Research Article
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ÖĞRETMEN ADAYLARININ SAHİP OLDUĞU ÖĞRETİM ANLAYIŞLARI ÜZERİNE BİR ANALİZ

Year 2017, Volume: 12 Issue: 4, 163 - 176, 26.10.2017

Erdoğan Tezci , Yalçın Dilekli , Soner Yıldırım Serdan Kervan Fatmir Mehmeti

Abstract

Bu araştırmada öğretmen adaylarının öğretme
anlayışlarının çeşitli değişkenlere göre farklılık gösterip göstermediğinin
belirlenmesi amaçlanmıştır. Araştırma eğitim fakültelerinin son sınıfında
öğrenim gören ve öğretmenlik uygulaması dersini almış olan öğretmen adayları
ile yürütülmüştür. Araştırmaya 1021 erkek ve 990 kadın olmak üzere toplam 2011
öğretmen adayı katılmıştır. Veriler 5’li likert yapıdaki Öğretim Anlayışı
Ölçeği ile toplanmıştır. Toplanan veriler betimsel analizin yanı sıra, Bağımsız
Gruplar t Testi ve Tek Yönlü Varyans Analizi uygulanarak analiz edilmiştir.
Analiz sonucunda kadın öğretmen adaylarının erkelere göre daha fazla öğrenci
merkezli anlayışa sahip oldukları belirlenmiştir. Sayısal alanlarda öğrenim
görenlerin sosyal bilimlerde öğrenim görenlere göre daha fazla öğretmen odaklı
anlayışına sahip oldukları ve daha az öğrenci odaklı strateji benimsedikleri
belirlenmiştir. Sonuçlar, öğretmen adaylarının öğrenci merkezli anlayışlarının
geliştirilmesinde özellikle sayısal bilimler alanında öğrenci merkezli öğretime
dayalı öğretim uygulamaları ve rol-model olunması gerektiğini göstermektedir.

Keywords

Öğretmen Yetiştirme Öğrenme Öğretim Yaklaşımı Öğretmen Merkezli Yaklaşım Öğrenci Merkezli Yaklaşım

