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- Title
ÖĞRETMEN ADAYLARININ ÖĞRETMENLİK MESLEK BİLGİSİ YETERLİKLERİNİ KAZANMA DÜZEYLERİNİN BELİRLENMESİ: DUMLUPINAR ÜNİVERSİTESİ ÖRNEĞİ
- Authors
Özden, Döndü Özdemir; Özden, Muhammet
- Abstract
Problem Statement: Teachers' teaching professional knowledge is considered as requiring particular professional expert knowledge and skills, which is essential for their in-job lives. In that point, making the pre-service teachers to gain those competencies and skills during their pre-service teaching process becomes vitally important. Therefore, in addition to make the pre-service teachers gain pedagogical knowledge and competencies, it is also necessary to determine the amount of the competencies that acquired by the pre-service teachers during their pre-service education. Purpose of the Study: The purpose of this study is to figure out the levels of Teaching Profession knowledge of the pre-service teachers at non-thesis M.A. program and to depict the effects of the other variables such as gender, age and educational background on the levels of Teaching Profession Knowledge. Method: The data of the study are gathered through survey method which is a quantitative research methodology. The participants of this study are 182 non-thesis M.A. program students who enrolled in Social Sciences, Science and Mathematics Teacher Education Program at Dumlupınar University. A five-point likert type questionnaire, which was developed by the researchers, is used as the data gathering instrument of the present study. The instrument consists of 36 items which inquire the teaching profession knowledge of the participants. The frequency, percentage, mean, t-test and one way variance analysis are used in the data analysis process. Findings and Results: With reference to the findings of the present study, it was observed that the pre-service teachers considered that they have acquired pedagogical knowledge competency at an acceptable level. The findings revealed that the variables such as gender and age do not show any significant difference whereas the educational backgrounds of the participants show a significant difference with reference to their majors. That is, the pre-service teachers at Mathematics Teacher Education Program find themselves as more competent than the pre-service teachers at Physics Teacher Education Program. Recommendations: It could be suggested that some activities which might enrich the teacher candidates' background on teaching profession might be practiced at the University level, specifically at Physics Teacher Education Programs. Additionally, a comparative study on the teaching professional knowledge of teacher candidates of Dumlupınar University and other contexts could be conducted as a future studies.
- Subjects
TURKEY; VOCATIONAL guidance for teachers; STUDENT teachers; MASTERS programs (Higher education); EDUCATION; PEDAGOGICAL content knowledge
- Publication
Balikesir University Journal of Social Sciences Institute, 2010, Vol 12, Issue 22, p175
- ISSN
1301-5265
- Publication type
Article