Perceptions of education faculty students on teaching methods and materials

Abstract

Individual differences have an influence on a wide range of education fields. These differences can range from organizing teaching environments to the techniques and strategies that the teacher uses. This study focused on individual differences of pre-service teachers and aimed to investigate the perceptions of Education Faculty students on teaching methods and education materials. A descriptive method was utilized for the study. The participants were 691 female and 364 male students from seven different departments of the education faculty. Personal information forms were used to collect data. Teaching method and teaching material preference questionnaires were used to determine the preferences of teaching methods and materials. According to pre-service teachers, the most effective teaching methods are case studies and discussions, and the most effective teaching materials are film demonstrations; however, models, schemas and graphics are also effective. As a result of this study, lecturing, question and answers, group work, individual work, inductive, discussion, case study, problem-solving and presentation methods show significant differences at a 0.01 level, while the points based on schemas, graphics, film demonstrations, computer software (CD-VCD), PowerPoint presentations and over-head projector show significant differences at a 0.01 level. Conversely, books and written materials show significant differences at a 0.05 level.

Modelos educativos empleados por el profesorado universitario de la Facultad de Educación: centrados en el estudiante vs. centrados en el docente

“…En cuanto a la utilización o preferencia por parte del profesorado por un método de enseñanza u otro, se encontraron diferencias por sexo (Esmer et al, 2016;Hamurcu & Canbulat, 2019), país en el cual se imparte docencia (Carbonero et al, 2017), o departamento (Esmer et al, 2016). Sin embargo, otros estudios señalan que no hubo diferencias en cuanto a la aplicación de un método de enseñanza según el sexo (Akdemir & Özçelik, 2019;Omar et al, 2020), tipo de institución (Akdemir & Özçelik, 2019), experiencia laboral (Akdemir & Özçelik, 2019) o incluso la tendencia a los modelos constructivistas y su percepción sobre ellos (Osmanoglu & Oguzhan Dincer, 2018).…”

“…En este estudio no se encontraron diferencias significativas basadas en el sexo del profesorado, al igual que en otros estudios (Akdemir & Özçelik, 2019;Omar et al, 2020). Contradiciendo otros estudios que sí encontraron diferencias significativas basadas en el sexo de los encuestados (Esmer et al, 2016;Hamurcu & Canbulat, 2019). En cuanto a las diferencias significativas dependientes de los años de experiencia laboral, este estudio no encontró diferencias, al igual que el estudio de Akdemir y Özçelik (2019).…”