References

  • • Anderson, D.S. and Piazza, J.A., (1996). Changing Beliefs: Teaching and Learning Mathematics in Constructivist Preservice Classrooms. Action in Teacher Education, 18(2), 51-62.
  • • Atıcı, B., (2009). Öğretmen Eğitiminde Yeni Bir Olanak: www ve Sosyal Oluşturmacılık. e-Journal of New World Sciences Academy: Education Sciences, 4(2), 257-269.
  • • Aulls, M.W., (2002). The Contributions of Co-occurring Forms of Classroom Discourse and Academic Activities to Curriculum Events And Instruction. Journal of Educational Psychology, 94, 520–538.
  • • Aypay, A., (2010). Teacher Education Student’s Epistemological Beliefs and Their Conceptions about Teaching and Learning. Procedia Social and Behavioral Sciences, 2, 2599–2604.
  • • Aypay, A., (2011). The Adaptation of the Teaching-Learning Conceptions Questionnaire and Its Relationships with Epistemological Beliefs. Educational Sciences: Theory and Practice, 11(1), 21-29.
  • • Becker, H.J., (2000). Findings from the Teaching, Learning, and COMPUTİNG SURVEY: is Larry Cuban right? Education Policy Analysis Archives, 8(51). Erişim Tarihi: 15 Nisan 2017, http://epaa.asu.edu/epaa/v8n51/.
  • • Becker, H.J. and Ravitz, J., (1999). The Influence of Computer and Internet use on Teachers’ Pedagogical Practicesand Perceptions, Journal of Research on Computing in Education, 31(4), 356–384.
  • • Biggs, J., (1999). What the Student Does: Teaching for Enhanced Learning. Higher Education Research & Development, 18(1), 57-75.
  • • Brooks, J.G., (2002). Schooling for Life: Reclaiming The Essence of Learning. Alexandria, VA: ASCD.
  • • Brooks, J.G. and Brooks, M.G., (1993). Insearch of Understanding: The Case for Constructivist Classroom. Alexandria, VA: ASCD.
  • • Bukova-Güzel, E., (2008). Yapılandırmacılık ve Matematiksel Düşünme Süreçleri. E-Journal New World Science of Academy (NWSA): Education Sciences, 3(4), 678-688.
  • • Chan, K.W., (2003). Hong Kong Teacher Education Students' Epistemological Beliefs and Approaches to Learning. Research in Education, 69(1), 36-50.
  • • Chan, K.W. and Elliott, R.G., (2004). Relational Analysis of Personal Epistemology and Conceptions about Teaching and Learning. Teaching and Teacher Education, 20, 817-831.
  • • Chan, K.W., Tan, J., and Khoo, A., (2007). Pre‐service Teachers' Conceptions about Teaching and Learning: a closer look at Singapore cultural context. Asia‐Pacific Journal of Teacher Education, 35(2), 181-195.
  • • Cheng, M.M.H., Chan, K.W., Tang, S.Y.F. and Cheng, A.Y.N., (2009). Pre-service Teacher Education Student’ Epistemological Beliefs and Their Conceptions of Teaching. Teaching and Teacher Education, 25, 319-322.
  • • Cohen, J., (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
  • • Collis, B., (2002). Information technologies for education and training. In Adelsberger, (Edit: H., Collis, B, & Pawlowski, J.) Handbook on Technologies for Information and Training, (1-20). Berlin: Springer Verlag.
  • • Coupal, L.V., (2004). Constructivist Learning Theory and Human Capital Theory: Shifting Political and Educational Frameworks for Teachers’ ICT Professional Development. British Journal of Educational Technology, 35(5), 587-596.
  • • Cronjé, J., (2006). Paradigms Regained: Toward İntegrating Objectivism and Constructivism in İnstructional Design and The Learning Sciences. Educational Technology Research and Development, 54(4), 387-416.
  • • Entwistle, N.J. and Peterson, E.R., (2004). Conceptions of Learning and Knowledge in Higher Education: Relationships with Study Behaviour and İnfluences of Learning Environments. International Journal of Educational Research, 41(6), 407-428.
  • • Eren, A., (2009). Examining the Teacher Efficacy and Achievement Goals as Predictors of Turkish Student Teachers’ Conceptions About Teaching and Learning. Australian Journal of Teacher Education, 34(1), 69-87.
  • • Fosnot, C.T., (1996). Constructivism: A Psychological Theory of Learning. (Ed. C. T. Fosnot), Constructivism: Theory, Perspectives, and Practice (pp:8-33). New York: Teachers College Press.
