Investigation of Teaching-Learning Process in Teaching Principles and Methods Course in terms of Student-Centered Learning

Funda Uysal

Article Details

Investigation of Teaching-Learning Process in Teaching Principles and Methods Course in terms of Student-Centered Learning

Authors:

Funda Uysal

Publisher:

Tokat Gaziosmanpasa University

Main Topics:

Eğitim Programları ve Öğretim (Diğer)

Journal:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.509-556

Document Type:

Article

Publication Date:

3/2025

Document Language:

English

Document ID (Org No.):

2001340552

pISSN:

2148-2314

Keywords:

Abstract:

 The aim of this study is to examine the teaching principles and methods course in the context of the student-centered learning dimension of the Bologna process. It is based on phenomenological research. In the spring semester of the 2023-2024 academic year, two sections of the Teaching Principles and Methods course conducted in the accredited teacher training program of a state university in the Mediterranean Region were observed throughout the semester without participation. In addition, individual interviews were conducted with the instructor and focus group interviews were conducted with six pre-service teachers from each section. Qualitative data were analyzed, and categories and subcategories were formed. The findings of this study reveal that there is an alignment with the principles of student-centered learning, as evidenced by the active participation of pre-service teachers and the facilitating role of the instructor. While the reflections of student-centered learning can be observed in the course syllabus, it can be said that the instructor guides pre-service teachers to fulfill their own learning to learn responsibilities in the process from sharing the course syllabus till giving the final assignment. Both groups emphasized the importance of pre-assessments, feedback and collaborative learning experiences and underlined the need for diversified teaching methods and practice opportunities. Although there are differences in perceptions regarding the variety of teaching techniques used, there is a consensus on the importance of formative assessment and authentic assessment practices. In this process, it can be stated that while some of the pre-service teachers perceived the active teaching approaches they encountered as similar approaches due to their unfamiliarity, the resistance they showed gradually decreased.

 The aim of this study is to examine the teaching principles and methods course in the context of the student-centered learning dimension of the Bologna process. It is based on phenomenological research. In the spring semester of the 2023-2024 academic year, two sections of the Teaching Principles and Methods course conducted in the accredited teacher training program of a state university in the Mediterranean Region were observed throughout the semester without participation. In addition, individual interviews were conducted with the instructor and focus group interviews were conducted with six pre-service teachers from each section. Qualitative data were analyzed, and categories and subcategories were formed. The findings of this study reveal that there is an alignment with the principles of student-centered learning, as evidenced by the active participation of pre-service teachers and the facilitating role of the instructor. While the reflections of student-centered learning can be observed in the course syllabus, it can be said that the instructor guides pre-service teachers to fulfill their own learning to learn responsibilities in the process from sharing the course syllabus till giving the final assignment. Both groups emphasized the importance of pre-assessments, feedback and collaborative learning experiences and underlined the need for diversified teaching methods and practice opportunities. Although there are differences in perceptions regarding the variety of teaching techniques used, there is a consensus on the importance of formative assessment and authentic assessment practices. In this process, it can be stated that while some of the pre-service teachers perceived the active teaching approaches they encountered as similar approaches due to their unfamiliarity, the resistance they showed gradually decreased.

 The aim of this study is to examine the teaching principles and methods course in the context of the student-centered learning dimension of the Bologna process. It is based on phenomenological research. In the spring semester of the 2023-2024 academic year, two sections of the Teaching Principles and Methods course conducted in the accredited teacher training program of a state university in the Mediterranean Region were observed throughout the semester without participation. In addition, individual interviews were conducted with the instructor and focus group interviews were conducted with six pre-service teachers from each section. Qualitative data were analyzed, and categories and subcategories were formed. The findings of this study reveal that there is an alignment with the principles of student-centered learning, as evidenced by the active participation of pre-service teachers and the facilitating role of the instructor. While the reflections of student-centered learning can be observed in the course syllabus, it can be said that the instructor guides pre-service teachers to fulfill their own learning to learn responsibilities in the process from sharing the course syllabus till giving the final assignment. Both groups emphasized the importance of pre-assessments, feedback and collaborative learning experiences and underlined the need for diversified teaching methods and practice opportunities. Although there are differences in perceptions regarding the variety of teaching techniques used, there is a consensus on the importance of formative assessment and authentic assessment practices. In this process, it can be stated that while some of the pre-service teachers perceived the active teaching approaches they encountered as similar approaches due to their unfamiliarity, the resistance they showed gradually decreased.

