Evaluation of the Teaching Practice Course Carried out with the Lesson Study Model

Autor/inn/en	Sahin, Seyma; Kiliç, Abdurrahman
Titel	Evaluation of the Teaching Practice Course Carried out with the Lesson Study Model
Quelle	In: Tuning Journal for Higher Education, 8 (2020) 1, S.99-127 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sahin, Seyma) ORCID (Kiliç, Abdurrahman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2340-8170
Schlagwörter	Foreign Countries; Teacher Improvement; Teacher Collaboration; Student Teaching; Student Teachers; Student Teacher Attitudes; Student Development; Program Effectiveness; Student Centered Learning; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrerkooperation; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Türkei
Abstract	The purpose of this research was to evaluate the teaching practice process carried out with the lesson study model. In this research "action research" approach was adopted. The study group of the research consisted of four Turkish Language and Literature pre-service teachers. Lesson study was carried out in nine weeks of the teaching practice course. Qualitative data collection techniques such as observation, unstructured focus group interview, and document review were used as data collection techniques. Pre-service teacher course observation forms obtained before the lesson study process, course plans, reflective diary forms, peer observation forms and student opinion forms obtained during the lesson study application process were analyzed with descriptive analysis method. At the end of the lesson study process, focus group interview data and letters written by pre-service teachers were analyzed by content analysis method. At the end of the research, it was seen that pre-service teachers' perception of teaching profession changed in line with student-centered understanding. It has been determined that pre-service teachers personally develop in terms of multi-faceted thinking, problem solving, self-confidence and patience and also improve professionally on issues such as coping with students, preparing plans, and producing activities. (As Provided).
Anmerkungen	University of Deusto. e-mail: tuningjournal@deusto.es; Web site: http://www.tuningjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01