  • • Gow, L. and Kember, D., (1993). Conceptions of Teaching and Their Relationship to Student Learning. British Journal of Educational Psychology, 63, 20–33.
  • • Gürol, M., (2002). Eğitim Teknolojisinde Yeni Paradigma: Oluşturmacılık. Fırat Üniversitesi Sosyal Bilimler Dergisi, 12(1), 159-183.
  • • Hawthorne, R., (1990). Analyzing School-Based Collaborative Curriculum Decision Making. Journal of Curriculum and Supervision, 5(3), 279-286.
  • • Jonassen, D.H., (1991). Objectivism Versus Constructivism: Do We Need A New Philosophical Paradigm?. Educational Technology Research and Development, 39(3), 5-14.
  • • Jonassen, D.H., (1999). Designing Constructivist Learning Environments. Instructional Design Theories and Models: A New Paradigm of Instructional Theory, 2, 215-239.
  • • Kember, D. and Gow, L., (1994). Orientations to Teaching and Their Effect on the Quality of Student Learning. The Journal of Higher Education, 65(1), 58-74.
  • • Kember, D. and Kwan, K., (2000). Lecturers’ Approaches to Teaching and Their Relationship to Conceptions of Good Teaching. Instructional Science, 28(5), 469–490.
  • • Könings, K.D., Brand‐Gruwel, S., and Merriënboer, J.J., (2005). Towards more Powerful Learning Environments through Combining The Perspectives of Designers, Teachers, and Students. British Journal of Educational Psychology, 75(4), 645-660.
  • • Lam, B.H. and Kember, D., (2006). The Relationship between Conceptions of Teaching and Approaches to Teaching. Teachers and Teaching: Theory and Practice, 12(6), 693-713.
  • • Levitt, K.E., (2002). An analysis of Elementary Teachers' Beliefs Regarding the Teaching and Learning of Science. Science Education, 86(1), 1-22.
  • • Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., and Ashwin, P., (2006). How Approaches to Teaching are Affected by Discipline and Teaching Context. Studies in Higher Education, 31(3), 285–298. doi: 10.1080/03075070600680539.
  • • Lueddeke, G.R., (2003). Professionalising Teaching Practice in Higher Education: A study of disciplinary variation and teaching-cholarship. Studies in Higher Education, 28, 213-228. http://dx.doi.org/10.1080/0307507032000058082.
  • • Martin, E., Prosser, M., Trigwell, K., Ramsden, P., and Benjamin, J., (2000). What University Teachers Teach and How They teach it? Instructional Science 28, 387–412.
  • • MEB, (2005). İlköğretim 1–5 Sınıf Programları Tanıtım El Kitabı. Ankara: MEB Basımevi.
  • • Meirink, J.A., Meijer, P.C., Verloop, N., and Bergen, T.C., (2009). Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning. Teaching and Teacher Education, 25(1), 89-100.
  • • Munby, H. and Russell, T., (1990). Metaphor in the Study of Teachers’ Professional Knowledge. Theory into Practice, 29, 116–121.
  • • Nezamedini, M.S., Rahimi, A., and Borujeni, S.A.M., (2013). A Study of the Relationship between English Teachers’ Approaches to Teaching And Students’ Incivilities. International Journal of English Language Education, 1(1), 281-299.
  • • Pajares, M.F., (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62(3), 307-332.
  • • Powell, R., (1994). From Field Science to Classroom Science: A Case Study of Constrained Emergence in a Second‐Career Science Teacher. Journal of Research in Science Teaching, 31(3), 273-291.
  • • Prawat, R.S., (1992). Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective. American journal of education, 100(3), 354-395.
  • • Prosser, M., Trigwell, K., and Taylor, P., (1994). A Phenomenographic Study of Academics' Conceptions of Science Learning and Teaching. Learning and Instruction, 4(3), 217-231.
  • • Ramsden, P., (2003). Learning to Teach in Higher Education. NY: Routledge.
  • • Richardson, V., (1997). Constructivist teaching and Teacher Education: Theory and practice. (Ed: V. Richardson), Constructivist Teacher Education: Building New Understandings (3-14). Washington, DC: Falmer.
  • • Ritchie, S.M., (1994). Metaphor as a Tool for Constructivist Science Teaching. International Journal of Science Education, 16(3), 293-303.
