Abstract
Bu makale, dönüştürücü öğrenme kuramı ile yürütülen öğretmen eğitiminin öğretmen adaylarının mesleki inançları üzerindeki etkilerini incelemektedir. Bu çalışma aynı zamanda öğretmenlik mesleğine yönelik bakış açılarındaki dönüşümleri belirlemeyi de amaçlamaktadır. Katılımcı öğretmen adayları, Edublogs tarafından desteklenen dönüştürücü pedagojiyi kullanarak çeşitli projelerde yer aldı. Kurslar, hem sınıf ortamında yüz yüze etkinliklerde hem de Edublogs ortamında harmanlanmış bir öğrenme şekli olarak uygulanmıştır. 38 öğretmen adayının katıldığı karma bir yöntem tercih edilmiştir. 12 haftalık başvuru sonrasında elde edilen bulgular dönüştürücü faaliyetlerin öğretmen adaylarının mesleki inançları üzerinde olumlu bir etkisi olduğunu göstermiştir. Sonuç olarak, mesleki bakış açılarında olumlu bir dönüşüm gözlemlenmiştir.
Highlights
As observed in every field in well-informed societies, there are various needs in education and researchers are involved in new studies with the aim of responding to such needs
In the light of these explanations, this study aims to define the effect of teacher education based on transformative learning theory supported by Edublogs on prospective teachers’ professional beliefs
Paired Samples Statistics analysis was conducted to determine the effect of the activities based on transformative learning theory on the prospective teachers’ professional beliefs
Summary
As observed in every field in well-informed societies, there are various needs in education and researchers are involved in new studies with the aim of responding to such needs. As the traditional teaching approaches are insufficient, it is strongly emphasized that learners should be responsible for their own leaning processes and the teachers should guide them (Baeten, Struvyen & Dochy, 2013). The ongoing developments in education technology and shifts in higher education have witnessed respectable changes over the decade. It is broadly known that the number of educational institutions that attach importance to student-centered teaching instead of teacher-based teaching is rapidly growing. The implementation of approaches such as student-centered teaching has moved the focus to students and enabled them maintain more control over their learning. As it is said above learners are developing greater awareness in the fact that responsibility of the learning processes is on their shoulders not teachers
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