Pre-Service Primary Teachers' Opinions on Team-Games-Tournaments

Autor/in	Baydar, Askin
Titel	Pre-Service Primary Teachers' Opinions on Team-Games-Tournaments
Quelle	In: International Education Studies, 14 (2021) 1, S.86-96 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Preservice Teachers; Elementary School Teachers; Student Attitudes; Teaching Methods; Program Effectiveness; Teamwork; Game Based Learning; Barriers; Cooperative Learning; Social Sciences; Self Esteem; Competition; Student Participation; Student Role; Skill Development; Turkey + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Self-esteem; Selbstaufmerksamkeit; Wettkampf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kompetenzentwicklung; Qualifikationsentwicklung; Türkei
Abstract	The aim of this study is to determine pre-service primary teachers' opinions regarding the implementation of teams-games-tournaments (TGT). For this purpose, the action research method, which is one of the qualitative research methods, was employed. The study group in the research consisted of 30 students who attended Artvin Çoruh University College of Education Elementary Education Department Primary School Teaching Program. Qualitative data was collected by interview forms with open-ended questions. With the answers the participants gave to the interview questions, they shared their opinions about advantages and disadvantages of the method and their suggestions about using the method in their future classes. Participants found positive interdependence and learning in heterogeneous groups, which are among the common features of cooperative learning, useful and necessary. Participants also stated the features of causing noise, making classroom management more difficult, sharing responsibility and rewards unfairly, and difficulty of implementing the method in crowded classes as disadvantages of the method. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01