  • • Sang, G., Valcke, M., Van Braak, J., and Tondeur, J., (2010). Student Teachers’ Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology. Computers & Education, 54(1), 103-112.
  • • Schcolnik, M., Kol, S., and Abarbanel, J., (2016). Constructivism in Theory and in Practice. In English Teaching Forum (Vol:44, No:4, pp:12-20). Washington, DC: US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs.
  • • Slavin, R.E., (2006). Educational Psychology: Theory and Practice. Boston: Pearson Education, Inc.
  • • Steffe, L.P. and Gale, J.E., (Eds.)., (1995). Constructivism in Education. Hillsdale, NJ: Lawrence Erlbaum.
  • • Stes, A., Gijbels, D., and Van Petegem, P., (2008). Student-Focused Approaches to Teaching in Relation to Context and Teacher Characteristics. Higher Education, 55, 255-267. http://dx.doi.org/10.1007/s10734-007-9053-9.
  • • Teo, T., Chai, C.S., Hung, D., and Lee, C.B., (2008). Beliefs about Teaching and Uses of Technology among Pre‐Service Teachers. Asia‐Pacific Journal of Teacher Education, 36(2), 163-174.
  • • Tezci, E., (2002). Oluşturmacı öğretim tasarım uygulamasının ilköğretim beşinci sınıf öğrencilerinin yaratıcılıklarına ve başarılarına etkisi. Yayımlanmamış doktora tezi, Fırat Üniversitesi, Elazığ.
  • • Tezci, E., (2017). Adaptation of ATI-R Scale to Turkish samples: Validity and reliability analyses. International Education Studies, 10(1), 67-81.
  • • Tezci, E. and Dikici, A., (2003). Yaratıcı düşünceyi geliştirme ve oluşturmacı öğretim tasarımı. Fırat Üniversitesi Sosyal Bilimler Dergisi, 13(1), 251-260.
  • • Tezci, E., & Gürol, A. (2001). Oluşturmacı Öğretim Tasarımında Teknolojinin Rolü. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 3, 151-156.
  • • Tezci, E. ve Uysal, A., (2004). Eğitim teknolojisinin gelişimine epistemolojik yaklaşımların etkisi. TOJET: The Turkish Online Journal of Educational Technology, 3(2), 158-164.
  • • Tillema, H.H. and Knol, W.E., (1997). Promoting Student Teacher Learning through Conceptual Change or Direct İnstruction. Teaching and Teacher Education, 13, 579–595.
  • • Trigwell, K. and Prosser, M., (1996). Changing Approaches to Teaching: A Relational Perspective. Studies in Higher Education, 21(3), 275-284.
  • • Trigwell, K., Prosser, M., and Taylor, P., (1994). Qualitative Differences in Approaches to Teaching First Year University Science. Higher Education, 27(1), 75-84.
  • • Trigwell, K., Prosser, M., and Waterhouse, F., (1999). Relations between Teachers' Approaches to Teaching and Students' Approaches to Learning. Higher education, 37(1), 57-70.
  • • Tsai, C.C., (2002). Nested Epistemologies: Science Teachers' Beliefs of Teaching, Learning and Science. International Journal of Science Education, 24(8), 771-783.
  • • Vannatta, R.A. and Nancy, F., (2004). Teacher Dispositions as Predictors of Classroom Technology Use. Journal of Research on Technology in Education, 36(3), 253-271.
  • • Wang, T., (2009). Rethinking Teaching with Information and Communication Technologies (ICTs) in Architectural Education. Teaching and Teacher Education, 25(8), 1132-1140.
  • • Windschitl, M., (1999). The Challenges of Sustaining a Constructivist Classroom Culture. Phi Delta Kappan, 80(10), 751-755.
  • • Wong, A.Y., Chan, K.W., and Lai, P.Y., (2009). Revisiting the Relationships of Epistemological Beliefs and Conceptions about Teaching and Learning of Pre-Service Teachers in Hong Kong. Asia-Pacific Education Researcher, 18(1), 1-19.
  • • Yapıcı, M. ve Leblebicier, N.H., (2007). Öğretmenlerin Yeni İlköğretim Programına İlişkin Görüşleri. İlköğretim Online, 6(3), 480-490, 2007. Erişim Tarihi 23.04.2017, http://ilkogretim-online.org.tr.
  • • Yilmaz, H. and Sahin, S., (2011). Pre-Service Teachers' Epistemological Beliefs and Conceptions of Teaching. Australian Journal of Teacher Education, 36(1), 73-88.
  • • Zhu, C., Valcke, M., and Schellens, T., (2008). The Relationship between Epistemological Beliefs, Learning Conceptions, and Approaches to Study: A Cross-Cultural Structural Model?, Asia Pacific Journal of Education, 28(4), 411-423, DOI: 10.1080/02188790802468823.

