Sinif Öğretmeni̇ Adaylarinin Okul Deneyi̇mi̇ Dersleri̇ne İli̇şki̇n Tutumlarinin Değerlendi̇ri̇lmesi̇

Arcagök, Serdar

doi:10.14582/duzgef.519

Cited by 2 publications

(3 citation statements)

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“…It was observed that their attitudes towards the department did not differ according to the variables of education type (primary and secondary education), age, the type of high school graduated from, and the source of the problem encountered in the practice school. According to Demir et al (2015), 13(3), 174-190, 2022 183 classroom preservice teachers' attitudes towards school experience courses do not differ significantly according to gender (p>0.05). Although the attitudes of male classroom preservice teachers towards school experience courses are higher than female classroom preservice teachers' attitudes towards school experience courses, this difference between them is not significant.…”

Section: Resultsmentioning

confidence: 94%

“…Considering the number of courses and the time dimension, it is seen that the preservice teachers generally think that the hour and number of this course should be increased. Almost half of the participants in the research of Kudu et al (2006), similarly to Demir et al (2015), the first three items that classroom preservice teachers have the highest positive attitude are "I think school experience courses are necessary", "I think courses, school. teacher and student observations are useful" and "I believe that I overcome my excitement in front of the classroom thanks to the school experience".…”

Section: Resultsmentioning

confidence: 99%

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Analysis of Teacher Candidates' Attitudes Towards the School Experience Course

Kangalgil

Özgül

Kocaekşi

et al. 2022

Pamukkale Journal of Sport Sciences

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This study was planned with the aim of determining the attitudes of the people who were educated in the field of teaching and who have graduated from these departments and have taken the school experience course. The research group of the study consists of 3rd and 4th grade students and graduated students who studied at Sivas Cumhuriyet University. Faculty of Education and Physical Education Sports School and took the School Experience course in the 2017-2018 academic year. The research group consists of 303 (60.6%) female and 197 (39.4%) male teacher candidates in 66 schools in 12 different branches. In the research. "Attitude Scale Towards School Experience Lessons" developed by Kılınç and Salman (2007) was used. Descriptive statistics such as frequency (n) and percentages (%) mean (X). standard deviation (Ss) and t-test and One Way Analysis of Variance (ANOVA) test were used in the analysis of the data. According to the findings. the total scores of the teacher candidates' attitudes towards the school experience scale were high. and the candidates reported positive attitudes towards the school experience course. As a result. it can be said that teacher candidates have a positive attitude towards the school experience lesson and that the school experience lessons have achieved their goals.

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Section: Resultsmentioning

confidence: 94%

Section: Resultsmentioning

confidence: 99%

Analysis of Teacher Candidates' Attitudes Towards the School Experience Course

Kangalgil

Özgül

Kocaekşi

et al. 2022

Pamukkale Journal of Sport Sciences

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“…It examines empirical studies evaluating the teacher characteristics over the effectiveness of teachers. All in all, many studies (Toprakçı, 2001;Toprakçı, 2003;Toprakçı & Üstün, 2003;Aktağ & Walter, 2005;Yiğit & Alev, 2007;İlğan, 2013;Arcag k, Demı r & ahı n, 2015;Baş & entürk, 2019;Güven, 2020) share a common finding that teacher experience has positive effects on the effectiveness of teacher. Moreover, institutional prestige of the teacher positively effects the student achievement.…”

Section: Teachers' Role In Students' Learning and Teacher Qualificationsmentioning

confidence: 99%

Professional Qualification Scale for Pre-service Teachers

Sarpkaya

Altun

2021

E-International Journal of Educational Research

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Teacher education is an important component of the education system and aims to improve the teaching skills of prospective teachers. The teaching skills of pre-service teachers are closely related to their professional qualifications. The present study attempts to develop a valid, reliable, multidimensional measurement tool for assessing the perceptions of pre-service teachers about their professional qualifications. The study was designed in survey model and 247 pre-service teachers participated in the study. Exploratory and confirmatory factor analysis were performed for data analysis. Research results reveal that the developed "Professional Qualification Scale for Pre-service Teachers" is a valid and reliable tool with 0,94 Cronbach alpha value to measure the perception of the pre-service teachers about their competencies. It examines teacher qualifications under 6 dimensions as: Following and Assessing Teaching and Development, Program and Content Knowledge, Personal and Professional Values, School-Family Relations, Professional Development and School Environment.

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Sinif Öğretmeni̇ Adaylarinin Okul Deneyi̇mi̇ Dersleri̇ne İli̇şki̇n Tutumlarinin Değerlendi̇ri̇lmesi̇

Cited by 2 publications

References 0 publications

Analysis of Teacher Candidates' Attitudes Towards the School Experience Course

Analysis of Teacher Candidates' Attitudes Towards the School Experience Course

Professional Qualification Scale for Pre-service Teachers

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