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

Year 2022, Volume 12, Issue 1, 1 - 13, 30.06.2022
https://doi.org/10.17984/adyuebd.800543

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.

References

  • Asiroglu, S. ve Koc-Akran, S. (2018). Öğretmen adaylarının ders planlarının ve öğretim uygulamalarının incelenmesi. [Examining of Preservice Teachers' Performance Preparing Lesson Plan] E-Kafkas Eğitim Araştırmaları Dergisi, 5(3), 1-13. https://doi.org/10.30900/kafkasegt.442694
  • Atik-Kara, D. & Saglam, M. (2014). Öğretmenlik meslek bilgisi derslerinin öğrenme öğretme sürecine yönelik yeterliklerinin kazandirilmasi yönünden değerlendirilmesi [Evaluation of Professional Teaching Knowledge Courses in Terms of Competencies Regarding the Learning and Teaching Process]. Eğitimde Nitel Araştırmalar Dergisi, 2(3), 28-86. https://doi.org/10.14689/issn.2148-2624.1.2c3s2m
  • Alzahrani, M. G. (2017). The effect of using online discussion forums on students’ learning. The Turkish Online Journal of Educational Technology, 16(1), 163-176.
  • Branon, R. F., & Essex, C. (2001). Synchronous and asynchronous communication tools in distance education. TechTrends, 45(1), 36–36. https://doi.org/10.1007/BF02763377
  • Bransford, J., Darling-Hammond, L. & LePage, P. (2005). Introduction. In Darling-Hammond, L. and Bransford, J. (Eds.), (p. 1-39). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass
  • Brooks, C. D. & Jeong, A. (2006). Effects of pre‐structuring discussion threads on group interaction and group performance in computer‐supported collaborative argumentation. Distance Education, 27(3), 371-390. https://doi.org/10.1080/01587910600940448
  • Caena, F. (2011). Literature review. Teachers’ core competencies: Requirements and developments. European commission. Retrieved from https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teacher-competences_en.pdf
  • Chang, C-C. (2008). A case study on the relationships between participation in online discussion and achievement of project work. Journal of Educational Multimedia and Hypermedia, 17(4), 477-509.
  • Cheung, W. S. & Hew, K. F. (2011). Design and evaluation of two blended learning approaches: Lessons learned. In Hong, K. S. & Lai, K. W. (Eds), ICT for accessible, effective and efficient higher education: Experiences of Southeast Asia. Australasian Journal of Educational Technology, 27(Special issue, 8), 1319-1337. https://doi.org/10.14742/ajet.896
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th Ed.). Routledge.
  • Cook, S. & Germann, C. (2010). The tell-tale data: Virtual whispering and final student grades. Retrieved from: https://files.eric.ed.gov/fulltext/ED508149.pdf
  • Council of Chief State School Officers. (2013). Interstate teacher assessment and support consortium. InTASC model core teaching standards and learning progressions for teachers 1.0: A Resource for ongoing teacher development. Washington DC.
  • Davies, D., & Rogers, M. (2000). Pre-service primary teachers’ planning for science and technology activities: Influences and constraints. Research in Science & Technological Education, 18(2), 215–225. https://doi.org/10.1080/713694980
  • Davran, A. M. (2020). Eğitim fakültesi öğrencilerinin öğretmenlik uygulamasında ders planı hazırlama ve uygulama durumları [The situations of faculty of education students in lesson planning and practice within the teaching practicum course]. [Unpublished master’s thesis]. Ankara University.
  • Demirel, Ö. (2017). Öğretim ilke ve yöntemleri, öğretme sanatı [Principles and methods of instruction, the art of teaching]. Pegem.
  • Dorgu, T. E. (2015). Different teaching methods: A panacea for effective curriculum implementation in the classroom. International Journal of Secondary Education, 3(6-1), 77-87. https://doi.org/10.11648/j.ijsedu.s.2015030601.13
  • Ebrahimi, A., Faghih, E., & Marandi, S. S. (2016). Factors affecting pre-service teachers’ participation in asynchronous discussion: The case of Iran. Australasian Journal of Educational Technology, 32(2), 115-129. https://doi.org/10.14742/ajet.2712
  • Erden, M. (2017). Eğitim bilimlerine giriş [Introduction to educational sciences]. (11. Baskı). Arkadaş.
  • European Commision. (2013). Education and training. Supporting teacher competence Development for better learning outcomes. Retrieved from https://ec.europa.eu/education/policies/school/teaching-professions_en
  • Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1070-1082. https://doi.org/10.1016/j.system.2013.10.014
  • Field, A. P. (2009). Discovering statistics using spss. (3th Ed.). SAGE Publications.
  • Fleming, D. L. (2008). Using best practices in online discussion and assessment to enhance collaborative learning. College Teaching Methods & Styles Journal, 4(10), 21-39. https://doi.org/10.19030/ctms.v4i10.5573
  • Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). New York: McGraw Hill.
  • Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Allyn-Bacon.
  • Gülbahar, B. (2016). Öğretimi planlama yeterlik algısı ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [Developing the scale for perception of proficiency in ınstruction planning: validity and reliability study]. Ahi Evran Univercity, Kırşehir Faculty of Education Journal (JKEF), 17(3), 699-715.
  • Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realizing the potential of schoolbased teacher education. Maidenhead: Open University Press.
