Pre-Service Teachers’ Perceptions with Regard to Teaching-Learning Processes

Faysal Ozdas

doi:10.5539/jel.v7n3p188

Abstract

Teaching-learning process has a great important medium where pre-service teachers develop experiences and competences. Pre-service teachers are introduced to this process in a professional sense through the school experience course in teacher training. In this process, it is crucial to identify the encountered difficulties and matters. For this purpose, the perceptions of 48 pre-service teachers attending Pedagogical Formation Training at Mardin Artuklu University and taking the school experience course were got. The study group of the current research consists of the 48 pre-service teachers taking the school experience course in 2014-2015 academic year. The qualitative research method based on the data collection instrument involving two questions in the semi-structured interview form was used. The content analysis was conducted to analyze the data. According to the findings, it was revealed that the pre-service teachers observe or encounter 219 matters with regard to teaching and learning process in the school experience course. It was identified that the most encountered reasons are teacher, school, student related reasons and other ones, respectively. The pre-service teachers developed 229 suggestions to overcome these matters. The findings of this research were compared with the ones in the literature. In this regard, teaching-learning process was discussed.

Highlights

Teaching-learning process can be defined as a process where pre-service teachers have experiences and ideas about teaching, learning, teacher, student and even acquire positive and negative ideas for school concept
Pre-service teachers get acquainted with this process through the school experience course
Curriculum consists of four basic components, namely planning, content, teaching-learning process and assessment and evaluation

Summary

Introduction

1.1 Introduce the ProblemTeaching-learning process can be defined as a process where pre-service teachers have experiences and ideas about teaching, learning, teacher, student and even acquire positive and negative ideas for school concept. Pre-service teachers get acquainted with this process through the school experience course. In this process, they observe and start to rule this process by undertaking responsibilities. This study will dwell on teaching-learning process This process contains learning approaches, teaching strategies, methods, techniques, physical conditions and tools which contribute to ruling all these elements without facing any problem (Arends, 2014). This process is important for students to acquire cognitive, affective and psychomotor skills when curriculum is conducted as expected

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Conclusion