenme;<\/span><\/span><\/p>\n<\/li>\n

                5. \n

                  genelleme yap\u0131lmas\u0131: \u00d6\u011frenci ve ustan\u0131n, di\u011fer farkl\u0131 durumlarda modelin ne kadar \u00e7al\u0131\u015fabilece\u011fini veya farkl\u0131 durumlara nas\u0131l uyarlanabilece\u011fini tart\u0131\u015fmas\u0131.<\/span><\/span><\/p>\n<\/li>\n<\/ol>\n

                  Pratt ve Johnson, bu \u00e7\u0131rakl\u0131k modelinin yeni atanm\u0131\u015f bir \u00f6\u011fretim \u00fcyesi i\u00e7in ne kadar ge\u00e7erli oldu\u011funa dair somut bir \u00f6rnek sunmaktad\u0131r (s.100-101). Pratt ve Johnson’a g\u00f6re bili\u015fsel \u00e7\u0131rakl\u0131k i\u00e7in `yaln\u0131zca tek bir bak\u0131\u015f a\u00e7\u0131s\u0131ndan de\u011fil uygulaman\u0131n ve uygulama ger\u00e7eklikleri i\u00e7inde \u00f6zg\u00fcn kat\u0131l\u0131m\u0131 ve tart\u0131\u015fmay\u0131 sa\u011flamak’ i\u00e7in gerekli f\u0131rsatlar\u0131n yarat\u0131lmas\u0131 \u00f6nemlidir:<\/span><\/span><\/p>\n

                  \u00e7\u0131rak, ustal\u0131\u011fa `yaln\u0131zca ve yaln\u0131zca b\u00f6yle bir aktif kat\u0131l\u0131m ile katmanla\u015ft\u0131r\u0131lm\u0131\u015f ve birikerek \u00e7o\u011falan bir deneyimle y\u00f6nelebilir\u2019. \u00c7\u0131rak, ustal\u0131\u011fa `yaln\u0131zca ve yaln\u0131zca b\u00f6yle bir aktif kat\u0131l\u0131m ile katmanla\u015ft\u0131r\u0131lm\u0131\u015f ve birikerek \u00e7o\u011falan bir deneyimle y\u00f6nelebilir\u2019.<\/span><\/em><\/i><\/span><\/span><\/p>\n

                  \u00dcniversite d\u00fczeyinde \u00e7\u0131rakl\u0131k modelinin kar\u015f\u0131s\u0131ndaki en b\u00fcy\u00fck engel, genellikle modelin sistematik bir bi\u00e7imde uygulanm\u0131yor olmas\u0131d\u0131r. Yeni veya gen\u00e7 \u00f6\u011fretim elemanlar\u0131n\u0131n yaln\u0131zca kendi hocalar\u0131n\u0131 izleyerek nas\u0131l \u00f6\u011freteceklerini \u00f6\u011frenmelerini beklemek, i\u015fi \u00e7ok fazla \u015fansa b\u0131rakmak olacakt\u0131r.<\/span><\/span><\/p>\n

                  [1 S\u00fcr\u00fcmden \u00e7\u0131kar\u0131ld\u0131: 3.5.4 \u00e7evrim i\u00e7i \u00f6\u011frenme ortamlarda \u00e7\u0131rakl\u0131k]<\/span><\/span><\/p>\n

                  3.6.4 G\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri<\/span><\/h3>\n

                  \u00c7\u0131rakl\u0131k modelinin \u00f6nemli avantajlar\u0131 \u015f\u00f6yle \u00f6zetlenebilir:<\/span><\/span><\/p>\n

                    \n
                  • \n

                    \u00f6\u011frenme ve \u00f6\u011fretme, karma\u015f\u0131k ve de\u011fi\u015fken ba\u011flamlar i\u00e7erisine derin olarak yerle\u015fmi\u015f ve b\u00f6ylece ger\u00e7ek d\u00fcnya ko\u015fullar\u0131na h\u0131zla uyum sa\u011flamay\u0131 m\u00fcmk\u00fcn k\u0131lar;<\/span><\/span><\/p>\n<\/li>\n

                  • \n

                    \u00f6\u011fretimi g\u00fcnl\u00fck \u00e7al\u0131\u015fma rutinlerinin i\u00e7erisine d\u00e2hil edebilen uzman ki\u015filerin zamanlar\u0131n\u0131n etkin kullan\u0131lmas\u0131n\u0131 sa\u011flar;<\/span><\/span><\/p>\n<\/li>\n