  • Hew, K. F., & Cheung, W. S. (2003). Evaluating the participation and quality of thinking of pre-service teachers in an asynchronous online discussion environment: Part 1. International Journal of Instructional Media, 30(3), 247-262.
  • Hrastinski, S. (2007). The potential of synchronous communication to enhance participation in online discussions. ICIS 2007 Proceedings. Retrieved from http://aisel.aisnet.org/icis2007/80
  • Jonker, H., März, V., & Voogt, J. (2020). Curriculum flexibility in a blended curriculum. Australasian Journal of Educational Technology, 36(1), 68-84. https://doi.org/10.14742/ajet.4926
  • Kablan, Z. (2012). Öğretmen adaylarının ders planı hazırlama ve uygulama becerilerine bilişsel öğrenme ve somut yaşantı düzeylerinin etkisi [The effects of level of cognitive learning and concrete experience on teacher candidates’ lesson planning and application skills]. Eğitim ve Bilim, (37)163, 239-253.
  • Karagoz, M., Ak-Başoğul, D. & Yücelşen, N. (2017). Türkçe Öğretmeni adaylarinin ders plani hazirlamadaki yeterlikleri (Hasan Ali Yücel Eğitim Fakültesi örneği) [The proficiency of pre-service teachers of Turkish in preparing lesson plan (Hasan Ali Yucel Faculty of Education sample). International Journal of Language Academy, 5(7), 67-80. https://doi.org/10.18033/ijla.3777
  • Li, W., & Zou, W. (2017). A study of EFL teacher expertise in lesson planning. Teaching and Teacher Education, 66, 231–241. https://doi.org/10.1016/j.tate.2017.04.009
  • McDiarmid, G. W., & Clevenger-Bright M. (2008). Rethinking Teacher Capacity. In CochranSmith, M., Feiman-Nemser, S. & Mc Intyre, D. (Eds.), Handbook of Research on Teacher Education. Enduring questions in changing contexts (pp. 134-156). New York, Abingdon: Routledge/Taylor & Francis.
  • Millî Eğitim Bakanlığı [Ministry of National Education]. (2017). Öğretmenlik mesleği genel yeterlikleri. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. Retrieved from http://oygm.meb.gov.tr/www/ogretmenlikmeslegi-genel-yeterlikleri/icerik/486
  • Millî Eğitim Bakanlığı [Ministry of National Education]. (2005). Eğitim ve Öğretim Çalışmalarının Plânlı Yürütülmesine İlişkin Yönergede Değişiklik Yapılmasına Dair Yönerge (603). Tebliğler Dergisi, C:68, S:2575.Retrieved from http://tebligler.meb.gov.tr/index.php/tuem-sayilar/viewcategory/69-2005
  • Oguz, A. (2009). İngilizce öğretmenliği öğretmen adaylarının ders planı hazırlamaya ilişkin görüşleri [Prospective English teachers’ views about preparing lesson plan]. Mustafa Kemal University Journal of Social Sciences Institute, 6(11), 456-477.
  • Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2010). Teaching strategies: A guide to effective instruction. (9th Ed.). Boston, MA: Wadsworth Publishing.
  • Pelton, R. P. (2007). From performing to performance: Can the repositioning of teacher candidates create a measurable impact on children's achievement while developing positive teaching dispositions? In T. Townsend & R. Bates (Eds.), Handbook of teacher education (pp. 219-228). Dordrecht: Springer.
  • Ryan, R. S. (2013). The effect of online discussion forums on student learning and student perception of learning in a science course at the community college level. (Unpublished Dissertation). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/dissertations/207/
  • Seethamraju, R. (2014). Effectiveness of using online discussion forum for case study analysis. Education Research International, 1–10. Retrieved from http://dx.doi.org/10.1155/2014/589860
  • Senemoğlu, N. (2015). Gelişim, Öğrenme ve Öğretim [Development, Learning and Teaching]. (24. Baskı). Ankara: Yargı Yayınevi.
  • Sing, C. C., & Khine, M. S. (2006). An analysis of interaction and participation patterns in online community. Educational Technology & Society, 9 (1), 250-261.
  • Song, L. & McNary, S. W. (2011). Understanding Students’ Online Interaction: Analysis of Discussion Board Postings. Journal of Interactive Online Learning, 10(1), 1-14.
  • Sprinthall, N. A. & Sprinthall, R. C. (1990). Educational psychology: A developmental approach. New York: Mc Graw-Hill, Inc. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (6th Ed.). Boston: Pearson Education Inc.
  • Talbert, R. (2014). Inverting the linear algebra classroom. Primus, 24(5), 361-374. https://doi.org/10.1080/10511970.2014.883457
  • Toman, U. & Basaran, E. (2019). Öğretmen adaylarının öğretim becerileri üzerine bir inceleme [Analysıs of teachıng skills of pre-service teacher]. Uluslararası Sosyal Araştırmalar Dergisi, 12(65), 881-891. https://doi.org/10.17719/jisr.2019.3501
  • Tsui, A. B. M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching, 15(4), 421–439. https://doi.org/10.1080/13540600903057179
  • Unver, G. (2002). Okulöncesi eğitimi öğretmen adaylarının ders planı modelleri [Pre-school teacher trainess’ lesson plan models]. Education and Science. 27(126), 62-69.
  • Wei, H. C., Peng, H., & Chou, C. (2015). Can more interactivity improve learning achievement in an online course? Effects of college students’ perception and actual use of a course-management system on their learning achievement. Computers & Education, 83, 10-21. https://doi.org/10.1016/j.compedu.2014.12.013
  • Yurtseven, N. (2019, October 9-12). The investigation of teacher candidates’ proficiency in planning the instruction: Factors affecting the process. 7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara
  • Zheng, B., & Warschauer, M. (2015). Participation, interaction, and academic achievement in an online discussion environment. Computers & Education, 84, 78–89. https://doi.org/10.1016/j.compedu.2015.01.008

