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  • Küçük Resim
    Öğe
    An Investigation of Teachers' Beliefs about Learning
    (Fac Teacher Education, 2014) Bay, Erdal; Ilhan, Mustafa; Aydin, Zeynep; Kinay, Ismail; Yigit, Celal; Kahramanoglu, Recep; Kuzu, Sekvan
    The aim of this study was to investigate teachers' beliefs about learning. So, we investigated the level of teachers' beliefs about the traditional and constructivist approach (cognitive, social and radical). Further, it was questioned how teachers developed qualifications needed for the constructivist approach. The study was conducted on 233 teachers working in the city centre of Gaziantep in Turkey during 2011-2012 school year. Beliefs about Learning Scale, developed by the researchers, was used for data collection. The results revealed that the teachers adopted the constructivist approach at a higher level than the traditional approach. Speaking about the constructivist approach dimensions, the teachers adopted the social constructivist approach at a higher level than cognitive and radical constructivist approaches. According to the gender variable, the extent to which the female teachers adopted the constructivist approach was higher in comparison with the male teachers. Moreover, it was found that the level of classroom teachers' beliefs about the traditional approach was higher than that of subject teachers' beliefs according to seniority. Another finding was that the increase in seniority increased the teachers' beliefs about the traditional approach. The findings indicated that the teachers adopted qualifications for the constructivist approach mostly during their undergraduate and post-graduate education.
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    Öğe
    An investigation of teachers’ beliefs about learning
    (FACTEACHEREDUCATION, 2014) Bay, Erdal; Ilhan, Mustafa; Aydın, Zeynep; Kinay, İsmail; Yiğit, Celal; Kahramanoğlu, Recep; Kuzu, Sekvan
    The aim of this study was to investigate teachers’ beliefs about learning. So, we investigated the level of teachers’ beliefs about the traditional and constructivist approach (cognitive, social and radical). Further, it was questioned how teachers developed qualifications needed for the constructivist approach. The study was conducted on 233 teachers working in the city centre of Gaziantep in Turkey during 2011-2012 school year. “Beliefs about Learning Scale”, developed by the researchers, was used for data collection. The results revealed that the teachers adopted the constructivist approach at a higher level than the traditional approach. Speaking about the constructivist approach dimensions, the teachers adopted the social constructivist approach at a higher level than cognitive and radical constructivist approaches. According to the gender variable, the extent to which the female teachers adopted the constructivist approach was higher in comparison with the male teachers. Moreover, it was found that the level of classroom teachers’ beliefs about the traditional approach was higher than that of subject teachers’ beliefs according to seniority. Another finding was that the increase in seniority increased the teachers’ beliefs about the traditional approach. The findings indicated that the teachers adopted qualifications for the constructivist approach mostly during their undergraduate and post-graduate education. © 2014, Facteachereducation. All rights reserved.
  • Küçük Resim
    Öğe
    A study on possible assessment methods for admission standards for teacher education institutions
    (2015) Kahramanoğlu, Recep; Bay, Erdal
    Araştırmanın amacı, Kahramanoğlu (2014) tarafından belirlenen giriş standart alanlarında yer alan performans göstergelerinin nasıl ölçülebileceğini belirlemektir. Bu performans göstergelerin çalışma için kullanılmasındaki amaç, öğretmen yetiştiren kurumlara öğrenci seçiminde kullanılabilecek düzeyde kabul edildiği içindir. Belirli kriterleri taşıyan 34 uzman araştırmanın örneklemini oluşturmaktadır. Veri toplama aracı olarak "Performans Göstergelerinin Nasıl Ölçülebileceğinin Belirlenmesi Formu" kullanılmıştır. Verilerin çözümlenmesinde yüzde ve sıklıktan yararlanılmıştır. Araştırma sonucunda, araştırmaya katılan öğretim elamanlarının büyük çoğunluğu kişisel özellik standart alanında yer alan performans göstergelerinin kişilik testleri, mülakat sınavı ve öğretmen gözlem raporları ile ölçülebileceğini ifade etmişlerdir. İlgi standart alanında yer alan performans göstergelerinin ölçülmesinde mülakat sınavı ve ilgi envanteri ön plana çıkarken, sağlık standart alanında psikolojik testler ön plana çıkmıştır. Alan bilgisi standart alanında yer alan performans göstergelerinin ölçülmesinde ise ön plana çıkan uygulama başarı testleridir. Entelektüel düzey standart alanında mülakat sınavı; tutumda, beceride ve teknoloji standart alanında ise öğretmen gözlem raporları ön plana çıkan alternatif uygulamadır