 Bu araştırmanın amacı, öğretim ilke ve yöntemleri dersinin Bologna sürecinin öğrenci merkezli öğrenme boyutu bağlamında incelenmesidir. Olgubilim araştırmasına dayanmaktadır. 2023-2024 akademik yılı bahar döneminde Akdeniz Bölgesindeki bir devlet üniversitesinin akredite olan öğretmen yetiştirme programında yürütülen Öğretim İlke ve Yöntemleri dersinin iki şubesi katılımsız şekilde dönem boyunca gözlenmiştir. Ayrıca dersleri yürüten öğretim elemanıyla bireysel ve her şubeden altışar öğretmen adayıyla odak grup görüşmesi gerçekleştirilmiştir. Nitel veriler çözümlenerek kategori ve alt kategoriler oluşturulmuştur. Bu çalışmadan elde edilen bulgular, öğretmen adaylarının aktif katılımı ve öğretim elemanının kolaylaştırıcı rolüyle kanıtlandığı üzere, öğrenci merkezli öğrenme ilkeleriyle bir uyumun olduğunu ortaya koymaktadır. Öğrenci merkezli öğrenmenin yansımalarını ders izlencelerinde görürken, öğretim elemanının ders izlencesini paylaşmasından, final ödevini vermesine kadar ilerleyen süreçte, öğretmen adaylarının öğrenmeyi öğrenme sorumluluklarını yerine getirebilmelerine rehberlik ettiği söylenebilir. Her iki grup da ön değerlendirmelerin, geri bildirimlerin ve iş birliğine dayalı öğrenme yaşantılarının önemini vurgulamış, çeşitlendirilmiş öğretim yöntemlerine ve uygulama fırsatlarına duyulan ihtiyacın altını çizmiştir. Kullanılan öğretim tekniklerinin çeşitliliğine ilişkin algılarda farklılıklar olsa da biçimlendirici değerlendirme ve otantik değerlendirme uygulamalarının önemi konusunda fikir birliği bulunmaktadır. Bu süreçte öğretmen adaylarının bir kısmının alışkın olmamalarından dolayı karşılaştıkları aktif öğretim yaklaşımlarını benzer yaklaşım olarak algılarken, gösterdikleri direncin giderek azaldığı da belirtilebilir.

Article Details

Investigation of Teaching-Learning Process in Teaching Principles and Methods Course in terms of Student-Centered Learning

Authors:

Funda Uysal

Publisher:

Tokat Gaziosmanpasa University

Main Topics:

Eğitim Programları ve Öğretim (Diğer)

Journal:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.509-556

Document Type:

Article

Publication Date:

3/2025

Document Language:

English

Document ID (Org No.):

2001340552

pISSN:

2148-2314

Bologna Process

Student Centered Learning

Teaching-Learning Process

Constructivism

Higher EducationBologna Süreci

Öğrenci Merkezli Öğrenme

Öğretme-Öğrenme Süreci

Yapılandırmacılık

Yükseköğretim

Issues

Article Details

Authors: Funda Uysal

Publisher: Tokat Gaziosmanpasa University

Main Topics: Eğitim Programları ve Öğretim (Diğer)

Journal: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.509-556

Document Type: Article

Publication Date: 3/2025

Document Language: English

Document ID (Org No.): 2001340552

pISSN: 2148-2314

Issues

Authors:

Funda Uysal

Publisher:

Tokat Gaziosmanpasa University

Main Topics:

Eğitim Programları ve Öğretim (Diğer)

Journal:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.509-556

Document Type:

Article

Publication Date:

3/2025

Document Language:

English

Document ID (Org No.):

2001340552

pISSN:

2148-2314