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Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması

Yıl 2022, Cilt 42, Sayı 3, 2037 - 2080, 30.12.2022
https://doi.org/10.17152/gefad.1191875

Öz

Bu çalışmanın amacı, dönüştürücü öğrenme teorisinin temel alındığı teknolojinin fen derslerine entegrasyonunu hedefleyen eğitim içeriğinin, öğretmen adaylarının dönüşümüne etkisini araştırmaktır. Katılımcılar, bir büyükşehir üniversitesinde dördüncü sınıfta eğitim görmekte olan dört fen bilgisi öğretmen adayıdır. Öğretmen adaylarının teknolojik pedagojik alan bilgilerini geliştirebilmeleri için dönüştürücü öğrenme modeli esas alınarak bir eğitim içeriği oluşturulmuştur. Araştırmada kullanılan veri toplama araçları şunlardır: öğrenme aktiviteleri anketi üzerine görüşme, öğrenci takip formu ve elde edilen kaynaklar ve etkileri üzerine şekil üzerinde gösterim yapma. Araştırmada katılımcıların bakış açısı dönüşümlerini ayrıntılı ve derinlemesine inceleme olanağı vermesi nedeniyle çoklu durum çalışması yöntemi kullanılmıştır. Elde edilen verilerin içerik analizi MAXQDA 2018 programında yapılmıştır. Çalışmanın sonunda katılımcılar, aldıkları eğitimin teknolojinin entegrasyonu hakkında kendilerinde değişim/dönüşüm sağladığını ifade etmişlerdir. Katılımcılar kendilerindeki dönüşümü etkileyen kaynakları: ders anlatma deneyimleri, ders anlatımlarını izleme ve değerlendirme, araştırma ödevleri, sınıf içi tartışmalar, rol model öğretmeni izleme, seminer, araştırmacı ve eleştirel arkadaş olarak belirtmişlerdir. Eğitim içeriğinde yer alan etkinliklerin katılımcıların dönüşümlerine etkisinin; teknolojinin nasıl entegre edileceğini öğrenme, farklı teknolojik uygulamaları öğrenme, teknoloji entegrasyonu hakkında farkındalık oluşturma, eksik yönleri hakkında düşünme ve değerlendirme ve son olarak bilgi/deneyim edinme şeklinde olduğu belirlenmiştir.

