Connecting Theory and Practice in Pre-Service Early Childhood Teacher Education Programs

Year 2016, , 243 - 264, 01.09.2016

Gülsen Ünver

https://doi.org/10.14812/cuefd.283345

Cited By: 2

Abstract

In this study, we aimed to improve the levels of
teacher candidates’ sense of teaching efficacy and their attitudes toward
teaching. We used non-equivalent control group design with 17 teacher
candidates in control group and 23 teacher candidates in experimental group.
Different from the control group, we adopted the theory-practice connection as
a principle in the experimental group; and we integrated the two methods
courses and field experiences. The results of the analysis of covariance
revealed that theory-practice connection had a statistically significant effect
on the attitude toward teaching but not on the sense of teaching efficacy.
Among the strengths of the treatment are structured observations; and being
low-cost. Consequently, we recommend that teacher educators should compensate
for the limitations of the present study and carry out similar studies.

Keywords

Pre-service teacher education, Connecting theory and practice, Sense of teaching efficacy, Attitude toward teaching

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