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- Title
ÖĞRETMEN ADAYLARININ HEDEFLER TAKSONOMİSİ HAKKINDAKİ BİLGİ DÜZEYLERİ.
- Authors
Yeşılyurt, Etem; Eser, Yusuf
- Abstract
The Problem: The skill and knowledge of the teacher, that is an important item of the educational system, plays an important role in the execution of the function of objectives, since it is the teacher that will have the education reach its goal and form the students in terms of the behaviors' wanted from him/her. It depends on the knowledge level of the teacher, comprises before the service training, on this issue so, the teacher accomplishes this task. In this context, it is of critical importance for all the shareholders of the educational system to get the knowledge level of the teacher candidates on the objectives. Purpose of the Study: The purpose of this study is to identify the cognitive, affective and psychomotor domains with respect the knowledge levels related to the categories in these domains, and the difference among these knowledge levels. Method: The population of this study, which is survey model, is constituted by the teacher candidates in the Education Faculty in Ağrı İbrahim Çeçen University in 2008- 2009 academic year/fall term. The sample is consisted of 179 teacher candidates chosen by the random method. The data were gained with the survey comprised 32 items of question form by the researchers. The percentage and frequency techniques were used in analysis of the data. Findings and Conclusions: As a result of the research, in terms of the domains from the highest level to the lowest level, the teacher candidates possess knowledge on affective, cognitive and psychomotor domains; in terms of the categories, the teacher candidates possess knowledge on category of the psychomotor domain, cognitive domain and affective domain. In terms of the categories from the highest level to the lowest level candidates possess knowledge, synthesis, knowledge, evaluation, analysis, application and comprehension in cognitive domain; characterization, receiving, valuing, responding and organization in affective domain; guided response, mechanism, origination, perception and adaptation in psychomotor domain. The research revealed that comprehension-characterization, perception-receiving, analysis-evaluation and responding-valuing were the most complicated categories for the candidates. Suggestions: In order to supply information gap especially related to the comprehension and organization categories, and the cognitive and psychomotor domains with the inclusion of the other domains and categories; some measures must be taken. Especially the most confused categories fort he candidates must be focused on and the knowledge levels of the candidates on the objectives must be tested by the interval measurements and the deficiencies must be supplied.
- Subjects
TURKEY; EDUCATION; TEACHER attitudes; GOAL (Psychology); UNIVERSITIES &; colleges
- Publication
Balikesir University Journal of Social Sciences Institute, 2010, Vol 12, Issue 22, p77
- ISSN
1301-5265
- Publication type
Article