Year 2017, Volume: 12 Issue: 4, 163 - 176, 26.10.2017

Erdoğan Tezci , Yalçın Dilekli , Soner Yıldırım Serdan Kervan Fatmir Mehmeti

Abstract

References

  • • Anderson, D.S. and Piazza, J.A., (1996). Changing Beliefs: Teaching and Learning Mathematics in Constructivist Preservice Classrooms. Action in Teacher Education, 18(2), 51-62.
  • • Atıcı, B., (2009). Öğretmen Eğitiminde Yeni Bir Olanak: www ve Sosyal Oluşturmacılık. e-Journal of New World Sciences Academy: Education Sciences, 4(2), 257-269.
  • • Aulls, M.W., (2002). The Contributions of Co-occurring Forms of Classroom Discourse and Academic Activities to Curriculum Events And Instruction. Journal of Educational Psychology, 94, 520–538.
  • • Aypay, A., (2010). Teacher Education Student’s Epistemological Beliefs and Their Conceptions about Teaching and Learning. Procedia Social and Behavioral Sciences, 2, 2599–2604.
  • • Aypay, A., (2011). The Adaptation of the Teaching-Learning Conceptions Questionnaire and Its Relationships with Epistemological Beliefs. Educational Sciences: Theory and Practice, 11(1), 21-29.
  • • Becker, H.J., (2000). Findings from the Teaching, Learning, and COMPUTİNG SURVEY: is Larry Cuban right? Education Policy Analysis Archives, 8(51). Erişim Tarihi: 15 Nisan 2017, http://epaa.asu.edu/epaa/v8n51/.
  • • Becker, H.J. and Ravitz, J., (1999). The Influence of Computer and Internet use on Teachers’ Pedagogical Practicesand Perceptions, Journal of Research on Computing in Education, 31(4), 356–384.
  • • Biggs, J., (1999). What the Student Does: Teaching for Enhanced Learning. Higher Education Research & Development, 18(1), 57-75.
  • • Brooks, J.G., (2002). Schooling for Life: Reclaiming The Essence of Learning. Alexandria, VA: ASCD.
  • • Brooks, J.G. and Brooks, M.G., (1993). Insearch of Understanding: The Case for Constructivist Classroom. Alexandria, VA: ASCD.
  • • Bukova-Güzel, E., (2008). Yapılandırmacılık ve Matematiksel Düşünme Süreçleri. E-Journal New World Science of Academy (NWSA): Education Sciences, 3(4), 678-688.
  • • Chan, K.W., (2003). Hong Kong Teacher Education Students' Epistemological Beliefs and Approaches to Learning. Research in Education, 69(1), 36-50.
  • • Chan, K.W. and Elliott, R.G., (2004). Relational Analysis of Personal Epistemology and Conceptions about Teaching and Learning. Teaching and Teacher Education, 20, 817-831.
  • • Chan, K.W., Tan, J., and Khoo, A., (2007). Pre‐service Teachers' Conceptions about Teaching and Learning: a closer look at Singapore cultural context. Asia‐Pacific Journal of Teacher Education, 35(2), 181-195.
  • • Cheng, M.M.H., Chan, K.W., Tang, S.Y.F. and Cheng, A.Y.N., (2009). Pre-service Teacher Education Student’ Epistemological Beliefs and Their Conceptions of Teaching. Teaching and Teacher Education, 25, 319-322.
  • • Cohen, J., (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
  • • Collis, B., (2002). Information technologies for education and training. In Adelsberger, (Edit: H., Collis, B, & Pawlowski, J.) Handbook on Technologies for Information and Training, (1-20). Berlin: Springer Verlag.
  • • Coupal, L.V., (2004). Constructivist Learning Theory and Human Capital Theory: Shifting Political and Educational Frameworks for Teachers’ ICT Professional Development. British Journal of Educational Technology, 35(5), 587-596.
  • • Cronjé, J., (2006). Paradigms Regained: Toward İntegrating Objectivism and Constructivism in İnstructional Design and The Learning Sciences. Educational Technology Research and Development, 54(4), 387-416.
  • • Entwistle, N.J. and Peterson, E.R., (2004). Conceptions of Learning and Knowledge in Higher Education: Relationships with Study Behaviour and İnfluences of Learning Environments. International Journal of Educational Research, 41(6), 407-428.
