The Opinions of Prospective Teachers Taking Pedagogical Formation Education on the Instructional Technologies Course: A Case Study
Abstract
This study aims to find out what Turkish language and literature teacher candidates who are undergoing pedagogical formation education think about the “instructional technologies” course. The study employed a qualitative research methodology. In this study, a case study design was applied, allowing for an in-depth case analysis. 43 prospective teachers enrolled in the pedagogical formation education certificate program conducted by the faculty of education of a Turkish university during the spring semester were included in this study. As a tool for gathering data, a semi-structured interview form with six open-ended written questions was employed. The concept of instructional technologies, their expectations for the course, whether those expectations were met, the suitability of the course length, the contributions of the practices used in the instructional technology lesson to their professional development, and their suggestions for the teaching process of the instructional technology lesson were all questions that were posed to teacher candidates. The data were analyzed using a content analysis approach. The data from the content analysis showed that students' understanding of the term “instructional technologies” improved as a result of the practices and activities they engaged in during the “instructional technologies” course. The course has been found to effectively meet expectations, with technology enhancing conceptual understanding and applications contributing to students' professional development. Teacher candidates recommended extending the lesson duration and highlighted the necessity of employing diverse instructional techniques to ensure the lessons are engaging, enjoyable, effective, and promote enduring learning.
Keywords
Pedagogical formation education , teacher candidates , instructional technologies , case study , opinions
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