Literaturnachweis - Detailanzeige
| Autor/in | Baydar, Askin |
|---|---|
| Titel | Opinions of Pre-Service Classroom Teachers about Academic Controversy Method |
| Quelle | In: Higher Education Studies, 11 (2021) 1, S.55-64 (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1925-4741 |
| Schlagwörter | Preservice Teachers; Student Attitudes; Undergraduate Students; Teaching Methods; Instructional Effectiveness; Social Studies; Controversial Issues (Course Content); Classroom Techniques; Skill Development; Elementary Education; Public Colleges; Cooperative Learning; Foreign Countries; Turkey |
| Abstract | The aim of this study is to determine the opinions of pre-service classroom teachers about academic controversy, from the cooperative learning methods, implemented in social studies teaching course. Using the action research pattern from the qualitative research approaches, the study group for the research comprised 42 preservice teachers in third year attending the primary education department in a state university. Research data were collected from preservice teachers with an interview form asking open-ended questions Responses of preservice teachers to the questions included opinions about the positive and negative aspects of the academic controversy method; whether they would apply this method in future classes and why; and about the contribution of the method to social and individual development of students. Opinions of preservice teachers after implementing the method in the class environment were that the academic controversy method was fun and beneficial for peer teaching; increased in-class interaction, retention of knowledge and self-confidence; ensured effective participation in class, active learning and conflict management; provided democracy education, directed research, taught respect for differences, provided a multidimensional perspective, and reduced the need for authority; and that it developed self-control, self-expression, decision-making and problem-solving skills. Additionally, criticisms mentioned by preservice teachers included causing noise in the classroom, not being appropriate for all class levels, lessons or topics, being difficult to implement in crowded classrooms and that the duration was not sufficient for the implementation. (As Provided). |
| Anmerkungen | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
