The Evaluation of Teacher Training Programs in the United States of America in Terms of Student-Centered Practices Used in Class

Autor/inn/en	Kesici, Ayse Elitok; Çavus, Baris
Titel	The Evaluation of Teacher Training Programs in the United States of America in Terms of Student-Centered Practices Used in Class
Quelle	In: Journal of Education and Training Studies, 7 (2019) 10, S.78-89 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Teacher Education Programs; Student Centered Learning; Active Learning; Questioning Techniques; Group Activities; Social Studies; Primary Education; School Counseling; Preservice Teachers; Teacher Educators; Naturalistic Observation; Educational Equipment + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Befragungstechnik; Fragetechnik; Gruppenaktivität; Gemeinschaftskunde; Primarbereich; School counselling; Pädagogische Beratung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Naturbeobachtung; Ausrüstung
Abstract	The purpose of this research was to evaluate the teacher training programs in the United States of America in terms of student-centered practices used in class. Learning and teaching processes were evaluated based on classroom observations (the methods, techniques, materials and student-centered practices used in class). Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. In participatory observation approach, the observer makes observations without any external influence. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The observations were made at the 4th grade level. The study group of the observations was composed of three teachers. The first of the classes in which the observations were made was social studies teaching, while the second was psychological counseling and guidance teaching, and the third was primary school teaching. The researcher kept the duration of the observations long. The reason for this was to try to ensure that teacher candidates and the teacher considered the researcher as if she were a member of the class. This precaution is necessary so as to be able to capture the natural atmosphere of the class and minimize artificial behaviors, which, in turn, positively affects the validity and reliability of the research. According to the findings obtained from the research, it was found that a total of 19 active learning methods, techniques and practices were used in the three classes. In class, question-answer was used most. It was observed that there were 17 different types of active methods, techniques and instructional practices. It was determined that a total of 19 different kinds of active learning materials were used in the three classes. Projector was the material which used the most in class. Based on the findings of the research, it was determined that there were also active learning practices that were not used in class. Depending on the fact that learning by doing is the most permanent traced learning, practices that can make the student active can be included more. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01