THE REFLECTION OF CONSTRUCTIVIST APPROACH TO FACULTY OF EDUCATION PROGRAMS
In this study it was aimed to investigated the reflection of contructivist approach to faculty of education programs. Survey model was employed for the purpose of designating the existent condition in the study. In the study, opinions of teacher candidates concerning teacher education program was me...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/746e5900c62c45e093250df263fb632e |
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| Sumario: | In this study it was aimed to investigated the reflection of contructivist approach to faculty of education programs. Survey model was employed for the purpose of designating the existent condition in the study. In the study, opinions of teacher candidates concerning teacher education program was measured via “Constructivist Learning Approach in Faculties of Education Survey”, which consists of 66 items and constituted by researchers. In the first section of the survey, questions, in which demographic informations such as gender, age and the type of high school graduated from were questioned, took part. In the second section of the survey, the reflection of constructivist learning approach to education program was handled in terms of the four components of education program. Teacher candidates were asked to give their opinion concerning those statements in the context of domain knowledge and professional knowledge courses. Measurement instrument was implemented to 616 senior year students attending to Faculty of Education Elementary School Department in thirteen different university in Turkey. Results of study put forward that cognitive qualities were usually gained in professional knowledge courses and occasionally in domain knowledge courses and the abilities of social interaction and conducting research were developed, according to responses given by teacher candidates. According to opinions of teacher candidates, teacher educators generally employ lecture method in domain and professional knowledge courses, and cooperative group studies are performed on occasion in class. Teacher candidates specified that their pre-knowledge is examined on occasion in domain knowledge and professional knowledge courses at the beginning of lecture and teaching methods underpinning the development of thinking abilities are used. Participants pointed out that their development in learning process is occasionally ascertained and their performance is assessed. |
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