Fen Bilgisi Öğretmenlerinin Okul Deneyimi ve Öğretmenlik Uygulaması Derslerine Yönelik Değerlendirmeleri

Saka, Mehpare

doi:10.17051/ilkonline.2019.527173

Cited by 23 publications

(30 citation statements)

References 28 publications

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“…It is thought that this case originates from inadequate number of applied courses in the education faculty. The literature also suggests that more applied courses are needed in education faculties (Çelik & Bayrakçeken, 2014;Hacıömeroğlu & Taşkın, 2010;Saka, 2019). The preservice teachers mostly included IJCER (International Journal of Contemporary Educational Research) mathematical formulas while teaching their subjects.…”

Section: Results Regarding Pre-service Teachers' Practice In the Catementioning

confidence: 99%

Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

Aksoy

2022

Int. J. of Cont. Edu. Res.

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This study aims to put forth how and to what degree pre-service science teachers can practice 2018 Secondary School Science Curriculum (SSSC). The study employs an illustrative case study design. Identified through purposive sampling, the participants of the study consist of 28 senior pre-service teachers studying at science teaching program at an education faculty. Document analysis, semi-structured observation form and researcher's journal were used as data collection tools. The data were analyzed through descriptive analysis. The findings of the study reveal that there are some mismatches between the contents of 2018 SSSC and prospective teachers' practices. It was found out that prospective teachers have deficiencies in the areas of using materials that fit with subjects, using evaluation methods in line with learning outcomes, making use of instructional technologies, knowledge of instructional approaches, methods and techniques, and stating lesson plan clearly. On the other hand, the pre-service teachers have positive behaviours regarding relating the subject with previous and subsequent lessons, securing the learning environment, relating the subject with other subjects in the field and knowledge of basic concepts of the subject.

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Section: Results Regarding Pre-service Teachers' Practice In the Catementioning

confidence: 99%

Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

Aksoy

2022

Int. J. of Cont. Edu. Res.

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“…A study result mentions that collaborative teachers' criterion should be welldefined and the mentoring education should provide more practical application rather than theoretical knowledge. The education process is also followed (Saka, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The pre-service teachers want to watch their academic supervisor while they are conducting the activity. However, as Saka (2019) indicates that the academic supervisors do not have enough classroom experience, if they gain more experience in classroom applications, they can be more beneficial to pre-service teachers in teaching experience. Additionally, the pre-service teachers believe that, academic supervisors might conduct more meeting with the collaborative teachers.…”

Section: Guidance Of Academic Supervisormentioning

confidence: 99%

Investigating the Mentoring of Collaborative Teachers and Academic Supervisors in Pre-Service Early Childhood Education Teachers’ Teaching Experience

Akyar

2020

Kastamonu Eğitim Dergisi

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The current study aims to investigate the effectiveness of the collaborative teacher and academic supervisor's mentoring in practicum classes in early childhood education. The study is designed as qualitative research, and an unstructured interview form is used. Twelve pre-service teachers from early childhood education department who participated in the school experience or practice teaching course are samples of the study. The results show that the guiding process is not efficient, especially for classroom management strategy. Additionally, inappropriate feedback of collaborative teachers and academic supervisors do not help to develop pre-service in the profession. In addition, incompatibility between collaborative teachers' and academic supervisors' request is a problem for pre-service teachers in the practicum process. The study recommends that collaborative teachers and academic supervisors could participate in a mentoring training program, and the collaborative teachers and academic supervisors could have a meeting before the teaching experience course.

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“…Buna paralel olarak öğretmenlik uygulaması dersinin uygulama ve pratik yapma olanağı sağlaması, öğretmenlik mesleği ile ilgili deneyim kazandırması, çocukları daha iyi tanıma fırsatı vermesi, çocuklar ile iletişim kurabilme becerisi kazandırması ve gibi birçok olumlu etkilerinin olduğu tespit edilmiştir (Avcı ve İbret, 2016). Bunun aksine öğretmenlik uygulaması dersinin etkililiğine yönelik yapılan çalışmaların çoğunlukla dersin uygulanmasında karşılaşılan sıkıntılara ve zorluklara ilişkin olduğu belirlenmiştir (Demir ve Çamlı, 2011;Dinçer ve Kapısız, 2013;Görgen, Çokçalışkan ve Korkut, 2012;Kana, 2014;Saka, 2019).…”

Section: Tartışma Ve Sonuçunclassified

Pre-service Teachers' Journey of “Teaching” through Micro-Teaching: A Mixed Design Research

Arslan

2021

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Fen Bilgisi Öğretmenlerinin Okul Deneyimi ve Öğretmenlik Uygulaması Derslerine Yönelik Değerlendirmeleri

Cited by 23 publications

References 28 publications

Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

Investigating the Mentoring of Collaborative Teachers and Academic Supervisors in Pre-Service Early Childhood Education Teachers’ Teaching Experience

Pre-service Teachers' Journey of “Teaching” through Micro-Teaching: A Mixed Design Research

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