Investigation of Prospective Teachers’ Attitudes towards Classroom as a Learning Environment

Abstract

In this study, the attitudes of teacher candidates towards the classroom as a learning environment was aimed to be examined. In order to determine the attitudes of teacher candidates towards the classroom as a learning environment, survey methods was used. The population of the research consisted of freshman and final grade students studying at the education faculty of a state university. The convenience sampling method was used while selecting the sample in the study. Accordingly, data were collected from 348 prospective teachers. The data of the research was obtained via the “Attitude Scale towards Classroom as a Learning Environment" developed by Çetin, Demirkan, and Çetin (2020). The data was analyzed with non-parametric tests. As a result of the research, it was determined that prospective teachers’ attitude scores towards the classroom as a learning environment were at a moderate level. Attitudes of female prospective teachers towards the classroom as a learning environment are more positive than those of males. Women find class less boring. The students of the fine arts education department see the classroom as indispensable in terms of the learning environment, in contrast to the students of the mathematics and science education department and the special education department. Students with a medium level perception of academic success have more negative attitudes towards the classroom as a learning environment than those with a good perception of academic success. Prospective teachers who are not satisfied with their department consider the classroom an indispensable learning environment compared to those who are partially satisfied. In light of the findings, it was suggested that classroom environments in education faculties should be improved in terms of classroom learning environment dimensions to help prospective teachers to develop positive attitudes.