Pre-service teachers’ opinions about constructivism

Abstract

Teachers’ teaching methods change because of the new organizations in the school curricula in 2005-2006 academic year. For this reason, teachers and pre-service teachers should use the teaching methods which are based on constructivism. The aim of this study is to investigate pre-service teachers’ opinions about constructivism and to determine the different ideas among the pre-service teachers in different departments. This research was conducted on 312 pre-service teachers who are in Turkish Language Education (TurkEd), Foreign Language Education (ForEd), Elementary Mathematics Education (MathEd), Early Childhood Education (EarlyEd), Primary Education (PrimEd) and Computer Education and Instructional Technology (CompEd) departments in a university in Ankara. Data were collected by “Teachers’ Sufficiency Scale” to evaluate the opinion of the pre-service teachers. The scale contains five factors about students, setting the stage, dimension about teaching and teaching organization. Results were investigated according to the variability of sub dimensions and pre-service teacher departments. Data were analyzed with percentage. Analysis of the scale revealed that pre-service teachers think that a constructivist teacher should be aware of the students’ needs and interests, social, emotional and socio-economical differences. S/he always responds the needs of the students in her/his lesson plans and teaching style. S/he knows how to take the attention of the students, how to adopt them into their environment. S/he also considers being objective, asking thought provoking questions, giving feedback and to stick to the aim in the assessment process.