                  • \n

                    \u00f6\u011frencilere hedefleyebilecekleri net modeller ve ama\u00e7lar sunar;<\/span><\/span><\/p>\n<\/li>\n

                  • \n

                    \u00f6\u011frencilerin, mesle\u011fin norm ve de\u011ferlerini meslek k\u00fclt\u00fcr\u00fc i\u00e7inde edinmelerini sa\u011flar.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n

                    Di\u011fer taraftan, \u00f6zellikle de y\u00fcksek\u00f6\u011fretim d\u00fczeyinde kullan\u0131m\u0131 a\u00e7\u0131s\u0131ndan \u00e7\u0131rakl\u0131k yakla\u015f\u0131m\u0131n\u0131n \u00f6nemli k\u0131s\u0131tlar\u0131 bulunmaktad\u0131r:<\/span><\/span><\/p>\n

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                    • \n

                      bir uzman\u0131n bilgisinin \u00e7o\u011fu \u00f6rt\u00fckt\u00fcr \u00e7\u00fcnk\u00fc uzmanl\u0131k bilgisi \u00e7e\u015fitli etkinlikler yoluyla yava\u015f\u00e7a in\u015fa edilir;<\/span><\/span><\/p>\n<\/li>\n

                    • \n

                      halbuki \u00e7\u0131rakl\u0131k modelinin ba\u015far\u0131l\u0131 olmas\u0131n\u0131 sa\u011flayacak di\u011fer a\u015famalar\u0131n da dikkate al\u0131nmas\u0131 gerekir. Bir uzman\u0131n birlikte \u00e7al\u0131\u015fabilece\u011fi \u00f6\u011frenci say\u0131s\u0131 olduk\u00e7a k\u0131s\u0131tl\u0131d\u0131r;<\/span><\/span><\/p>\n<\/li>\n

                    • \n

                      nitekim, uzmanlar\u0131n \u00e7o\u011fu, olduk\u00e7a yo\u011fun i\u015f ko\u015fullar\u0131nda g\u00f6rev yapt\u0131klar\u0131ndan meslekteki yeni \u00f6\u011frencilerin gereksinimlerine dikkat etmek veya cevap vermek i\u00e7in \u00e7ok k\u0131s\u0131tl\u0131 zamanlar\u0131 vard\u0131r;<\/span><\/span><\/p>\n<\/li>\n

                    • \n

                      bir uzman\u0131n birlikte \u00e7al\u0131\u015fabilece\u011fi \u00f6\u011frenci say\u0131s\u0131 olduk\u00e7a k\u0131s\u0131tl\u0131d\u0131r. Nitekim, uzmanlar\u0131n \u00e7o\u011fu, olduk\u00e7a yo\u011fun i\u015f ko\u015fullar\u0131nda g\u00f6rev yapt\u0131klar\u0131ndan meslekteki yeni \u00f6\u011frencilerin gereksinimlerine dikkat etmek veya cevap vermek i\u00e7in \u00e7ok k\u0131s\u0131tl\u0131 zamanlar\u0131 vard\u0131r;<\/span><\/span><\/p>\n<\/li>\n

                    • \n

                      geleneksel mesleki \u00e7\u0131rakl\u0131k programlar\u0131n\u0131n y\u0131pranma oran\u0131 olduk\u00e7a y\u00fcksektir. \u00d6rne\u011fin, Britanya Kolumbiyas\u0131\u2019nda (British Columbia) \u00f6rg\u00fcn ve y\u00fcz y\u00fcze bir mesleki \u00e7\u0131rakl\u0131k program\u0131na kaydolan \u00f6\u011frencilerin %60\u2019\u0131 program\u0131 tamamlamadan programdan ayr\u0131lmaktad\u0131r. Sonu\u00e7 olarak i\u015f g\u00fcc\u00fc i\u00e7inde tamamen akreditasyonu olmayan \u00e7ok say\u0131da deneyimli esnaf bulunmaktad\u0131r. Nitelikli \u00e7al\u0131\u015fanlara gereksinim duyulan g\u00fcn\u00fcm\u00fczde, bu durum hem \u00e7al\u0131\u015fanlar\u0131n kariyer geli\u015fimini engellemekte hem de ekonomik kalk\u0131nmay\u0131 yava\u015flatmaktad\u0131r;<\/span><\/span><\/p>\n<\/li>\n

