Abstract
SINIF ÖĞRETMENLERİNİN PLAN YAPMADA VE ÖĞRETİMİ TASARLAMADA KULLANDIKLARI YAKLAŞIMLAR
This study examined classroom teachers’ experiences regarding lesson planning and instructional design processes, the approaches they adopted in these processes, and the reflections of these approaches on classroom practices. Conducted within the scope of qualitative research, the study collected data through interviews with classroom teachers and analyzed the data using content analysis. The findings revealed that teachers used traditional and constructivist approaches together in their planning processes. It was determined that teachers mostly based their planning on the curriculum; however, they also tried to incorporate student-centered methods and techniques into their lessons. In addition, contemporary instructional design models such as UbD and PYP were found to be used at a limited level and mostly in a superficial manner. The difficulties most frequently encountered by teachers in the planning process were identified as lack of time, the intensity of the curriculum, difficulty in preparing plans suitable for individual differences, and challenges in effectively structuring assessment and evaluation processes. As a result, the study revealed that classroom teachers benefited from different approaches in the instructional design process; however, they encountered various limitations in reflecting these approaches in classroom practices.
Keywords
Classroom teachers, lesson planning, instructional design, instructional approaches.
