The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course

Abstract

This study aimed to predict the final test scores of teacher candidates through the lesson plan grades, the number of reflections on the discussion board, and the scores obtained from the perception of proficiency in planning the instruction scale in the blended Curriculum Development in Education course and consequently. This study was designed according to a relational survey research design and included 147 teacher candidates. In the study, data were collected through lesson plans, the number of reflections on the discussion board, final test scores, and the perception of proficiency in planning the instruction scale and analyzed using the Multiple Linear Regression analyzes. This study found positive and significant correlations among the final grades of teacher candidates, their lesson plan grades, the number of their reflections on the discussion board, and the perceived proficiency of teacher candidates in the planning the instruction scale. However, only the grades of the teacher candidates obtained from lesson plans significantly predicted the achievement of teacher candidates. It might be inferred that as teacher candidates participated in online discussions, they learned the subjects deeply, prepared better plans, and obtained higher grades in terms of both preparing lesson plans and final test.

Keywords

• Blended Learning
• Curriculum Development in Education Course
• Online Discussion
• Teacher Competencies

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