Collaborative learning in pre‐service teacher education: an exploratory study on related conceptions, self‐efficacy and implementation

Ruys, Ilse; Keer, Hilde Van; Aelterman, Antonia

doi:10.1080/03055691003729021

Cited by 38 publications

(37 citation statements)

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“…Moreover, it is thought that there is a need for restructuring the contents of the related field courses as well as for the integration of courses into practice. In studies in related literature supporting this view, it is pointed out that the theory-based courses related to the teaching profession should involve practical studies as well (Çalışkan, 2014;Dinçer, 2016;Kumral, 2010;Kurt & Ekici, 2013;Mehdinezhad, 2008;Molina, Fernandez & Nisbet, 2013;Öztürk, 2012;Ralph, 2014;Ruys, Van Keer & Aelterman, 2010;Yeşilpınar-Uyar, 2016).…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum

Uyar¹

2017

IES

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In the study, the purpose was to determine the perceptions of students from the department of Computer Education and Instructional Technologies regarding the concept of curriculum. The participants of the study conducted with the phenomenology research design were 212 preservice teachers. The research data were collected via document analysis and interviews. For the analysis of the data, the inductive content analysis method was used. The results revealed that the preservice teachers perceived the concept of curriculum as a process with positive and negative features which emphasize change and development. The results also demonstrated that the participants perceived their levels of knowledge about curriculum as partly sufficient. In addition, it was found that undergraduate education has an important role in the development of these perceptions. Moreover, the results emphasized the need for making more planned and systematic regulations in relation to the functioning of curriculum studies in Turkey. Lastly, the results demonstrated that there is a need for regulations in the structure of the preservice teacher education curricula to give meaning to the concept of curriculum.

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Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum

Uyar¹

2017

IES

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“…Ruys et al [19] present findings about the impact of selfefficacy on conceptions towards using collaborative learning in classrooms. They found that even though it was a highly valued strategy, preservice teachers did not prefer to collaborate themselves during their own learning process.…”

Section: Discussionmentioning

confidence: 99%

“…Numerous studies have looked at preservice teachers and their attitudes, sentiments and concerns about teaching children with disabilities [15][16][17]; but few have focused specifically on self-efficacy and its potential to direct preservice teacher beliefs in their own capabilities when working with these students [18,19]. There are also unique issues relating to the theory transfer into practice in teacher education with often limited detail regarding what goes on in a session in order to try and prepare students for conditions that will be found in the field [2,20,21].…”

Section: Introductionmentioning

confidence: 99%

Enhancing the Inclusive Self-Efficacy of Preservice Teachers through Embedded Course Design

Zundans-Fraser

Lancaster

2012

Education Research International

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This study was an initial investigation into the effects of Embedded Design on the self-efficacy of pre-service teachers studying inclusive education. Forty-one participants completed pre-and postquestionnaires to determine differences in self-efficacy prior to and again at completion of an inclusive education course in an undergraduate teaching degree. A modified version of the scale developed by Hickson (1995), the "Self-Efficacy toward Future Interactions with People with Disabilities" (SEIPD) was employed for data collection. This data was supplemented by way of anonymous formal student feedback collected from the university. Findings indicate that the theoretically designed course did in fact significantly improve self-efficacy between pre-and postoccasions. Limitations of the present study are discussed as well as implications for future practice in the design of preservice courses for inclusive education.

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“…Öğretmen eğitimi programlarının etkililiğini ve değerlendirilmesini konu alan farklı araştırmalarda da ders içeriklerinin teorik ağırlıkta olduğu ve uygulamaların sınırlı olduğu yani teorinin uygulamaya dönüştürülmediği, öğretim elemanlarının çoğunlukla düz anlatım yöntemini kullandığı, öğrenci katılımının yetersiz olduğu, amaca uygun olmayan strateji yöntem ve tekniklerin kullanıldığı, gerçek yaşamda gerekli becerilerin tam anlamıyla kazandırılmadığı ve öğretim elemanları tarafından yeterli geribildirim verilmediği yönünde sorunların olduğu belirlenmiştir (Ceylan & Demirkaya, 2006;Çalışkan, 2014;Demir, 2012;Eret, 2013;Kumral, 2010;Kurt & Ekici, 2013;Mehdinezhad, 2008;Öztürk, 2012;Ruys, Van Keer & Aelterman, 2010;Şahin &Kartal, 2013;Toy &Ok, 2012;Yaşar & Şeremet, 2010).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