Kaynakça

  • Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564.
  • Akpınar, B. (2010). Transformatif öğrenme kuramı: dönüşerek ve değişerek öğrenme. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 10(2), 185-198.
  • An, H., Wilder, H., & Lim, K. (2011). Preparing elementary pre-service teachers from a non-traditional student population to teach with technology. Computers in the Schools, 28(2), 170-193.
  • Anderson, D. S., & Piazza, J. A. (1996). Changing beliefs: Teaching and learning mathematics in constructivist preservice classrooms. Action in Teacher Education, 18(2), 51-62.
  • Angeli, C., & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168.
  • Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62(1), 37-60.
  • Canbazoglu Bilici, S., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251.
  • Chang, C. Y., Chien, Y. T., Chang, Y. H., & Lin, C. Y. (2012). MAGDAIRE: A model to foster pre-service teachers' ability in integrating ICT and teaching in Taiwan. Australasian Journal of Educational Technology, 28(6), 983-999.
  • Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge (Unpublished doctoral dissertation). Brigham Young University, Utah.
  • Cranton, P. (2006a). Understanding and promoting transformative learning: A guide for educators of adults (2rd ed.). San Francisco: Jossey-Bass.
  • Cranton, P. (2006b). Fostering authentic relationships in the transformative classroom. In Edward W. Taylor (Ed.), Teaching for change: Fostering transformative learning in the classroom (pp.5-14). San Francisco: Jossey-Bass.
  • Cranton, P. and Taylor, E. W. (2012). Transformative learning theory: Seeking a more unified theory. E. W. Taylor, & P. Cranton (Ed.), Handbook of Transformative Learning içinde (s. 3-20).San Francisco: Jossey-Bass.
  • Cranton, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55(1), 5-22.
  • Creswell, J. W. (2013). Qualitative inquiry and research: choosing among five traditions (M. Bütün ve S. B. Demir, Çev.). Ankara: Siyasal.
  • Çimen, O. (2013). Dönüşümsel öğrenme kuramına dayalı çevre eğitiminin biyoloji öğretmen adaylarının çevre sorunlarına yönelik algılarına etkisi. (Yayımlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Gao, P., Choy, D., Wong, A. F., & Wu, J. (2009). Developing a better understanding of technology based pedagogy. Australasian Journal of Educational Technology, 25(5), 714-730.
  • Gess-Newsome, J. (2015). A model of teacher professıonal knowledge and skıll ıncludıng pck results of the thinking from the pck summit. In A. Berry, P. Friedrichsen, & J. Loughran, (Ed.), Re-examining -pedagogical content knowledge in science education (pp.28-42). New York: Routledge.
  • Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary MA Ed. program. Journal of Research on Technology in Education, 45(1), 83-106.
  • Jang, J. E., & Lei, J. (2019). The impact of video self-analysis on the development of preservice Technological Pedagogical Content Knowledge (TPACK). In Information Resources Management Association (Ed.), Pre-service and in-service teacher education: Concepts, methodologies, tools, and applications (pp.986-1002). Hersey: IGI Global.
  • Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553-564.
  • Kaan, B. (2019). Dönüştürücü öğrenme kuramına dayalı laboratuvar uygulamaları ile öğretmen adaylarının epistemolojik görüşlerinin geliştirilmesi. Ankara University Journal of Faculty of Educational Sciences (JFES), 52(2), 525-546.
  • Kagan, D. (1992). Implication of research on teacher belief. Journal of Education Psychology, 27(1), 65-90.
  • Keating, T., & Evans, E. (2001, April). Three computers in the back of the classroom: Pre-service teachers' conceptions of technology integration. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
  • King, K. P. (2000). Educational technology that transforms: Educators' transformational learning experiences in professional development. Proceedings of the 41st Annual Adult Education Research Conference (s. 211-215), Vancouver.
  • King, K. P. (2002a). A journey of transformation: a model of educators' learning experiences in educational technology. Proceedings of the 43st Annual Adult Education Research Conference (s. 195-200), Raleigh.
  • King, K. P. (2002b). Keeping pace with technology: Educational technology that transforms-Volume One: The challenge and promise for K-12 educators. Cresskill: Hampton.
  • King, K. P. (2002c). Educational technology professional development as transformative learning opportunities. Computers & Education, 39(3), 283-297.
  • King, K. P. (2003). Keeping pace with technology: Educational technology that transforms-Volume Two: The challenge and promise for educators in higher education. Cresskill: Hampton.
  • Kitchenham, A. (2006). Teachers and technology: A transformative journey. Journal of Transformative Education, 4(3), 202-225.
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • Koehler, M. J. & Mishra, P. (2008). Introducing TPCK. In AACTE Committee (Ed.). Handbook of technological pedagogical content knowledge (TPCK) for Educators (pp. 3-29). New York: Routledge.
  • Koehler, M. J., Mishra, P. & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.
  • Koh, J. H., & Divaharan, H. (2011). Developing pre-service teachers' technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58.
  • Kramarski, B., & Michalsky, T. (2015). Effect of a TPCK-SRL model on teachers' pedagogical beliefs, self-efficacy, and technology-based lesson design. In C. Angeli & N. Valanides (Eds.). Technological Pedagogical Content Knowledge (pp. 89-112). Springer, Boston, MA.
  • Lacava, D. S. (2002). Perspective transformation in adult ESL learners using Internet technology (Unpublished doctoral dissertation). Westren Connecticut State University, New York.
  • Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
  • Lee, C. J., & Kim, C. (2014). An implementation study of a TPACK-based instructional design model in a technology integration course. Educational Technology Research and Development, 62(4), 437-460.
  • Lee, K., & Brett, C. (2015). Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course. Teaching and Teacher Education, 46, 72-83.
  • Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39(2), 157-181.
  • McGonigal, K. (2005). Teaching for transformation: From learning theory to teaching strategies. Speaking of Teaching, 14(2).
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Contribution of a TPACK Development Training Based on the Transformative Learning Theory to Pre-service Teachers: Multiple Case Study

Yıl 2022, Cilt 42, Sayı 3, 2037 - 2080, 30.12.2022
https://doi.org/10.17152/gefad.1191875

Öz

This study aims to examine the impact of a teaching intervention based on the transformative learning theory and designed to integrate technology into science lessons on pre-service teachers’ transformation. The participants were four senior-year pre-service science teachers from a metropolitan university. In order to enable pre-service teachers to develop their technological pedagogical content knowledge, a teaching intervention content was created based on the transformative learning theory. The data collection tools used in the research are: interview on the learning activities survey, student follow-up form, and illustration on the sources and effects obtained. The multiple case study method was used in this research because it allows an in-depth investigation of participants’ profiles. Content analysis of the data was conducted by using the MAXQDA 2018 software. At the conclusion of the study, the participants reported that after the intervention they had a change/transformation in themselves about technology integration. Teaching practices, reflection activity on teaching practices and discussing critical incidents with a critical friend, research assignments, class discussions, role model teacher monitoring, seminar, researcher, and critical friend are the factors that influence the participants' own transformation. The effect of the activities in the teaching intervention on the transformation of the participants; learning how to integrate technology, learning different technological tools, raising awareness about technology integration, thinking and evaluating their deficiencies, and gaining knowledge/experience.

