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dc.contributor.authorDelen, İbrahim
dc.contributor.authorŞen,Sedat
dc.contributor.authorErdoğan, Niyazi
dc.date.accessioned2019-05-16T19:32:50Z
dc.date.available2019-05-16T19:32:50Z
dc.date.issued2015
dc.identifier.issn1307-6086
dc.identifier.urihttps://hdl.handle.net/20.500.12462/4103
dc.descriptionErdoğan, Niyazi (Balikesir Author)en_US
dc.description.abstractTurkish Council of Higher Education (YÖK) has initiated a new teacher certification program to provide an opportunity for graduates of certain faculties to qualify as teachers. Thus measuring the occupational readiness level of this group joining the teacher candidates is crucial. The main purpose of this study is to measure the pedagogical knowledge of students attending teacher certificate program with an aim of becoming mathematics teachers. This study was conducted with candidates who are about to complete the teacher certification program at a university in southeastern part of Turkey. Analyses revealed that age, gender, and experience of teacher candidates attending teacher certificate programs had no effect on their opinions about their content, technology, and pedagogy readiness. Although candidates expressed readiness in terms of technological skills and pedagogical knowledge, they had a hard time when asked to give examples about these two topics. Consistent with the teacher education literature, we concluded that better support mechanisms with an emphasis on educational pedagogy should be implemented to graduate more qualified teacher candidatesen_US
dc.description.abstractTurkish Council of Higher Education (YÖK) has initiated a new teacher certification program to provide an opportunity for graduates of certain faculties to qualify as teachers. Thus measuring the occupational readiness level of this group joining the teacher candidates is crucial. The main purpose of this study is to measure the pedagogical knowledge of students attending teacher certificate program with an aim of becoming mathematics teachers. This study was conducted with candidates who are about to complete the teacher certification program at a university in southeastern part of Turkey. Analyses revealed that age, gender, and experience of teacher candidates attending teacher certificate programs had no effect on their opinions about their content, technology, and pedagogy readiness. Although candidates expressed readiness in terms of technological skills and pedagogical knowledge, they had a hard time when asked to give examples about these two topics. Consistent with the teacher education literature, we concluded that better support mechanisms with an emphasis on educational pedagogy should be implemented to graduate more qualified teacher candidatesen_US
dc.language.isoturen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEğitimen_US
dc.subjectBilimsel Disiplinleren_US
dc.subjectEğitimen_US
dc.subjectEğitim Araştırmalarıen_US
dc.subjectTeacher Certificate Programen_US
dc.subjectPre-service Teachersen_US
dc.subjectPedagogical Content Knowledgeen_US
dc.subjectTechnological Content Knowledgeen_US
dc.subjectFormasyon Programıen_US
dc.subjectÖğretmen Adaylarıen_US
dc.subjectPedagojik Alan Bilgisien_US
dc.subjectTeknolojik Alan Bilgisien_US
dc.titleTürkiye'deki formasyon programının incelenmesi: Öğretmen adaylarının teknolojik ve pedagojik alan bilgisien_US
dc.title.alternativeInvestigating teacher certificate program in Turkey: Prospective teachers' technological and pedagogical content knowledgeen_US
dc.typearticleen_US
dc.relation.journalNecatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisien_US
dc.contributor.departmentBalıkesir Üniversitesien_US
dc.identifier.volume9en_US
dc.identifier.issue2en_US
dc.identifier.startpage252en_US
dc.identifier.endpage274en_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US


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