Why Is Active Learning so Difficult to Implement: The Turkish Case

Autor/inn/en	Aksit, Fisun; Niemi, Hannele; Nevgi, Anne
Titel	Why Is Active Learning so Difficult to Implement: The Turkish Case
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 4, Artikel 6 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Active Learning; Teacher Education; Educational Change; Program Implementation; Program Effectiveness; Questionnaires; Student Teachers; Schools of Education; Content Analysis; Barriers; Student Teacher Attitudes; Professional Identity; Teaching Methods; Self Esteem; Cooperative Learning; Learner Engagement; Curriculum Development; Resistance to Change; Student Centered Learning; Teacher Educators; Data Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Lehrerausbildung; Lehrerbildung; Bildungsreform; Fragebogen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Erziehungswissenschaftliche Fakultät; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Self-esteem; Selbstaufmerksamkeit; Kooperatives Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teacher education; Education; Auswertung; Türkei
Abstract	This article aims to report how teacher education may promote active learning which is demanded by the current educational reform of Turkish teacher education (TE). This article also examines the effectiveness of the recent reforms in Turkey from a student's perspective, and provides an understanding of the concept of active learning, how it is applied and what the obstacles are to achieving it. The data were collected through open-ended questions on an electronic platform. Student teachers (n = 316) in the Faculty of Education at Erciyes University responded to the questions. The data were analysed qualitatively through content analysis. The results clearly indicated a big gap between the formal and applied curricula in the Faculty of Education. Many indicators of active learning can be observed, but there are still many obstacles to be overcome. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01