Kaynakça

  • Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564.
  • Akpınar, B. (2010). Transformatif öğrenme kuramı: dönüşerek ve değişerek öğrenme. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 10(2), 185-198.
  • An, H., Wilder, H., & Lim, K. (2011). Preparing elementary pre-service teachers from a non-traditional student population to teach with technology. Computers in the Schools, 28(2), 170-193.
  • Anderson, D. S., & Piazza, J. A. (1996). Changing beliefs: Teaching and learning mathematics in constructivist preservice classrooms. Action in Teacher Education, 18(2), 51-62.
  • Angeli, C., & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168.
  • Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62(1), 37-60.
  • Canbazoglu Bilici, S., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251.
  • Chang, C. Y., Chien, Y. T., Chang, Y. H., & Lin, C. Y. (2012). MAGDAIRE: A model to foster pre-service teachers' ability in integrating ICT and teaching in Taiwan. Australasian Journal of Educational Technology, 28(6), 983-999.
  • Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge (Unpublished doctoral dissertation). Brigham Young University, Utah.
  • Cranton, P. (2006a). Understanding and promoting transformative learning: A guide for educators of adults (2rd ed.). San Francisco: Jossey-Bass.
  • Cranton, P. (2006b). Fostering authentic relationships in the transformative classroom. In Edward W. Taylor (Ed.), Teaching for change: Fostering transformative learning in the classroom (pp.5-14). San Francisco: Jossey-Bass.
  • Cranton, P. and Taylor, E. W. (2012). Transformative learning theory: Seeking a more unified theory. E. W. Taylor, & P. Cranton (Ed.), Handbook of Transformative Learning içinde (s. 3-20).San Francisco: Jossey-Bass.
  • Cranton, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55(1), 5-22.
  • Creswell, J. W. (2013). Qualitative inquiry and research: choosing among five traditions (M. Bütün ve S. B. Demir, Çev.). Ankara: Siyasal.
  • Çimen, O. (2013). Dönüşümsel öğrenme kuramına dayalı çevre eğitiminin biyoloji öğretmen adaylarının çevre sorunlarına yönelik algılarına etkisi. (Yayımlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Gao, P., Choy, D., Wong, A. F., & Wu, J. (2009). Developing a better understanding of technology based pedagogy. Australasian Journal of Educational Technology, 25(5), 714-730.
  • Gess-Newsome, J. (2015). A model of teacher professıonal knowledge and skıll ıncludıng pck results of the thinking from the pck summit. In A. Berry, P. Friedrichsen, & J. Loughran, (Ed.), Re-examining -pedagogical content knowledge in science education (pp.28-42). New York: Routledge.
  • Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary MA Ed. program. Journal of Research on Technology in Education, 45(1), 83-106.
  • Jang, J. E., & Lei, J. (2019). The impact of video self-analysis on the development of preservice Technological Pedagogical Content Knowledge (TPACK). In Information Resources Management Association (Ed.), Pre-service and in-service teacher education: Concepts, methodologies, tools, and applications (pp.986-1002). Hersey: IGI Global.
  • Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553-564.
  • Kaan, B. (2019). Dönüştürücü öğrenme kuramına dayalı laboratuvar uygulamaları ile öğretmen adaylarının epistemolojik görüşlerinin geliştirilmesi. Ankara University Journal of Faculty of Educational Sciences (JFES), 52(2), 525-546.
  • Kagan, D. (1992). Implication of research on teacher belief. Journal of Education Psychology, 27(1), 65-90.
  • Keating, T., & Evans, E. (2001, April). Three computers in the back of the classroom: Pre-service teachers' conceptions of technology integration. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
  • King, K. P. (2000). Educational technology that transforms: Educators' transformational learning experiences in professional development. Proceedings of the 41st Annual Adult Education Research Conference (s. 211-215), Vancouver.
  • King, K. P. (2002a). A journey of transformation: a model of educators' learning experiences in educational technology. Proceedings of the 43st Annual Adult Education Research Conference (s. 195-200), Raleigh.
  • King, K. P. (2002b). Keeping pace with technology: Educational technology that transforms-Volume One: The challenge and promise for K-12 educators. Cresskill: Hampton.
  • King, K. P. (2002c). Educational technology professional development as transformative learning opportunities. Computers & Education, 39(3), 283-297.
  • King, K. P. (2003). Keeping pace with technology: Educational technology that transforms-Volume Two: The challenge and promise for educators in higher education. Cresskill: Hampton.
  • Kitchenham, A. (2006). Teachers and technology: A transformative journey. Journal of Transformative Education, 4(3), 202-225.
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • Koehler, M. J. & Mishra, P. (2008). Introducing TPCK. In AACTE Committee (Ed.). Handbook of technological pedagogical content knowledge (TPCK) for Educators (pp. 3-29). New York: Routledge.
  • Koehler, M. J., Mishra, P. & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.
  • Koh, J. H., & Divaharan, H. (2011). Developing pre-service teachers' technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58.
  • Kramarski, B., & Michalsky, T. (2015). Effect of a TPCK-SRL model on teachers' pedagogical beliefs, self-efficacy, and technology-based lesson design. In C. Angeli & N. Valanides (Eds.). Technological Pedagogical Content Knowledge (pp. 89-112). Springer, Boston, MA.
  • Lacava, D. S. (2002). Perspective transformation in adult ESL learners using Internet technology (Unpublished doctoral dissertation). Westren Connecticut State University, New York.
  • Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
  • Lee, C. J., & Kim, C. (2014). An implementation study of a TPACK-based instructional design model in a technology integration course. Educational Technology Research and Development, 62(4), 437-460.
  • Lee, K., & Brett, C. (2015). Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course. Teaching and Teacher Education, 46, 72-83.
  • Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39(2), 157-181.
  • McGonigal, K. (2005). Teaching for transformation: From learning theory to teaching strategies. Speaking of Teaching, 14(2).
  • Merriam, S. B. (2013). Qualitative research and case study applications in education (S. Turan Çev.). Ankara: Nobel.
  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
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Ayrıntılar

