The Effects of the Educational Training Courses on the Doctoral Students’ Conceptions of Effective Teaching

Ünver, Gülsen

doi:10.2399/yod.13.011

Cited by 4 publications

(7 citation statements)

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“…The course content consisted of the strands proposed by the YÖK. The intensity of this content has been addressed as an important problem (Bümen, 2006;Kürüm, 2007;Ünver, 2013). Since reflective thinking takes a long time to improve (Allen & Casbergue, 1997), the intensive course content may be a critical obstacle for programs aiming at developing such skills.…”

Section: Discussion Over the Results Of The First And Second Actionsmentioning

confidence: 99%

“…Studies concerning DL and IPE courses have examined experiences in the process of running the courses (Bümen, 2006;Kürüm, 2007), students' attitudes towards these courses, their gains (Bümen, 2006) and definitions of 'effective teaching' (Akpınar-Wilsing & Paykoç, 2004;Ünver, 2013). Kürüm (2007) found that most participants' perspectives of teaching changed after completing these courses.…”

Section: Educational Programs and Practices For Novice University Teamentioning

confidence: 99%

“…As seen in Figure 1, data revealing the need for the improvement of teaching services at the university where the study was conducted influenced the Identifying the Problem stage (Bümen, 2006;Ünver, 2010, 2013. For example, Ünver (2010) concluded that 64.90% of undergraduate students evaluated their instructors as "competent" and "very competent".…”

Section: Figure 1 Stages Of the Actionmentioning

confidence: 99%

“…GÖ ve ÖPD derslerine ilişkin çalışmalarda; derslerin yürütülmesi sürecinde yaşananlar (Bümen, 2006;Kürüm, 2007), öğrencilerin bu derslere yönelik tutumları, erişileri (Bümen, 2006) ve 'etkili öğretim' tanımları (Akpınar-Wilsing & Paykoç, 2004;Ünver, 2013) incelenmiştir. Kürüm (2007), bu dersler sayesinde katılımcıların çoğunun öğreticiliğe bakış açılarının değiştiğini bulmuştur.…”

Section: Deneyimsiz öğRetim Elemanları Için Eğitim Programları Ve Uygunclassified

“…Şekil 1'de görüldüğü gibi Problemi Belirleme aşamasında, araştırmanın yapıldığı üniversitede öğretim hizmetlerinin geliştirilmesine yönelik ihtiyacı ortaya koyan bulgular etkili olmuştur (Bümen, 2006;Ünver, 2010, 2013. Örneğin, Ünver (2010), lisans öğrencilerinin %64.90'unun öğretim elemanlarını "yeterli" ve "çok yeterli" olarak değerlendirdiklerini belirlemiştir.…”

Section: şEkil 1 Eylem Sürecinin Aşamalarıunclassified

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Developing reflective thinking through theory-practice connection

Ünver

Yurdakul

2019

pegegog

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The present study aimed to improve reflective thinking skills of doctoral students from different fields taking the Instructional Planning and Evaluation course (IPE) during their studies in order to obtain findings that can contribute to enhance the quality of teaching at a state university. A total of 80 doctoral students in the spring (n= 47) and fall (n= 33) semesters of 2016 participated in the study which was conducted with the Technical/Scientific/Cooperative action research design and implemented two actions. Data were collected using the Reflective Thinking Scale and the Attitude Scale towards IPE Course. The main activities of the program implemented in the first action included small group work, teaching real students, writing reflective pieces and feedback. In addition, participants were better encouraged to think reflectively, participated in reflective discussions and took formative tests in the second action. Descriptive statistics results of the study showed that both actions helped the participants to reach the levels in the order of reflection, understanding, critical reflection and habitual action. On the other hand, participants’ attitudes towards the IPE course were found to be low. For future actions, it is recommended that participants gain experience in their own fields in order to improve their reflective thinking levels through theory-practice connection and conduct their reflection activities over these experiences.

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Section: Discussion Over the Results Of The First And Second Actionsmentioning

confidence: 99%

Section: Educational Programs and Practices For Novice University Teamentioning

confidence: 99%

Section: Figure 1 Stages Of the Actionmentioning

confidence: 99%

Section: Deneyimsiz öğRetim Elemanları Için Eğitim Programları Ve Uygunclassified

Section: şEkil 1 Eylem Sürecinin Aşamalarıunclassified

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Developing reflective thinking through theory-practice connection

Ünver

Yurdakul

2019

pegegog

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Teaching Competencies in Higher Education: A Needs Analysis Study Regarding to Develop Instructional Planning and Evaluation Course

Doğanay

Uyar

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study was to conduct a needs analysis regarding to develop Instructional Planning and Evaluation in course. This study was based on case study design. Eight research assistants and two instructors participated in this study. Interview method was used in data collection and inductive content analysis approach was adopted in data analysis. The result of the analysis identified that goals, content, learning-teaching and measurement-evaluation processes of instructional planning and evaluation course did not completely meet the needs and expectations of research assistants. It was seen that this situation resulted from content and implementations that were not integrated into higher education and field-specific situations.

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Preservice Social Studies Teachers’ Cognitive Structures on the Concepts of Effective Teaching and Effective Learning

Tünkler¹

2021

Kastamonu Eğitim Dergisi

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The purpose of this research is to reveal the cognitive structures and misconceptions of preservice social studies teachers regarding effective teaching and effective learning. The research was designed according to the survey model. Word association test was used as a data collection tool. The research was carried out with 122 preservice teachers. According to the research result, it has been observed that preservice teachers mostly associate the concept of effective teaching with teacher, and the concept of effective learning with student. As a result, it was determined that preservice teachers couldn't structure effective teaching and effective learning concepts scientifically.

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The Effects of the Educational Training Courses on the Doctoral Students’ Conceptions of Effective Teaching

Cited by 4 publications

References 47 publications

Developing reflective thinking through theory-practice connection

Developing reflective thinking through theory-practice connection

Teaching Competencies in Higher Education: A Needs Analysis Study Regarding to Develop Instructional Planning and Evaluation Course

Preservice Social Studies Teachers’ Cognitive Structures on the Concepts of Effective Teaching and Effective Learning

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