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:	Işıl TANRISEVEN, Sibel CENGİZHAN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2021
Materias:	constructivism faculties of education teacher education components of curriculum Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/746e5900c62c45e093250df263fb632e
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spelling	oai:doaj.org-article:746e5900c62c45e093250df263fb632e2021-11-24T09:21:01ZTHE REFLECTION OF CONSTRUCTIVIST APPROACH TO FACULTY OF EDUCATION PROGRAMS2148-416310.9761/JASSS1754https://doaj.org/article/746e5900c62c45e093250df263fb632e2021-01-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=206422613_54Tanr%C4%B1sevenI%C5%9F%C4%B1l-vd-1019-1037.pdf&key=26928https://doaj.org/toc/2148-4163In 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.Işıl TANRISEVENSibel CENGİZHANFırat Universityarticleconstructivismfaculties of educationteacher educationcomponents of curriculumSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 6, Iss 22, Pp 1019-1037 (2021)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	constructivism faculties of education teacher education components of curriculum Social Sciences H Social sciences (General) H1-99
spellingShingle	constructivism faculties of education teacher education components of curriculum Social Sciences H Social sciences (General) H1-99 Işıl TANRISEVEN Sibel CENGİZHAN THE REFLECTION OF CONSTRUCTIVIST APPROACH TO FACULTY OF EDUCATION PROGRAMS
description	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.
format	article
author	Işıl TANRISEVEN Sibel CENGİZHAN
author_facet	Işıl TANRISEVEN Sibel CENGİZHAN
author_sort	Işıl TANRISEVEN
title	THE REFLECTION OF CONSTRUCTIVIST APPROACH TO FACULTY OF EDUCATION PROGRAMS
title_short	THE REFLECTION OF CONSTRUCTIVIST APPROACH TO FACULTY OF EDUCATION PROGRAMS
title_full	THE REFLECTION OF CONSTRUCTIVIST APPROACH TO FACULTY OF EDUCATION PROGRAMS
title_fullStr	THE REFLECTION OF CONSTRUCTIVIST APPROACH TO FACULTY OF EDUCATION PROGRAMS
title_full_unstemmed	THE REFLECTION OF CONSTRUCTIVIST APPROACH TO FACULTY OF EDUCATION PROGRAMS
title_sort	reflection of constructivist approach to faculty of education programs
publisher	Fırat University
publishDate	2021
url	https://doaj.org/article/746e5900c62c45e093250df263fb632e
work_keys_str_mv	AT isıltanriseven thereflectionofconstructivistapproachtofacultyofeducationprograms AT sibelcengizhan thereflectionofconstructivistapproachtofacultyofeducationprograms AT isıltanriseven reflectionofconstructivistapproachtofacultyofeducationprograms AT sibelcengizhan reflectionofconstructivistapproachtofacultyofeducationprograms
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THE REFLECTION OF CONSTRUCTIVIST APPROACH TO FACULTY OF EDUCATION PROGRAMS

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