Year 2022, Volume 12, Issue 1, 1 - 13, 30.06.2022
https://doi.org/10.17984/adyuebd.800543

Abstract

References

  • Asiroglu, S. ve Koc-Akran, S. (2018). Öğretmen adaylarının ders planlarının ve öğretim uygulamalarının incelenmesi. [Examining of Preservice Teachers' Performance Preparing Lesson Plan] E-Kafkas Eğitim Araştırmaları Dergisi, 5(3), 1-13. https://doi.org/10.30900/kafkasegt.442694
  • Atik-Kara, D. & Saglam, M. (2014). Öğretmenlik meslek bilgisi derslerinin öğrenme öğretme sürecine yönelik yeterliklerinin kazandirilmasi yönünden değerlendirilmesi [Evaluation of Professional Teaching Knowledge Courses in Terms of Competencies Regarding the Learning and Teaching Process]. Eğitimde Nitel Araştırmalar Dergisi, 2(3), 28-86. https://doi.org/10.14689/issn.2148-2624.1.2c3s2m
  • Alzahrani, M. G. (2017). The effect of using online discussion forums on students’ learning. The Turkish Online Journal of Educational Technology, 16(1), 163-176.
  • Branon, R. F., & Essex, C. (2001). Synchronous and asynchronous communication tools in distance education. TechTrends, 45(1), 36–36. https://doi.org/10.1007/BF02763377
  • Bransford, J., Darling-Hammond, L. & LePage, P. (2005). Introduction. In Darling-Hammond, L. and Bransford, J. (Eds.), (p. 1-39). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass
  • Brooks, C. D. & Jeong, A. (2006). Effects of pre‐structuring discussion threads on group interaction and group performance in computer‐supported collaborative argumentation. Distance Education, 27(3), 371-390. https://doi.org/10.1080/01587910600940448
  • Caena, F. (2011). Literature review. Teachers’ core competencies: Requirements and developments. European commission. Retrieved from https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teacher-competences_en.pdf
  • Chang, C-C. (2008). A case study on the relationships between participation in online discussion and achievement of project work. Journal of Educational Multimedia and Hypermedia, 17(4), 477-509.
  • Cheung, W. S. & Hew, K. F. (2011). Design and evaluation of two blended learning approaches: Lessons learned. In Hong, K. S. & Lai, K. W. (Eds), ICT for accessible, effective and efficient higher education: Experiences of Southeast Asia. Australasian Journal of Educational Technology, 27(Special issue, 8), 1319-1337. https://doi.org/10.14742/ajet.896
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th Ed.). Routledge.
  • Cook, S. & Germann, C. (2010). The tell-tale data: Virtual whispering and final student grades. Retrieved from: https://files.eric.ed.gov/fulltext/ED508149.pdf
  • Council of Chief State School Officers. (2013). Interstate teacher assessment and support consortium. InTASC model core teaching standards and learning progressions for teachers 1.0: A Resource for ongoing teacher development. Washington DC.
  • Davies, D., & Rogers, M. (2000). Pre-service primary teachers’ planning for science and technology activities: Influences and constraints. Research in Science & Technological Education, 18(2), 215–225. https://doi.org/10.1080/713694980
  • Davran, A. M. (2020). Eğitim fakültesi öğrencilerinin öğretmenlik uygulamasında ders planı hazırlama ve uygulama durumları [The situations of faculty of education students in lesson planning and practice within the teaching practicum course]. [Unpublished master’s thesis]. Ankara University.
  • Demirel, Ö. (2017). Öğretim ilke ve yöntemleri, öğretme sanatı [Principles and methods of instruction, the art of teaching]. Pegem.
  • Dorgu, T. E. (2015). Different teaching methods: A panacea for effective curriculum implementation in the classroom. International Journal of Secondary Education, 3(6-1), 77-87. https://doi.org/10.11648/j.ijsedu.s.2015030601.13