  • • Eren, A., (2009). Examining the Teacher Efficacy and Achievement Goals as Predictors of Turkish Student Teachers’ Conceptions About Teaching and Learning. Australian Journal of Teacher Education, 34(1), 69-87.
  • • Fosnot, C.T., (1996). Constructivism: A Psychological Theory of Learning. (Ed. C. T. Fosnot), Constructivism: Theory, Perspectives, and Practice (pp:8-33). New York: Teachers College Press.
  • • Gow, L. and Kember, D., (1993). Conceptions of Teaching and Their Relationship to Student Learning. British Journal of Educational Psychology, 63, 20–33.
  • • Gürol, M., (2002). Eğitim Teknolojisinde Yeni Paradigma: Oluşturmacılık. Fırat Üniversitesi Sosyal Bilimler Dergisi, 12(1), 159-183.
  • • Hawthorne, R., (1990). Analyzing School-Based Collaborative Curriculum Decision Making. Journal of Curriculum and Supervision, 5(3), 279-286.
  • • Jonassen, D.H., (1991). Objectivism Versus Constructivism: Do We Need A New Philosophical Paradigm?. Educational Technology Research and Development, 39(3), 5-14.
  • • Jonassen, D.H., (1999). Designing Constructivist Learning Environments. Instructional Design Theories and Models: A New Paradigm of Instructional Theory, 2, 215-239.
  • • Kember, D. and Gow, L., (1994). Orientations to Teaching and Their Effect on the Quality of Student Learning. The Journal of Higher Education, 65(1), 58-74.
  • • Kember, D. and Kwan, K., (2000). Lecturers’ Approaches to Teaching and Their Relationship to Conceptions of Good Teaching. Instructional Science, 28(5), 469–490.
  • • Könings, K.D., Brand‐Gruwel, S., and Merriënboer, J.J., (2005). Towards more Powerful Learning Environments through Combining The Perspectives of Designers, Teachers, and Students. British Journal of Educational Psychology, 75(4), 645-660.
  • • Lam, B.H. and Kember, D., (2006). The Relationship between Conceptions of Teaching and Approaches to Teaching. Teachers and Teaching: Theory and Practice, 12(6), 693-713.
  • • Levitt, K.E., (2002). An analysis of Elementary Teachers' Beliefs Regarding the Teaching and Learning of Science. Science Education, 86(1), 1-22.
  • • Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., and Ashwin, P., (2006). How Approaches to Teaching are Affected by Discipline and Teaching Context. Studies in Higher Education, 31(3), 285–298. doi: 10.1080/03075070600680539.
  • • Lueddeke, G.R., (2003). Professionalising Teaching Practice in Higher Education: A study of disciplinary variation and teaching-cholarship. Studies in Higher Education, 28, 213-228. http://dx.doi.org/10.1080/0307507032000058082.
  • • Martin, E., Prosser, M., Trigwell, K., Ramsden, P., and Benjamin, J., (2000). What University Teachers Teach and How They teach it? Instructional Science 28, 387–412.
  • • MEB, (2005). İlköğretim 1–5 Sınıf Programları Tanıtım El Kitabı. Ankara: MEB Basımevi.
  • • Meirink, J.A., Meijer, P.C., Verloop, N., and Bergen, T.C., (2009). Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning. Teaching and Teacher Education, 25(1), 89-100.
  • • Munby, H. and Russell, T., (1990). Metaphor in the Study of Teachers’ Professional Knowledge. Theory into Practice, 29, 116–121.
  • • Nezamedini, M.S., Rahimi, A., and Borujeni, S.A.M., (2013). A Study of the Relationship between English Teachers’ Approaches to Teaching And Students’ Incivilities. International Journal of English Language Education, 1(1), 281-299.
  • • Pajares, M.F., (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62(3), 307-332.
  • • Powell, R., (1994). From Field Science to Classroom Science: A Case Study of Constrained Emergence in a Second‐Career Science Teacher. Journal of Research in Science Teaching, 31(3), 273-291.
  • • Prawat, R.S., (1992). Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective. American journal of education, 100(3), 354-395.
