Literaturnachweis - Detailanzeige
Autor/in | Baydar, Askin |
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Titel | Pre-Service Primary Teachers' Opinions on Team-Games-Tournaments |
Quelle | In: International Education Studies, 14 (2021) 1, S.86-96 (11 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1913-9020 |
Schlagwörter | Foreign Countries; Preservice Teachers; Elementary School Teachers; Student Attitudes; Teaching Methods; Program Effectiveness; Teamwork; Game Based Learning; Barriers; Cooperative Learning; Social Sciences; Self Esteem; Competition; Student Participation; Student Role; Skill Development; Turkey Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Self-esteem; Selbstaufmerksamkeit; Wettkampf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kompetenzentwicklung; Qualifikationsentwicklung; Türkei |
Abstract | The aim of this study is to determine pre-service primary teachers' opinions regarding the implementation of teams-games-tournaments (TGT). For this purpose, the action research method, which is one of the qualitative research methods, was employed. The study group in the research consisted of 30 students who attended Artvin Çoruh University College of Education Elementary Education Department Primary School Teaching Program. Qualitative data was collected by interview forms with open-ended questions. With the answers the participants gave to the interview questions, they shared their opinions about advantages and disadvantages of the method and their suggestions about using the method in their future classes. Participants found positive interdependence and learning in heterogeneous groups, which are among the common features of cooperative learning, useful and necessary. Participants also stated the features of causing noise, making classroom management more difficult, sharing responsibility and rewards unfairly, and difficulty of implementing the method in crowded classes as disadvantages of the method. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |