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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Mimbar Sekolah Dasar
Sedat Altıntaş
Mugla Sıtkı Koçman University
Humanities Education Library & Information Science Social Sciences Other

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The Effects of Pre-service Teachers’ Cognitive Styles on Learning Approaches Sedat Altıntaş; İzzet Görgen
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 4: December 2018
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (299.832 KB) | DOI: 10.11591/ijere.v7i4.15737

Abstract

The main purpose of the study is to investigate the effects of prospective teachers’ cognitive styles on learning approaches. It is aimed to define whether exist significance differences between defining prospective teachers’ cognitive styles and learning approaches and demographic variables within the scope of the mean purpose. The study, designed according to correlational survey model, was conducted at Mugla Sitki Kocman University, Faculty of Education in the 2014-2015 academic year spring semester. As data collection instruments, “The Group Embedded Figures Test” was administered to define prospective teachers’ cognitive style in the study. On the other hand “The Revised Two Factor Study Process Questionnaire” was used to reveal prospective teachers’ learning approaches. According to the findings, prospective teachers generally have field dependent cognitive style. It is determined that between with prospective teachers’ gender and academic success and cognitive style scores there isn’t any significant difference revealed. However, there is significant difference between branches and cognitive style scores. It has been viewed that prospective teachers prefer deep learning approach generally. There isn’t significant difference between gender and learning approaches yet there is significant difference between learning approaches-branches and academic success. It is also concluded that as prospective teachers’ cognitive styles approaches to field independent, deep learning approach preference of prospective teachers has diminished.
Pre-Service Primary Teachers’ Opinions about the Course of Practice Teaching through Distance Education Güler Göçen Kabaran; Sedat Altintas
Mimbar Sekolah Dasar Vol 9, No 1 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i1.42615

Abstract

Due to the coronavirus pandemic affecting the world, face-to-face higher education practices were suspended in most countries, and teaching processes continued with distance education methods. This method has prevented university students from taking theoretical and practical courses face-to-face. In this regard, the teaching practice course, which is the fundamental course for professional preparation in education faculties, was conducted at a distance, in which its effectiveness becomes questionable. Hence, this research aims at determining the prospective classroom teachers' views about the process of conducting the teaching practice course at a distance. This research employs case study design by involving 37 pre-service primary teachers attending the education faculty of a state university. In addition, the data collection were done using a semi-structured interview form developed by the researchers, which was then analyzed using content analysis. The results conclusion showed that the pre-service teachers expressed opinions about the theoretical and practical dimensions, expectations, level of content, and suggestions for the development of the course.
Effectiveness of the project writing training developed for pre-service primary teachers Güler Göçen Kabaran; Sedat Altıntaş
Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (609.77 KB) | DOI: 10.11591/edulearn.v16i3.20519

Abstract

The study investigated the effectiveness of the project writing training developed and implemented for pre-service primary teachers. A case study was adopted in the research. The participants of the study were 17 students of the department of primary school teaching at nine different universities in Turkey. In this context, an online project preparation training was given to participant pre-service primary teachers. The prepared training was presented to pre-service teachers as theoretical and practical. At the end of this process, pre-service teachers were provided to prepare project proposals under the guidance of academic consultancy. A semi-structured interview form developed by the researchers was used to collect the research data. The obtained data were subjected to descriptive and content analysis. Within the scope of the research, it was determined that the participant pre-service teachers had positive opinions about the planning of the developed education and its contribution to them. It was concluded that some of the participants had negative opinions about the duration, timing and onlineness of the training.
Co-Authors Güler Göçen Kabaran İzzet Görgen