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The Educational Approaches of Turkish Pre-Service Elementary Mathematics Teachers in Their First Teaching EJ1041869

  • Text
  • Approaches
  • Constructivist
  • Beliefs
  • Mathematics
  • Educational
  • Opinions
  • Classroom
  • Practices
  • Elementary
  • Australian
  • Turkish
  • Futuriststeam.co.uk

Australian Journal

Australian Journal of Teacher Education Aykaç, N. (2007). Đlköğretim programında yer alan etkinliklerin öğretmen görüşleri doğrultusunda değerlendirilmesi. Ahi Evren Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8 (2), 19–35. Aykaç, N., Ulubey, Ö. (2012) Pre-service teachers’ opinions about the application level of elementary school program. Ankara University, Journal of Faculty of Educational Sciences. Vol: 45, no: 1, 63-82. Baki, A. (2002). Öğrenen ve Öğretenler için Bilgisayar Destekli Matematik, Đstanbul:Tübitak Bitav-Ceren yayınları. Baştürk, S. (2011) Mathematics teacher candidates’ evaluations of teaching and learning process in faculty of education. International Journal of Human Sciences. Vol. 8. No. 1, 58-94. Becit, G., Kurt, A. A., & Kabakçı, I. (2009). Bilgisayar öğretmen adaylarının okul uygulama derslerinin yararlarına ilişkin görüşleri. Anadolu Üniversitesi Sosyal Bilimler Dergisi. Vol.:9, No: 1. 169–184. Belcheir, M. (1998). Assessing readiness for employment in the field of education. (Research Rep. No. 98-06). Idaho: Boise State University. Boz, N., & Boz, Y. (2006). Do prospective teachers get enough experience in school placements? Journal of Education for Teaching, 32(4), 353–368. Bozaslan, H. (2012). An investigation of pre-service teachers’ parents to the epistemological belief and alternative cognitive properties (a research in Harran University). Journal of European Education, Volume 2 Issue 1, 28-40. Brooks, J.G. (2002). Schooling for life: Reclaiming the essence of learning. Alexandria, VA: ASCD. Brooks, J. G. & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. (Revised ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Buhagiar, M.A. (2013). Mathematics student teachers’ views on tutor feedback during teaching practice. European Journal of Teacher Education,Vol. 36, No. 1, 55–67. Büyükgöze Kavas, A. & Bugay, A. (2009). Öğretmen adaylarının hizmet öncesi eğitimlerinde gördükleri eksiklikler ve çözüm önerileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25(1), 13-21. Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 709-725). New York: Macmillan Library Reference USA: Simon & Schuster Macmillan. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge. Çakıroglu, E. & Çakıroglu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264. Çetintaş, B., & Genç, A. (2005). Views and experiences of prospective German language teachers on practicum courses. H. U. Journal of Education, 29, 75-84. Deryakulu, D. (2004). Epistemolojik Đnançlar. Y. Kuzgun ve D. Deryakulu (Ed.). Eğitimde Bireysel Farklılıklar (259–287). Ankara: Nobel Yayın-Dağıtım. Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal. (57), 344-350. http://dx.doi.org/10.1093/elt/57.4.344 Dursun, Ö.Ö., & Kuzu, A. (2008). Öğretmenlik uygulaması dersinde yaşanan sorunlara yönelik öğretmen adayı ve öğretim elemanı görüşleri. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Sayı: 25, Sayfa 159 -178 Duru, A. & Korkmaz, H. (2010). Teachers’ views about a new mathematics curriculum and difficulties encountering curriculum change. H. U. Journal of Education. (38): 67-81. Vol 39, 10, September 2014 131

Australian Journal of Teacher Education Ekşi, G. (2012). Implementing an observation and feedback form for more effective feedback in microteaching. Education and Science. Vol. 37, No 164, 267-282. Eraslan,A. (2009). Prospective mathematics teachers’ opinions on ‘teaching practice’. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education. Vol. 3, Issue 1, pp. 207-221. Fennema, E., & Franke, M. L. (1992). Teachers’ knowledge and its impact. In: Grouws, D. A. (ed.), Handbook of Research on Mathematics Teaching and Learning, Macmillan, New York, pp. 147–164. Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26(4), 37-47. http://dx.doi.org/10.1080/01626620.2005.10463341 Fives, H. & Buehl, M.M. (2012) Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K.R. Harris, S. Graham, & T. Urdan (Eds.). APA educational psychology handbook: Vol. 2. Individual differences and cultural and contextual factors (p. 471-499). Washington:American Psychological Association. Gall, M., Borg, W., & Gall, J. P. (1996). Educational research an introduction (6th ed.). White Plains: Longman. Gibbs, G., & M. Coffey. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education 5: 87–100. Glasersfeld, E.von (1995). Radical constructivism: A way of knowing and learning. London: Falmer Press. http://dx.doi.org/10.4324/9780203454220 Glasersfeld, E. von (1989). Cognition, Construction of Knowledge, and Teaching. Synthese, 80,121–140. Gömleksiz, M. N. (2005). An evaluation of the effectiveness of new Turkish primary school curriculum in practice. Educational Sciences: Theory & Practice, 5(2), 371–384. Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review. Vol. 15, No. 2, 147-179. http://dx.doi.org/10.1023/A:1023477131081 Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator. 13(2), 47-58. Howard, B.C., McGee, S., Schwartz, N., & Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education, 32(4), 455–465. Jones, M. & Vesilind, E. (1995) Preservice teachers’ cognitive frameworks for class management, Teaching and Teacher Education, 11(4), 313–330. Karacaoğlu, C. Ö., & Acar, E. (2010). The issues that teachers encounter during application of new curricula. YYU Journal of Education Faculty. VII (I), 45-58. Karadağ, E., Deniz, S., Korkmaz, T., & Deniz G. (2008). Yapılandırmacı Öğretim Yaklaşımı: Sınıf Öğretmenleri Görüşleri Kapsamında Bir Araştırma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi. 21 (2), 383–402. Klein, M. (1998). Constructivist practice in preservice teacher education in mathematics: (Re)producing and affirming the status quo? Asia-Pacific Journal of Teacher Education, 26, (1), 75 – 85. http://dx.doi.org/10.1080/1359866980260107 Korthagen, F. & Kessels, J. (1999) Linking theory and practice: changing the pedagogy of teacher education. Educational Researcher. 28(4), 4–17. Krull, E., Koni, I., & Oras, K. (2013). Impact on student teachers’ conception of learning and teaching from studying a course in educational psychology. Asia-Pacific Journal of Teacher Education, 2013 Vol. 41, No. 2, 218–231. Vol 39, 10, September 2014 132

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