EXAMINING STUDENT TEACHERS’ OPINIONS RELATED TO GROUP WORKS AND PRESENTATIONS CARRIED OUT IN THEIR COURSES
This study investigates views of student teachers about their group works and presentations during their undergraduate studies. The identification of prospective student teachers is very important in terms of better education for future generations. From this point, the aim of the research is focuse...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/7232609181d74195a93c3d72e1eb4b09 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | This study investigates views of student teachers about their group works and presentations during their undergraduate studies. The identification of prospective student teachers is very important in terms of better education for future generations. From this point, the aim of the research is focused on the views of student teachers. The study was designed within the qualitative research approach and descriptive survey method was utilized. Data was collected from 171 student teachers who attend to primary and social science teacher education programs at Karadeniz Technical University in 2014-2015 academic year. A questionnaire prepared by the researchers and consisted of open ended questions was used as data collection instrument. Obtained data were analyzed by employing content analysis procedures. Findings of the study indicate that student teachers’ possess negative perceptions about group works and presentations done by themselves during their education. Despite student teachers find group works in the class beneficial in general however they express that feed-back given by lecturers/academicians after group presentations is very limited and meaningless. Factors such asexam preparations, teaching practices in schools, overcrowded classrooms at the faculty and no attention given to others’ presentations by groups except for their own work diminish the productivity and utility of group work and presentations. At the end of the study it is suggested that lecturers should explain the aims and objectives of group works to students clearly and they should provide students with constructive and satisfying feed-back right after the group work and presentations. |
|---|