Primary Pre-Service Teachers' Perspectives on Constructivism and Its Implementation in the Schools

Autor/in	Savas Basturk
Titel	Primary Pre-Service Teachers' Perspectives on Constructivism and Its Implementation in the Schools
Quelle	In: Universal Journal of Educational Research, 4 (2016) 4, S.904-912 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Primary Education; Elementary School Teachers; Constructivism (Learning); Program Implementation; Semi Structured Interviews; Grade 2; Grade 3; Grade 4; Content Analysis; Knowledge Level; Teaching Experience; Motivation; Preservice Teacher Education; Self Efficacy; Data Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Inhaltsanalyse; Wissensbasis; psychologische; Motivation (psychologisch); Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Auswertung; Türkei
Abstract	The aim of this study was to determine pre-service teachers' perspectives on constructivism and its implementation in schools. In order to do this, a semi-structured interview was conducted with 12 primary pre-service teachers from the grades 2, 3, and 4. Four pre-service teachers were voluntarily selected from each grade for interview. Each interview lasted about 20 minutes. The recorded interviews were transferred to written texts and later analyzed. The responses were examined by descriptive and content analysis. According to the most significant results of the research, the pre-service teachers' knowledge of constructivism is general, theoretical, and limited. Although they are very positive about constructivism as a teaching and learning approach, they have major hesitations in its implementation in the schools due to the lack of experience in such an approach during their education and the lack of motivation for constructivism resulting from the weaknesses of knowledge. The pre-service teachers also think that the lessons and practices in the faculty of education are not very sufficient to become a constructivist teacher. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01