  • Ebrahimi, A., Faghih, E., & Marandi, S. S. (2016). Factors affecting pre-service teachers’ participation in asynchronous discussion: The case of Iran. Australasian Journal of Educational Technology, 32(2), 115-129. https://doi.org/10.14742/ajet.2712
  • Erden, M. (2017). Eğitim bilimlerine giriş [Introduction to educational sciences]. (11. Baskı). Arkadaş.
  • European Commision. (2013). Education and training. Supporting teacher competence Development for better learning outcomes. Retrieved from https://ec.europa.eu/education/policies/school/teaching-professions_en
  • Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1070-1082. https://doi.org/10.1016/j.system.2013.10.014
  • Field, A. P. (2009). Discovering statistics using spss. (3th Ed.). SAGE Publications.
  • Fleming, D. L. (2008). Using best practices in online discussion and assessment to enhance collaborative learning. College Teaching Methods & Styles Journal, 4(10), 21-39. https://doi.org/10.19030/ctms.v4i10.5573
  • Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). New York: McGraw Hill.
  • Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Allyn-Bacon.
  • Gülbahar, B. (2016). Öğretimi planlama yeterlik algısı ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [Developing the scale for perception of proficiency in ınstruction planning: validity and reliability study]. Ahi Evran Univercity, Kırşehir Faculty of Education Journal (JKEF), 17(3), 699-715.
  • Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realizing the potential of schoolbased teacher education. Maidenhead: Open University Press.
  • Hew, K. F., & Cheung, W. S. (2003). Evaluating the participation and quality of thinking of pre-service teachers in an asynchronous online discussion environment: Part 1. International Journal of Instructional Media, 30(3), 247-262.
  • Hrastinski, S. (2007). The potential of synchronous communication to enhance participation in online discussions. ICIS 2007 Proceedings. Retrieved from http://aisel.aisnet.org/icis2007/80
  • Jonker, H., März, V., & Voogt, J. (2020). Curriculum flexibility in a blended curriculum. Australasian Journal of Educational Technology, 36(1), 68-84. https://doi.org/10.14742/ajet.4926
  • Kablan, Z. (2012). Öğretmen adaylarının ders planı hazırlama ve uygulama becerilerine bilişsel öğrenme ve somut yaşantı düzeylerinin etkisi [The effects of level of cognitive learning and concrete experience on teacher candidates’ lesson planning and application skills]. Eğitim ve Bilim, (37)163, 239-253.
  • Karagoz, M., Ak-Başoğul, D. & Yücelşen, N. (2017). Türkçe Öğretmeni adaylarinin ders plani hazirlamadaki yeterlikleri (Hasan Ali Yücel Eğitim Fakültesi örneği) [The proficiency of pre-service teachers of Turkish in preparing lesson plan (Hasan Ali Yucel Faculty of Education sample). International Journal of Language Academy, 5(7), 67-80. https://doi.org/10.18033/ijla.3777
  • Li, W., & Zou, W. (2017). A study of EFL teacher expertise in lesson planning. Teaching and Teacher Education, 66, 231–241. https://doi.org/10.1016/j.tate.2017.04.009
  • McDiarmid, G. W., & Clevenger-Bright M. (2008). Rethinking Teacher Capacity. In CochranSmith, M., Feiman-Nemser, S. & Mc Intyre, D. (Eds.), Handbook of Research on Teacher Education. Enduring questions in changing contexts (pp. 134-156). New York, Abingdon: Routledge/Taylor & Francis.
  • Millî Eğitim Bakanlığı [Ministry of National Education]. (2017). Öğretmenlik mesleği genel yeterlikleri. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. Retrieved from http://oygm.meb.gov.tr/www/ogretmenlikmeslegi-genel-yeterlikleri/icerik/486