  • • Prosser, M., Trigwell, K., and Taylor, P., (1994). A Phenomenographic Study of Academics' Conceptions of Science Learning and Teaching. Learning and Instruction, 4(3), 217-231.
  • • Ramsden, P., (2003). Learning to Teach in Higher Education. NY: Routledge.
  • • Richardson, V., (1997). Constructivist teaching and Teacher Education: Theory and practice. (Ed: V. Richardson), Constructivist Teacher Education: Building New Understandings (3-14). Washington, DC: Falmer.
  • • Ritchie, S.M., (1994). Metaphor as a Tool for Constructivist Science Teaching. International Journal of Science Education, 16(3), 293-303.
  • • Sang, G., Valcke, M., Van Braak, J., and Tondeur, J., (2010). Student Teachers’ Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology. Computers & Education, 54(1), 103-112.
  • • Schcolnik, M., Kol, S., and Abarbanel, J., (2016). Constructivism in Theory and in Practice. In English Teaching Forum (Vol:44, No:4, pp:12-20). Washington, DC: US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs.
  • • Slavin, R.E., (2006). Educational Psychology: Theory and Practice. Boston: Pearson Education, Inc.
  • • Steffe, L.P. and Gale, J.E., (Eds.)., (1995). Constructivism in Education. Hillsdale, NJ: Lawrence Erlbaum.
  • • Stes, A., Gijbels, D., and Van Petegem, P., (2008). Student-Focused Approaches to Teaching in Relation to Context and Teacher Characteristics. Higher Education, 55, 255-267. http://dx.doi.org/10.1007/s10734-007-9053-9.
  • • Teo, T., Chai, C.S., Hung, D., and Lee, C.B., (2008). Beliefs about Teaching and Uses of Technology among Pre‐Service Teachers. Asia‐Pacific Journal of Teacher Education, 36(2), 163-174.
  • • Tezci, E., (2002). Oluşturmacı öğretim tasarım uygulamasının ilköğretim beşinci sınıf öğrencilerinin yaratıcılıklarına ve başarılarına etkisi. Yayımlanmamış doktora tezi, Fırat Üniversitesi, Elazığ.
  • • Tezci, E., (2017). Adaptation of ATI-R Scale to Turkish samples: Validity and reliability analyses. International Education Studies, 10(1), 67-81.
  • • Tezci, E. and Dikici, A., (2003). Yaratıcı düşünceyi geliştirme ve oluşturmacı öğretim tasarımı. Fırat Üniversitesi Sosyal Bilimler Dergisi, 13(1), 251-260.
  • • Tezci, E., & Gürol, A. (2001). Oluşturmacı Öğretim Tasarımında Teknolojinin Rolü. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 3, 151-156.
  • • Tezci, E. ve Uysal, A., (2004). Eğitim teknolojisinin gelişimine epistemolojik yaklaşımların etkisi. TOJET: The Turkish Online Journal of Educational Technology, 3(2), 158-164.
  • • Tillema, H.H. and Knol, W.E., (1997). Promoting Student Teacher Learning through Conceptual Change or Direct İnstruction. Teaching and Teacher Education, 13, 579–595.
  • • Trigwell, K. and Prosser, M., (1996). Changing Approaches to Teaching: A Relational Perspective. Studies in Higher Education, 21(3), 275-284.
  • • Trigwell, K., Prosser, M., and Taylor, P., (1994). Qualitative Differences in Approaches to Teaching First Year University Science. Higher Education, 27(1), 75-84.
  • • Trigwell, K., Prosser, M., and Waterhouse, F., (1999). Relations between Teachers' Approaches to Teaching and Students' Approaches to Learning. Higher education, 37(1), 57-70.
  • • Tsai, C.C., (2002). Nested Epistemologies: Science Teachers' Beliefs of Teaching, Learning and Science. International Journal of Science Education, 24(8), 771-783.
  • • Vannatta, R.A. and Nancy, F., (2004). Teacher Dispositions as Predictors of Classroom Technology Use. Journal of Research on Technology in Education, 36(3), 253-271.
  • • Wang, T., (2009). Rethinking Teaching with Information and Communication Technologies (ICTs) in Architectural Education. Teaching and Teacher Education, 25(8), 1132-1140.
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There are 69 citations in total.

