The aim of this action research is to develop the skills of elementary teacher candidates in designing 21st-century learning activities. Action research, one of the qualitative research methods was applied in the study. Some criteria were determined and the applicability of the criteria were tested by the participants. Data were collected from two groups in two different education terms. The criteria sampling method was used for determining participants. The first group has 52, while the second group has 42 elementary education teacher candidates (ETCs). A rubric to design learning activities was created with ETCs in the first term and they applied them as a performance homework. In the second term, ETCs experienced by applying revised rubric to design 21st-century learning activities. They also fulfilled a self-assessment form to tell their experiences. Collected data were analyzed document analysis, descriptive analysis, and content analysis methods. Findings indicated that ETCs have developed professional and personal skills by designing 21st-century learning activities.
The aim of this action research is to improve the experiences and practices of elementary teacher candidates in designing 21st-century assessment activities. This study was conducted with two groups in Instructional Design Course in two different education terms. The first term has 52, while the second term has 42 elementary teacher candidates (ETCs). A rubric to design assessment activities was created with ETCs in the first term and they applied them to revise. Then the ETCs in the second term experienced by applying revised rubric during performance homework and fulfilled the self-assessment form including both rating scale and open-ended questions were used to tell their experiences. The responses to the rating scale were analyzed through descriptive analysis, while open-ended responses of ETCs were analyzed through content analysis. The findings indicate that ETCs have experience based on creating problem-solving, critical thinking, and productive product-based questions, using collaborative structure, using digital tools, creating feedback badges based on skill-based scoring. Also, ETCs reported they have improved professional and personal skills by designing 21st-century assessment activities. This study contributes to preparing ETCs for 21st-century learning. Research Article
This study aimed to examine the online teaching experiences and perceptions of pre-service teachers in an online learning environment. In this case study designed research, the problems that may arise for the instructors in the online teaching process and possible solution suggestions to these problems were determined based on the online teaching experiences of the pre-service teachers. A total of 22 students, 10 of whom were moderators for the online teaching experience, and 12 students who listened and evaluated the training given by the moderator students, participated in the study from two different departments of a state university. The moderator teacher candidates were assigned to the study rooms within the scope of the learning activity called techno-party and had the experience of teaching their peers online for 20 minutes. After the implementation process, semi-structured interviews were conducted with the teacher candidates. Content analysis was carried out on the interview data obtained from the participants and the researcher observation notes. The codes that emerged as a result of the content analysis were grouped under four themes. The first theme is the experiences of pre-service teachers on online teaching, the second theme is their suggestions for solutions to the problems they have experienced / may experience in the online environment, the third theme is their views on the professional contribution of this experience, and the fourth theme is their views on the content of a program that can be given on online teacher education in the future.
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