Literaturnachweis - Detailanzeige
| Autor/in | Gündogdu, Kerim |
|---|---|
| Titel | An Action Research on Employing Constructivist Multi-Assessment Strategy in Teacher Education |
| Quelle | In: International Journal of Progressive Education, 11 (2015) 3, S.50-63 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1554-5210 |
| Schlagwörter | Foreign Countries; Action Research; Teacher Education; Evaluation Methods; Constructivism (Learning); Preservice Teachers; Student Attitudes; Mixed Methods Research; Public Colleges; English (Second Language); Second Language Instruction; Second Language Learning; Likert Scales; Questionnaires; Turkey |
| Abstract | The purpose of this study was to investigate the effectiveness of utilizing the multi-assessment strategy through a constructivist learning atmosphere with regard to perceptions of the pre-service teachers. The participants were 98 third year (junior) pre-service teachers attending to classroom management course in a public university in Turkey. Action research methodology and mixed method were utilized to collect data in this study. The results showed that classroom management field was acknowledged very positively by the most of the pre-service teachers. The authentic activities utilized during the authentic instructions were positively recognized, although they admitted that all process was tiring and took long time. Although open ended questions yielded both positive and negative aspects, utilizing multi-assessment strategy was indicated mostly by the participants as highly effective. Findings indicated that employing constructivist assessment in teacher education may yield positive impacts especially when doing it learning by doing. (As Provided). |
| Anmerkungen | International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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