  • Millî Eğitim Bakanlığı [Ministry of National Education]. (2005). Eğitim ve Öğretim Çalışmalarının Plânlı Yürütülmesine İlişkin Yönergede Değişiklik Yapılmasına Dair Yönerge (603). Tebliğler Dergisi, C:68, S:2575.Retrieved from http://tebligler.meb.gov.tr/index.php/tuem-sayilar/viewcategory/69-2005
  • Oguz, A. (2009). İngilizce öğretmenliği öğretmen adaylarının ders planı hazırlamaya ilişkin görüşleri [Prospective English teachers’ views about preparing lesson plan]. Mustafa Kemal University Journal of Social Sciences Institute, 6(11), 456-477.
  • Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2010). Teaching strategies: A guide to effective instruction. (9th Ed.). Boston, MA: Wadsworth Publishing.
  • Pelton, R. P. (2007). From performing to performance: Can the repositioning of teacher candidates create a measurable impact on children's achievement while developing positive teaching dispositions? In T. Townsend & R. Bates (Eds.), Handbook of teacher education (pp. 219-228). Dordrecht: Springer.
  • Ryan, R. S. (2013). The effect of online discussion forums on student learning and student perception of learning in a science course at the community college level. (Unpublished Dissertation). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/dissertations/207/
  • Seethamraju, R. (2014). Effectiveness of using online discussion forum for case study analysis. Education Research International, 1–10. Retrieved from http://dx.doi.org/10.1155/2014/589860
  • Senemoğlu, N. (2015). Gelişim, Öğrenme ve Öğretim [Development, Learning and Teaching]. (24. Baskı). Ankara: Yargı Yayınevi.
  • Sing, C. C., & Khine, M. S. (2006). An analysis of interaction and participation patterns in online community. Educational Technology & Society, 9 (1), 250-261.
  • Song, L. & McNary, S. W. (2011). Understanding Students’ Online Interaction: Analysis of Discussion Board Postings. Journal of Interactive Online Learning, 10(1), 1-14.
  • Sprinthall, N. A. & Sprinthall, R. C. (1990). Educational psychology: A developmental approach. New York: Mc Graw-Hill, Inc. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (6th Ed.). Boston: Pearson Education Inc.
  • Talbert, R. (2014). Inverting the linear algebra classroom. Primus, 24(5), 361-374. https://doi.org/10.1080/10511970.2014.883457
  • Toman, U. & Basaran, E. (2019). Öğretmen adaylarının öğretim becerileri üzerine bir inceleme [Analysıs of teachıng skills of pre-service teacher]. Uluslararası Sosyal Araştırmalar Dergisi, 12(65), 881-891. https://doi.org/10.17719/jisr.2019.3501
  • Tsui, A. B. M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching, 15(4), 421–439. https://doi.org/10.1080/13540600903057179
  • Unver, G. (2002). Okulöncesi eğitimi öğretmen adaylarının ders planı modelleri [Pre-school teacher trainess’ lesson plan models]. Education and Science. 27(126), 62-69.
  • Wei, H. C., Peng, H., & Chou, C. (2015). Can more interactivity improve learning achievement in an online course? Effects of college students’ perception and actual use of a course-management system on their learning achievement. Computers & Education, 83, 10-21. https://doi.org/10.1016/j.compedu.2014.12.013
  • Yurtseven, N. (2019, October 9-12). The investigation of teacher candidates’ proficiency in planning the instruction: Factors affecting the process. 7th International Congress on Curriculum and Instruction (ICCI-EPOK) October 9-12, 2019 Ankara
  • Zheng, B., & Warschauer, M. (2015). Participation, interaction, and academic achievement in an online discussion environment. Computers & Education, 84, 78–89. https://doi.org/10.1016/j.compedu.2015.01.008