Birincil Dil Türkçe
Konular Sosyal
Bölüm Makaleler
Yazarlar

Duygu YILMAZ ERGÜL> (Sorumlu Yazar)
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0001-9769-3576
Türkiye


Mehmet TAŞAR>
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0003-1249-3482
Türkiye

Destekleyen Kurum TÜBİTAK
Proje Numarası 2228-B Yüksek Lisans Öğrencileri İçin Doktora Burs Programı
Yayımlanma Tarihi 30 Aralık 2022
Yayınlandığı Sayı Yıl 2022, Cilt 42, Sayı 3

Kaynak Göster

Bibtex @araştırma makalesi { gefad1191875, journal = {Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi}, issn = {1301-9058}, address = {}, publisher = {Gazi Üniversitesi}, year = {2022}, volume = {42}, number = {3}, pages = {2037 - 2080}, doi = {10.17152/gefad.1191875}, title = {Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması}, key = {cite}, author = {Yılmaz Ergül, Duygu and Taşar, Mehmet} }
APA Yılmaz Ergül, D. & Taşar, M. (2022). Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması . Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi , 42 (3) , 2037-2080 . DOI: 10.17152/gefad.1191875
MLA Yılmaz Ergül, D. , Taşar, M. "Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması" . Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 (2022 ): 2037-2080 <https://dergipark.org.tr/tr/pub/gefad/issue/74614/1191875>
Chicago Yılmaz Ergül, D. , Taşar, M. "Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 (2022 ): 2037-2080
RIS TY - JOUR T1 - Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması AU - DuyguYılmaz Ergül, MehmetTaşar Y1 - 2022 PY - 2022 N1 - doi: 10.17152/gefad.1191875 DO - 10.17152/gefad.1191875 T2 - Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 2037 EP - 2080 VL - 42 IS - 3 SN - 1301-9058- M3 - doi: 10.17152/gefad.1191875 UR - https://doi.org/10.17152/gefad.1191875 Y2 - 2022 ER -
EndNote %0 Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması %A Duygu Yılmaz Ergül , Mehmet Taşar %T Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması %D 2022 %J Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi %P 1301-9058- %V 42 %N 3 %R doi: 10.17152/gefad.1191875 %U 10.17152/gefad.1191875
ISNAD Yılmaz Ergül, Duygu , Taşar, Mehmet . "Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 / 3 (Aralık 2022): 2037-2080 . https://doi.org/10.17152/gefad.1191875
AMA Yılmaz Ergül D. , Taşar M. Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması. GEFAD. 2022; 42(3): 2037-2080.
Vancouver Yılmaz Ergül D. , Taşar M. Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi. 2022; 42(3): 2037-2080.
IEEE D. Yılmaz Ergül ve M. Taşar , "Dönüştürücü Öğrenme Teorisine Dayalı Bir TPAB Geliştirme Eğitiminin Öğretmen Adaylarına Katkısı: Çoklu Durum Çalışması", Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 42, sayı. 3, ss. 2037-2080, Ara. 2022, doi:10.17152/gefad.1191875