                    • \n

                      i\u015f d\u00fcnyas\u0131nda h\u0131zl\u0131 bir de\u011fi\u015fim ge\u00e7iren ticaret veya mesleklerde \u00e7\u0131rakl\u0131k modeli, geleneksel de\u011ferlerin ve normlar\u0131n yayg\u0131nl\u0131\u011f\u0131, g\u00fcn\u00fcm\u00fczde i\u015f\u00e7ilerin i\u00e7inde bulundu\u011fu ko\u015fullardan haberdar olmayan ‘usta’ taraf\u0131ndan ge\u00e7ti\u011fi i\u00e7in \u00e7al\u0131\u015fma y\u00f6ntemlerinde uyumu yava\u015flatabilir veya de\u011fi\u015ftirebilir. \u00c7\u0131rakl\u0131k modelinin bu k\u0131s\u0131t\u0131, \u00f6\u011fretime ili\u015fkin geleneksel de\u011fer ve normlar\u0131n yeni teknolojiler veya y\u00fcksek\u00f6\u011fretimin kitleselle\u015fmesi gibi d\u0131\u015f g\u00fc\u00e7lerle \u00e7at\u0131\u015fma i\u00e7inde oldu\u011fu y\u00fcksek\u00f6\u011fretim sekt\u00f6r\u00fc i\u00e7erisinde net olarak g\u00f6r\u00fclebilir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n

                      Bununla birlikte do\u011fru ve sistematik olarak uyguland\u0131\u011f\u0131 takdirde, \u00e7\u0131rakl\u0131k modeli karma\u015f\u0131k, ger\u00e7ek d\u00fcnya ko\u015fullar\u0131n\u0131n ge\u00e7erli oldu\u011fu durumlarda olduk\u00e7a faydal\u0131 bir \u00f6\u011fretim modelidir.<\/span><\/span><\/p>\n

                      Kaynak\u00e7a<\/span><\/h3>\n

                      Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). <\/span>Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain.<\/i><\/span> New York: David McKay Co Inc.<\/span><\/span><\/span><\/p>\n

                      Pratt, D. and Johnson, J. (1998) \u2018The Apprenticeship Perspective: Modelling Ways of Being\u2019 in Pratt, D. (ed.) <\/span>Five Perspectives on Teaching in Adult and Higher Education<\/i><\/span><\/em> Malabar FL: Krieger Publishing Company<\/span><\/span><\/span><\/p>\n

                      Sch\u00f6n, D. (1983) <\/span>The Reflective Practitioner: How Professionals Think in Action<\/i><\/span><\/em> New York: Basic Books<\/span><\/span><\/span><\/p>\n

                      \n
                      \n

                      Etkinlik 3.6 \u00c7\u0131rakl\u0131k modelinin y\u00fcksek\u00f6\u011fretimde uygulanmas\u0131<\/span><\/p>\n<\/header>\n

                      \n

                      1. \u00dcniversitelerde e\u011fitmenlik yapmay\u0131, \u00f6\u011frenmenin \u00e7\u0131rakl\u0131k modeline dayal\u0131 oldu\u011fu fikrini kabul ediyor musunuz? Sizce hangi y\u00f6nlerden \u00e7\u0131rakl\u0131k modeliyle benze\u015fiyor, hangi y\u00f6nlerden farkl\u0131la\u015f\u0131yor? Sizce bu model nas\u0131l daha iyile\u015ftirilebilir?<\/span><\/span><\/p>\n

                      2. \u00c7\u0131rakl\u0131k modelinin \u00e7al\u0131\u015fmas\u0131 i\u00e7in gereken temel \u00f6zellikler nelerdir?<\/span><\/span><\/p>\n

                      Senaryodaki yorumlar\u0131m i\u00e7in a\u015fa\u011f\u0131daki podcaste t\u0131klay\u0131n<\/span><\/span><\/p>\n

                      Ses \u00f6gesi, kitab\u0131n bu s\u00fcr\u00fcm\u00fcnden \u00e7\u0131kar\u0131ld\u0131. \u00c7evrim i\u00e7i olarak dinlemek i\u00e7in: <\/span>>https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/?p=96<\/i><\/u><\/span><\/span>25<\/span><\/span><\/p>\n<\/div>\n<\/div>\n","protected":false},"author":1,"menu_order":7,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-92","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":72,"_links":{"self":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/92","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":0,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/92\/revisions"}],"part":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/parts\/72"}],"metadata":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/92\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/media?parent=92"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapter-type?post=92"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/contributor?post=92"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/license?post=92"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}