An Examination of Teachers' Teaching Methods and Techniques Training at Undergraduate Level

Yeliz Tunga; Berkan Çelik; Kürşat Çağıltay

Makale detayları

An Examination of Teachers' Teaching Methods and Techniques Training at Undergraduate Level

Yazarlar:

Yeliz Tunga | Berkan Çelik | Kürşat Çağıltay

Yayıncı:

Ege University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Ege Eğitim Dergisi Vol.25 Issue 3, pp.237-259

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332173

pISSN:

1307-4474

Anahtar kelimeler:

Özet:

 In the literature, it is emphasized that knowledge of teaching methods and techniques has an important place in teachers professional repertoire and that a wide repertoire is necessary for effective teaching. This study aims to examine how teachers preferences for instructional methods and techniques vary by subject area, as well as to determine their views on the undergraduate training they received in these methods and techniques and their perceived need for such training. Descriptive research was adopted as the research method, and the participants consisted of 965 primary and secondary school teachers who participated in the training organized within the scope of the Digital Teachers Project. A presentation assignment and a survey form were used as data collection tools. The presentations prepared by the participants and the survey responses were analyzed using descriptive statistics and content analysis. It was determined that traditional methods and techniques such as six-hat thinking, brainstorming, problem solving, and drama were at the forefront among the methods and techniques that teachers preferred to prepare presentations. In addition, more than half of the teachers stated that they did not find the teaching methods and techniques training given at the undergraduate level sufficient. The findings of the study make an important contribution to understanding teachers professional needs and expectations regarding teaching methods and techniques.

 In the literature, it is emphasized that knowledge of teaching methods and techniques has an important place in teachers professional repertoire and that a wide repertoire is necessary for effective teaching. This study aims to examine how teachers preferences for instructional methods and techniques vary by subject area, as well as to determine their views on the undergraduate training they received in these methods and techniques and their perceived need for such training. Descriptive research was adopted as the research method, and the participants consisted of 965 primary and secondary school teachers who participated in the training organized within the scope of the Digital Teachers Project. A presentation assignment and a survey form were used as data collection tools. The presentations prepared by the participants and the survey responses were analyzed using descriptive statistics and content analysis. It was determined that traditional methods and techniques such as six-hat thinking, brainstorming, problem solving, and drama were at the forefront among the methods and techniques that teachers preferred to prepare presentations. In addition, more than half of the teachers stated that they did not find the teaching methods and techniques training given at the undergraduate level sufficient. The findings of the study make an important contribution to understanding teachers professional needs and expectations regarding teaching methods and techniques.

 In the literature, it is emphasized that knowledge of teaching methods and techniques has an important place in teachers professional repertoire and that a wide repertoire is necessary for effective teaching. This study aims to examine how teachers preferences for instructional methods and techniques vary by subject area, as well as to determine their views on the undergraduate training they received in these methods and techniques and their perceived need for such training. Descriptive research was adopted as the research method, and the participants consisted of 965 primary and secondary school teachers who participated in the training organized within the scope of the Digital Teachers Project. A presentation assignment and a survey form were used as data collection tools. The presentations prepared by the participants and the survey responses were analyzed using descriptive statistics and content analysis. It was determined that traditional methods and techniques such as six-hat thinking, brainstorming, problem solving, and drama were at the forefront among the methods and techniques that teachers preferred to prepare presentations. In addition, more than half of the teachers stated that they did not find the teaching methods and techniques training given at the undergraduate level sufficient. The findings of the study make an important contribution to understanding teachers professional needs and expectations regarding teaching methods and techniques.

 Literatürde öğretim yöntem ve teknik bilgisinin öğretmenlerin mesleki repertuarında önemli bir yer tuttuğu ve etkili bir öğretim için geniş bir repertuar gerekliliği vurgulanmaktadır. Bu çalışma, öğretmenlerin öğretim yöntem ve teknikleri tercihlerinin branşlara göre nasıl şekillendiğini inceleyerek, öğretmenlerin bu yöntem ve tekniklerin öğrenildiği lisans düzeyinde aldıkları öğretim yöntem ve teknikleri eğitimine yönelik görüşlerini ve bu tür bir eğitime ihtiyaç duyma durumlarını tespit etmeyi amaçlamaktadır. Araştırma yöntemi olarak betimsel bir araştırma benimsenmiş ve katılımcılar Dijital Öğretmenler Projesi kapsamında düzenlenen eğitimlere katılan 965 ilkokul ve ortaokul öğretmenlerinden oluşmuştur. Veri toplama aracı olarak sunum hazırlama ödevi ve anket formu kullanılmıştır. Katılımcıların hazırladığı sunumlar ve anket cevapları betimsel istatistikler ve içerik analizi kullanılarak analiz edilmiştir. Öğretmenlerin sunum hazırlamayı tercih ettikleri yöntem ve teknikler arasında sıklıkla altı şapkalı düşünme, beyin fırtınası, problem çözme ve drama gibi geleneksel yöntem ve tekniklerin ön planda olduğu belirlenmiştir. Bunun yanı sıra, çalışma sonucunda öğretmenlerin yarısından fazlası lisans düzeyinden verilen öğretim yöntem ve teknikleri eğitimini yeterli bulmadıkları ifade etmişlerdir. Araştırmanın bulguları, öğretmenlerin öğretim yöntem ve tekniklerine ilişkin mesleki ihtiyaçlarının ve beklentilerinin anlaşılması açısından önemli bir katkı sağlamaktadır.

Makale detayları

An Examination of Teachers' Teaching Methods and Techniques Training at Undergraduate Level

Yazarlar:

Yeliz Tunga | Berkan Çelik | Kürşat Çağıltay

Yayıncı:

Ege University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Ege Eğitim Dergisi Vol.25 Issue 3, pp.237-259

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332173

pISSN:

1307-4474

Teaching methods

Teaching techniques

Teacher education

Teacher perceptions

Digital teachers projectÖğretim yöntemleri

Öğretim teknikleri

öğretmen eğitimi

öğretmen algıları

Dijital öğretmenler projesi

Sayı

Makale detayları

Yazarlar: Yeliz Tunga | Berkan Çelik | Kürşat Çağıltay

Yayıncı: Ege University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Eğitim Üzerine Çalışmalar (Diğer)

Dergi: Ege Eğitim Dergisi Vol.25 Issue 3, pp.237-259

Belge Tipi: Makale

Yayın Tarihi: 11/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001332173

pISSN: 1307-4474

Sayı

Yazarlar:

Yeliz Tunga | Berkan Çelik | Kürşat Çağıltay

Yayıncı:

Ege University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Ege Eğitim Dergisi Vol.25 Issue 3, pp.237-259

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332173

pISSN:

1307-4474