Abstract
The aim of this study is to examine regulation of priority in the different teaching-learning process of science teachers format. Nine science teachers attendant in state schools with similar properties in Aksaray, constitute the working group's research. The data obtained through observation and interviews were analyzed descriptively. According to the results of teachers findings related to the preparation before the course examined three categories including content, learning environment, findings for students of different levels. All three groups of teachers said that they had made several preparations under this category before the course. The activities that took place in the introduction of class by teacher were examined in the form of reminders, class teacher attention, motivation, to notify the target and prerequisite information and it was determined that several variations based on priority in that category. According to the findings relating to the course of teacher workings, question-answer and lectures were used in three groups. The most diverse materials and teaching methods and techniques in the course belongs to teachers with priority between 11-20 years. While the priority of teachers increases student participation in the course decreases. 1-10 years from associating with everyday life; between the main and sub-points highlighting 11-20 years; making summaries are 21 and older teachers with seniority they left missing in the course of those points.
Highlights
Formal education is a deliberate, planned and controlled type of the training that is the process of achieving behavioral change in the desirable way of life at schools. ‘’The individual's desired behavior through their own experiences and deliberate process of bringing change called formal education (Ertürk, 1994)
In this study that aims to determine is the Science Teachers’, in different occupational seniority, different arrangement of teaching-learning process differentiate or not; a process by which the natural environment of perceptions and events to put forward realistic and in an integrated manner by monitoring, observation, interview, which used data collection methods such as document analysis (Yıldırım & Şimşek, 2008), qualitative research methods, from the focusing on how they affect the status of teachers in the implementation case studies design, for comparing the way to manage the teachinglearning process by teachers with different seniority has been used nested multiple case design
Teachers with 1-10 years of occupational seniority are using mostly different methods of preparation for students at different levels in the group
Summary
Formal education is a deliberate, planned and controlled type of the training that is the process of achieving behavioral change in the desirable way of life at schools. ‘’The individual's desired behavior through their own experiences and deliberate process of bringing change called formal education (Ertürk, 1994). Formal education is a deliberate, planned and controlled type of the training that is the process of achieving behavioral change in the desirable way of life at schools. Learning and teaching process of planned, programmed, and desired to be carried out systematically on a regular basis led to the institutionalization of education that is, the formation of education and school system (Şişman, 2010). Knowing exactly the role of member schools is required to fulfill the duties expected of school (Taymaz, 2009). They are teachers who are guiding for the formation of favorable learning or allowing to happen in schools (Senemoğlu, 2007)
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