Examining the Learning Outcomes of the Teaching Principles and Methods Course in the Context of Student-Centered Learning

Abstract

The aim of this research is to examine how student-centered learning is reflected in the learning outcomes of the Teaching Principles and Methods courses in the primary education mathematics curriculum. The research was designed in the context of document scanning model. The web pages of 88 elementary mathematics teaching programs information package created in the context of the Bologna process were scanned. Frequency were used in the analysis of the data. Accordingly, there are no learning outcomes of the Teaching Principles and Methods course in approximately one quarter of the programs. The absence of learning outcomes in accredited programs is very rare compared to non-accredited programs. In the cognitive domain, the outcomes are at the level of knowledge and comprehension. In the affective domain, the outcomes are at the level of receiving and reacting. Accordingly, more attention can be given to learning outcomes at the levels of application and above for the course. Learning outcomes are not the only indicator of student-centered learning, but all elements of the course information package can be addressed with a more holistic perspective.

Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation

“…Based on the accreditation status and the type of universities, it is possible to convey that approximately three-quarters of those in non-accredited programs or at public universities, and almost all of those in accredited programs or at private universities are compatible. While the study of Uysal & Özkan Elgün (2022) suggests that more learning outcomes should be included at the levels of practice and above for the Teaching Principles & Methods course, "Teaching Principles and Methods" and "Instructional Technologies" courses require different activities due to their objectives and learning outcomes. On the other hand, there are course information packages deemed incompatible due to the fact that they only include midterm and final exams.…”