A need analysis study regarding to develop a school-based curriculum for teaching principles and methods course

Uyar

2016

Pegegog

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Orijinal Makale Başlığı:Öğretim ilke ve yöntemleri dersine yönelik okul temelli öğretim programı geliştirmeye ilişkin bir ihtiyaç analizi çalışması Makalenin İngilizce Başlığı:A need analysis study regarding to develop a school-based curriculum for teaching principles and methods course Yazar(lar):Melis YEŞİLPINAR UYAR Kaynak Gösterimi İçin: Yeşilpınar-Uyar, M. (2016). Öğretim ilke ve yöntemleri dersine yönelik okul temelli öğretim programı geliştirmeye ilişkin bir ihtiyaç analizi çalışması. Pegem Eğitim ve Öğretim Dergisi, 6(1), 73-96, http://dx.doi.org/10.14527/pegegog.2016.005. Original Title of Article:Öğretim ilke ve yöntemleri dersine yönelik okul temelli öğretim programı geliştirmeye ilişkin bir ihtiyaç analizi çalışması English Title of Article:A need analysis study regarding to develop a school-based curriculum for teaching principles and methods course Author(s):Melis YEŞİLPINAR UYAR For Cite in: Yeşilpınar-Uyar, M. (2016). Öğretim ilke ve yöntemleri dersine yönelik okul temelli öğretim programı geliştirmeye ilişkin bir ihtiyaç analizi çalışması. Pegem Eğitim ve Öğretim Dergisi, 6(1) Araştırmada, öğretim ilke ve yöntemleri dersine yönelik okul temelli bir öğretim programının ilk aşaması olan ihtiyaç analizinin yapılması amaçlanmıştır. Durum çalışmasına göre desenlenen araştırmanın katılımcılarını ölçüt örnekleme yöntemine göre belirlenmiş, 15 sınıf öğretmeni adayı, sekiz öğretim elemanı, beş sınıf öğretmeni ve beş maarif müfettişi oluşturmuştur. Verilerin toplanmasında ise görüşme ve doküman incelemesi yöntemleri kullanılmıştır. Analiz sonuçlarına göre öğretim ilke ve yöntemleri dersinin amaçlarının bilişsel ve duyuşsal anlama ile bilişsel beceri düzeylerinde olması gerektiği belirlenmiştir. Bu amaçlara ulaşmada ise içerik yoğunluğunun azaltılarak uygulamada işlevsel ve yaygın kullanımı olan konuların derinlemesine ele alınması gerektiği ortaya çıkmıştır. Bununla birlikte bilgiyi sunma ve anlamlandırmayı, öğretim hizmetinin niteliğini arttıran değişkenlerin kullanımını içeren, uygulama boyutunun arttığı, otantik öğrenme yaşantıları sunulan ve öğrenci merkezli yaklaşımı temel alan bir öğrenme öğrenme-öğretme sürecine gereksinim duyulduğu belirlenmiştir. Öğretimin değerlendirilmesinde ise sürece dayalı değerlendirmeyi temel alan alternatif ölçme araçlarının kullanılması, anlama, yorumlama ve beceri düzeyini ölçen yazılı yoklama yapılması ve tüm ölçme sonuçlarına geri bildirim verilmesi gerektiği sonucuna ulaşılmıştır. A Need Analysis Study Regarding to Develop a School-Based Curriculum for Teaching Principles and Methods CourseArticle Info Abstract DOI: 10.14527/pegegog.2016.005 In this study, conducting the needs analysis which is the first phase of a school-based curriculum for teaching principles and methods course was aimed. The research was designed as a case study and the participants, 15 pre-service teachers, eight instructors, five class teachers and five education inspectors were chosen by sampling criteria. The interviews and document analysis data collection methods were used to collect the...

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Collaborative learning in pre‐service teacher education: an exploratory study on related conceptions, self‐efficacy and implementation

Cited by 38 publications

References 54 publications

Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum

Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum

Enhancing the Inclusive Self-Efficacy of Preservice Teachers through Embedded Course Design

A need analysis study regarding to develop a school-based curriculum for teaching principles and methods course

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