STUDY APPROACHES OF TEACHER CANDIDATES: A MIXED METHOD STUDY
Learning approaches represent the variations in goals to achieve learning and activities chosen. The purpose of this research is to investigate study approaches of teacher candidates in terms of various variables and present their suggestions for effective study methods. Survey method was used for t...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/e2dd9d4198114789892b66a05e4102fb |
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| Sumario: | Learning approaches represent the variations in goals to achieve learning and activities chosen. The purpose of this research is to investigate study approaches of teacher candidates in terms of various variables and present their suggestions for effective study methods. Survey method was used for this descriptive study. Data was collected using Demographical Survey Form, Study Process Questionnaire (SPQ), and Open Ended Question Form from 803 pre-service teachers. The statistical analysis revealed that 432 (53.8%) of the teacher candidates in the study group are deep learners and 341 (42.5%) of them are surface learners. Findings revealed statistically significant difference in gender, age, maternal education level, paternal education level, type of high school graduated, major, and study duration. Suggestions of the teacher candidates lead to codes such as regular study, repetition, and note taking. |
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