Affiliation:
1. Balikesir University, Balikesir, TÜRKİYE
2. International Sarajevo University, Ilidza, Sarajevo, BOSNIA AND HERZEGOVINA
Abstract
This study aims to examine investigate variations in teachers’ perspectives regarding the pedagogical content knowledge acquired through the school experience in the pre-2018 curriculum for elementary mathematics teaching compared to its updated counterpart, now known as teaching practice in the current curriculum. In this direction, six teachers from the department of elementary mathematics teaching at the faculty of education of a university in Western part of Turkey were selected by criterion sampling method. A semi-structured interview form developed by the researchers was used as a data collection tool in the study in which holistic multiple case design, one of the qualitative research methods, was used. The data obtained were analyzed by content analysis. As a result of the research, it was found that the teachers who studied with the old program were inadequate compared to the teachers who studied with the updated program in terms of classroom management, communication with students teaching methods, skills to use techniques.
Reference31 articles.
1. Altintas, S., & Gorgen, I. (2014). Sınıf öğretmeni adaylarının öğretmenlik uygulaması üzerine görüşleri (Muğla Sıtkı Koçman Üniversitesi örneği) [Opinions of classroom teacher candidates on teaching practice (Mugla Sitki Kocman University example)]. International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(8), 197-208. https://doi.org/10.7827/TurkishStudies.7124
2. Aslan, M., & Saglam, M. (2018). Öğretmenlik uygulaması dersinin öğretmen adaylarının görüşlerine göre değerlendirilmesi [Evaluation of the teaching practice course according to the opinions of teacher candidates]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Faculty of Education Journal], 33(1), 144-162. https://doi.org/10.16986/HUJE.2017030313
3. Ball, D. L. (1991). Research on teaching mathematics: Making subject matter knowledge part of the equation. Advances in Research in Teaching, 2.
4. Basturk, S. (2009). Öğretmenlik uygulaması dersinin öğretmen adaylarının görüşlerine göre incelenmesi [Examining the teaching practice course according to the opinions of teacher candidates]. İlköğretim Online [Primary Education Online], 8(2), 439-456.
5. Basturk, S. (2010). Matematik öğretmen adaylarının uygulama okullarında anlattıkları derslerin niteliği [The quality of the courses taught by mathematics teacher candidates in practice schools]. M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi [M. U. Atatürk Faculty of Education Journal of Educational Sciences], 31(31), 57-68.