An Evaluation of the Suitability of Practices in Teacher Training Programs for the Constructivism Depending on the Teacher Trainees’ Views

Abstract

ABSTRACT:The aim of this study was to put forward the teacher trainees' views about how much the constructivist practices are carried out in the instructional planning, teaching-learning and evaluation processes in teacher training programs. In this survey study, a scale developed by the researcher was used. The study group was composed of 328 seniors at Anadolu University Education Faculty in 2004-2005 academic year. The analysis of the data was carried out by frequency, percent, t test, variance analysis and LSD test. One third of the teacher trainees reported that the practices in planning, teaching-learning and evaluation processes of the instruction were somewhat suitable for the constructivist approach. It was found that there was a significant difference among teacher trainees' views in terms of the program they attend, but no significant difference was found in terms of gender.Key Words: Constructivist learning environment, teacher education, teacher trainees. * Assist. Prof. Dr., Dumlupinar University, Faculty of Education, aytunga@dumlupinar.edu.tr Aytunga OĞUZ 130 SUMMARYBackground to the Study: In the constructivist learning environments, students develop their higher-order thinking skills, construct information actively and cooperate with each other. Constructivist approach in education influenced the teacher education programs deeply. Related studies focus on how the teacher traineees can acquire the teaching manners in the constructivist learning environments. It is important that instructional planning, teaching-learning and evaluations in teacher education programs are done with constructivist principles and methods. The teachers who will use the constructivist curricula should be trained based on the constructivist approach. For this reason, it must be determined to what extend the teacher traineees are trained with a constructivist approach.

Qualities of Ideal Teacher Educators

“…The effect of teacher educators over teacher candidates has not been explored (Yıldırım 2013), and there is limited number of studies examining faculty members at education faculties in Turkey. Mostly employing quantitative research designs, these studies (Aslan & Yakar, 2011;Aydın, Demirkasımoğlu & Alkın, 2012;Bayram, 1992;Deryakulu 1992;Ergün, Duman, Kıncal & Arıbaş, 1999;Kavak, 1986;Keçeci & Taşocak, 2009;Kumral, 2009;Oğuz, 2009;Oktar & Yazçayır, 2008;Saylan & Uyangör, 1998;Taş, 2009;Yüksel, 2002) have focused on teacher educators in terms of various characteristics (e.g. feedback and correction behaviors, teaching qualities, effective or ideal teacher characteristics, competencies, communication skills, academic ethics).…”

A Case Study on Constructivist Learning Environment in Content Knowledge Courses in Science Teaching

“…That's why, the effect of these approaches and theories on teacher training programs is undeniable. While individual based learning is replacing the concept of knowledgebased teaching-learning, in terms of the notion of teacher training, a variety of different approaches have emerged namely "behaviouristic approach" supporting the idea that learning occurs via knowledge transfer; "field expert" approach supporting the efficiency of knowing subject matter; "experience/practice-based approach" supporting that teacher should gain more and more experience in order for learning to come true, "constructivist approach" totally centralising the learner while giving the teacher a guidance role (YalazAtay, 2003;Gökçe and Demirhan, 2005;Ekiz, 2006;O uz, 2009;Y ld r m, 2011) Primary teaching programs based on constructivist approach have started to be implemented in Turkey since 2005-2006 academic year. It can be suggested that the situation required a need to train teachers that will have the qualities to employ these constructivist approach based programs.…”