Details

Primary Language English
Subjects Social
Journal Section Research Articles
Authors

Melike OZUDOGRU> (Primary Author)
MANİSA CELÂL BAYAR ÜNİVERSİTESİ
0000-0002-7478-3576
Türkiye

Supporting Institution -
Project Number -
Publication Date June 30, 2022
Published in Issue Year 2022, Volume 12, Issue 1

Cite

Bibtex @research article { adyuebd800543, journal = {Adıyaman University Journal of Educational Sciences}, eissn = {2149-2727}, address = {}, publisher = {Adıyaman University}, year = {2022}, volume = {12}, number = {1}, pages = {1 - 13}, doi = {10.17984/adyuebd.800543}, title = {The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course}, key = {cite}, author = {Ozudogru, Melike} }
APA Ozudogru, M. (2022). The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course . Adıyaman University Journal of Educational Sciences , 12 (1) , 1-13 . DOI: 10.17984/adyuebd.800543
MLA Ozudogru, M. "The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course" . Adıyaman University Journal of Educational Sciences 12 (2022 ): 1-13 <https://dergipark.org.tr/en/pub/adyuebd/issue/70990/800543>
Chicago Ozudogru, M. "The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course". Adıyaman University Journal of Educational Sciences 12 (2022 ): 1-13
RIS TY - JOUR T1 - The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course AU - MelikeOzudogru Y1 - 2022 PY - 2022 N1 - doi: 10.17984/adyuebd.800543 DO - 10.17984/adyuebd.800543 T2 - Adıyaman University Journal of Educational Sciences JF - Journal JO - JOR SP - 1 EP - 13 VL - 12 IS - 1 SN - -2149-2727 M3 - doi: 10.17984/adyuebd.800543 UR - https://doi.org/10.17984/adyuebd.800543 Y2 - 2022 ER -
EndNote %0 Adıyaman University Journal of Educational Sciences The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course %A Melike Ozudogru %T The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course %D 2022 %J Adıyaman University Journal of Educational Sciences %P -2149-2727 %V 12 %N 1 %R doi: 10.17984/adyuebd.800543 %U 10.17984/adyuebd.800543
ISNAD Ozudogru, Melike . "The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course". Adıyaman University Journal of Educational Sciences 12 / 1 (June 2022): 1-13 . https://doi.org/10.17984/adyuebd.800543
AMA Ozudogru M. The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course. AUJES. 2022; 12(1): 1-13.
Vancouver Ozudogru M. The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course. Adıyaman University Journal of Educational Sciences. 2022; 12(1): 1-13.
IEEE M. Ozudogru , "The Participation and Planning of the Instruction Competencies of Teacher Candidates in the Blended Curriculum Development in Education Course", Adıyaman University Journal of Educational Sciences, vol. 12, no. 1, pp. 1-13, Jun. 2022, doi:10.17984/adyuebd.800543
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