Details

Journal Section Articles
Authors

Erdoğan Tezci

Yalçın Dilekli

Soner Yıldırım This is me

Serdan Kervan This is me

Fatmir Mehmeti

Publication Date October 26, 2017
Published in Issue Year 2017 Volume: 12 Issue: 4

Cite

APA Tezci, E., Dilekli, Y., Yıldırım, S., Kervan, S., et al. (2017). ÖĞRETMEN ADAYLARININ SAHİP OLDUĞU ÖĞRETİM ANLAYIŞLARI ÜZERİNE BİR ANALİZ. Education Sciences, 12(4), 163-176.
AMA Tezci E, Dilekli Y, Yıldırım S, Kervan S, Mehmeti F. ÖĞRETMEN ADAYLARININ SAHİP OLDUĞU ÖĞRETİM ANLAYIŞLARI ÜZERİNE BİR ANALİZ. Education Sciences. October 2017;12(4):163-176.
Chicago Tezci, Erdoğan, Yalçın Dilekli, Soner Yıldırım, Serdan Kervan, and Fatmir Mehmeti. “ÖĞRETMEN ADAYLARININ SAHİP OLDUĞU ÖĞRETİM ANLAYIŞLARI ÜZERİNE BİR ANALİZ”. Education Sciences 12, no. 4 (October 2017): 163-76.
EndNote Tezci E, Dilekli Y, Yıldırım S, Kervan S, Mehmeti F (October 1, 2017) ÖĞRETMEN ADAYLARININ SAHİP OLDUĞU ÖĞRETİM ANLAYIŞLARI ÜZERİNE BİR ANALİZ. Education Sciences 12 4 163–176.
IEEE E. Tezci, Y. Dilekli, S. Yıldırım, S. Kervan, and F. Mehmeti, “ÖĞRETMEN ADAYLARININ SAHİP OLDUĞU ÖĞRETİM ANLAYIŞLARI ÜZERİNE BİR ANALİZ”, Education Sciences, vol. 12, no. 4, pp. 163–176, 2017.
ISNAD Tezci, Erdoğan et al. “ÖĞRETMEN ADAYLARININ SAHİP OLDUĞU ÖĞRETİM ANLAYIŞLARI ÜZERİNE BİR ANALİZ”. Education Sciences 12/4 (October 2017), 163-176.
JAMA Tezci E, Dilekli Y, Yıldırım S, Kervan S, Mehmeti F. ÖĞRETMEN ADAYLARININ SAHİP OLDUĞU ÖĞRETİM ANLAYIŞLARI ÜZERİNE BİR ANALİZ. Education Sciences. 2017;12:163–176.
MLA Tezci, Erdoğan et al. “ÖĞRETMEN ADAYLARININ SAHİP OLDUĞU ÖĞRETİM ANLAYIŞLARI ÜZERİNE BİR ANALİZ”. Education Sciences, vol. 12, no. 4, 2017, pp. 163-76.
Vancouver Tezci E, Dilekli Y, Yıldırım S, Kervan S, Mehmeti F. ÖĞRETMEN ADAYLARININ SAHİP OLDUĞU ÖĞRETİM ANLAYIŞLARI ÜZERİNE BİR ANALİZ. Education Sciences. 2017;12(4):163-76.