AN ASSESSMENT OF TEACHING-LEARNING CONCEPTIONS OF PROSPECTIVE TEACHERS ENROLLED AT PEDAGOGICAL FORMATION COURSE IN TERMS OF SEVERAL VARIABLES

Teachers’ conceptions towards teaching-learning affect the quality of learning in a classroom setting. Teaching and learning conception of a teacher determines planning learning-teaching process, selecting teaching strategy, method and technique, determining measurement and evaluation approach, comm...

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Autores principales:	Mehmet Nuri GÖMLEKSİZ, Ayşe Ülkü KAN, Aysel MURAT
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	teaching approach learning approach constructivist conception prospective teacher Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/998bfffcc50f411e87ef9a1f38af5bac
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spelling	oai:doaj.org-article:998bfffcc50f411e87ef9a1f38af5bac2021-11-24T09:20:48ZAN ASSESSMENT OF TEACHING-LEARNING CONCEPTIONS OF PROSPECTIVE TEACHERS ENROLLED AT PEDAGOGICAL FORMATION COURSE IN TERMS OF SEVERAL VARIABLES2148-416310.9761/JASSS4867https://doaj.org/article/998bfffcc50f411e87ef9a1f38af5bac2019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=477560154_4-Prof.%20Dr.%20Mehmet%20Nuri%20G%C3%96MLEKS%C4%B0Z.pdf&key=28148https://doaj.org/toc/2148-4163Teachers’ conceptions towards teaching-learning affect the quality of learning in a classroom setting. Teaching and learning conception of a teacher determines planning learning-teaching process, selecting teaching strategy, method and technique, determining measurement and evaluation approach, communication in the classroom and classroom management effectively. Teachers, in general, may have two different teaching and learning conception called traditional and constructive. With this study, we investigated teaching-learning conceptions of prospective teachers enrolled at pedagogical formation course based on gender, educational status and department they graduated. Survey method was and 864 prospective teachers enrolled at pedagogical formation course were included in this study. Data were collected by using Teaching and Learning Conceptions Questionnaire developed by Chan and Elliot (2004) and adapted into Turkish by Aypay (2011). It is a five-point Likert-type scale. The scale items were ranged from strongly agree through strongly disagree. The scale included two sub-scales named traditional and constructive conception. Cronbach Alpha reliability coefficient of the scale as a whole was measured to be .71 and was measured to be .88 and .83 for the subscales respectively. Data were analyzed by using SPSS program. Independent groups t test, One way ANOVA, Levene test, Mann Whitney U, and Kruskal Wallis H tests were used to analyze the data. Study results revealed that prospective teachers’ views differed significantly in terms of several variables.Mehmet Nuri GÖMLEKSİZAyşe Ülkü KANAysel MURATFırat Universityarticleteaching approachlearning approachconstructivist conceptionprospective teacherSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 9, Iss 53, Pp 37-49 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	teaching approach learning approach constructivist conception prospective teacher Social Sciences H Social sciences (General) H1-99
spellingShingle	teaching approach learning approach constructivist conception prospective teacher Social Sciences H Social sciences (General) H1-99 Mehmet Nuri GÖMLEKSİZ Ayşe Ülkü KAN Aysel MURAT AN ASSESSMENT OF TEACHING-LEARNING CONCEPTIONS OF PROSPECTIVE TEACHERS ENROLLED AT PEDAGOGICAL FORMATION COURSE IN TERMS OF SEVERAL VARIABLES
description	Teachers’ conceptions towards teaching-learning affect the quality of learning in a classroom setting. Teaching and learning conception of a teacher determines planning learning-teaching process, selecting teaching strategy, method and technique, determining measurement and evaluation approach, communication in the classroom and classroom management effectively. Teachers, in general, may have two different teaching and learning conception called traditional and constructive. With this study, we investigated teaching-learning conceptions of prospective teachers enrolled at pedagogical formation course based on gender, educational status and department they graduated. Survey method was and 864 prospective teachers enrolled at pedagogical formation course were included in this study. Data were collected by using Teaching and Learning Conceptions Questionnaire developed by Chan and Elliot (2004) and adapted into Turkish by Aypay (2011). It is a five-point Likert-type scale. The scale items were ranged from strongly agree through strongly disagree. The scale included two sub-scales named traditional and constructive conception. Cronbach Alpha reliability coefficient of the scale as a whole was measured to be .71 and was measured to be .88 and .83 for the subscales respectively. Data were analyzed by using SPSS program. Independent groups t test, One way ANOVA, Levene test, Mann Whitney U, and Kruskal Wallis H tests were used to analyze the data. Study results revealed that prospective teachers’ views differed significantly in terms of several variables.
format	article
author	Mehmet Nuri GÖMLEKSİZ Ayşe Ülkü KAN Aysel MURAT
author_facet	Mehmet Nuri GÖMLEKSİZ Ayşe Ülkü KAN Aysel MURAT
author_sort	Mehmet Nuri GÖMLEKSİZ
title	AN ASSESSMENT OF TEACHING-LEARNING CONCEPTIONS OF PROSPECTIVE TEACHERS ENROLLED AT PEDAGOGICAL FORMATION COURSE IN TERMS OF SEVERAL VARIABLES
title_short	AN ASSESSMENT OF TEACHING-LEARNING CONCEPTIONS OF PROSPECTIVE TEACHERS ENROLLED AT PEDAGOGICAL FORMATION COURSE IN TERMS OF SEVERAL VARIABLES
title_full	AN ASSESSMENT OF TEACHING-LEARNING CONCEPTIONS OF PROSPECTIVE TEACHERS ENROLLED AT PEDAGOGICAL FORMATION COURSE IN TERMS OF SEVERAL VARIABLES
title_fullStr	AN ASSESSMENT OF TEACHING-LEARNING CONCEPTIONS OF PROSPECTIVE TEACHERS ENROLLED AT PEDAGOGICAL FORMATION COURSE IN TERMS OF SEVERAL VARIABLES
title_full_unstemmed	AN ASSESSMENT OF TEACHING-LEARNING CONCEPTIONS OF PROSPECTIVE TEACHERS ENROLLED AT PEDAGOGICAL FORMATION COURSE IN TERMS OF SEVERAL VARIABLES
title_sort	assessment of teaching-learning conceptions of prospective teachers enrolled at pedagogical formation course in terms of several variables
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/998bfffcc50f411e87ef9a1f38af5bac
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AN ASSESSMENT OF TEACHING-LEARNING CONCEPTIONS OF PROSPECTIVE TEACHERS ENROLLED AT PEDAGOGICAL FORMATION COURSE IN TERMS OF SEVERAL VARIABLES

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