Examining Teacher Candidates' Perceptions of the Learning-Teaching Environment in Terms of Different Variables

Yücel Kayabaşı; Melek Çakmak

Article Details

Examining Teacher Candidates' Perceptions of the Learning-Teaching Environment in Terms of Different Variables

Authors:

Yücel Kayabaşı | Melek Çakmak

Publisher:

Mugla Sitki Kocman University

Main Topics:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Journal:

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.11 Issue 1, pp.107-120

Document Type:

Article

Publication Date:

5/2024

Document Language:

Turkish

Document ID (Org No.):

2001306832

pISSN:

2148-6999

Keywords:

Abstract:

 Abstract The learning experience is important for teaching activities. The characteristics of the learning-teaching exprenceenvironment in which the learner is located have an impact on the learners perception. It is known that both the structure of the classroom environment and individual differences in the classroom have an impact on the perception of teaching activities, workload and evaluation. In particular, the teaching-learning environment is also affected by content, difficulty, evaluation style, and student-teacher relationships. The main purpose of this research is; To determine the perceptions of teacher candidates studying in education faculties regarding the characteristics of the teaching-learning environment and to examine them in terms of various variables. The survey model, one of the quantitative research methods, was used in the research. 204 teacher candidates studying in different departments of education faculties and at different grade levels were included in the research. The results of the research showed that prospective teachers perceptions of the characteristics of the teaching-learning experience did not show a significant difference according to the gender variable, but there was a significant difference in favor of first and second graders according to grade level. Another striking result of the research is; Pre-service teachers perceptions of the characteristics of the teaching-learning environment according to their grade levels are found to be significant in all sub-factors of the scale.

 Abstract The learning experience is important for teaching activities. The characteristics of the learning-teaching exprenceenvironment in which the learner is located have an impact on the learners perception. It is known that both the structure of the classroom environment and individual differences in the classroom have an impact on the perception of teaching activities, workload and evaluation. In particular, the teaching-learning environment is also affected by content, difficulty, evaluation style, and student-teacher relationships. The main purpose of this research is; To determine the perceptions of teacher candidates studying in education faculties regarding the characteristics of the teaching-learning environment and to examine them in terms of various variables. The survey model, one of the quantitative research methods, was used in the research. 204 teacher candidates studying in different departments of education faculties and at different grade levels were included in the research. The results of the research showed that prospective teachers perceptions of the characteristics of the teaching-learning experience did not show a significant difference according to the gender variable, but there was a significant difference in favor of first and second graders according to grade level. Another striking result of the research is; Pre-service teachers perceptions of the characteristics of the teaching-learning environment according to their grade levels are found to be significant in all sub-factors of the scale.

 Abstract The learning experience is important for teaching activities. The characteristics of the learning-teaching exprenceenvironment in which the learner is located have an impact on the learners perception. It is known that both the structure of the classroom environment and individual differences in the classroom have an impact on the perception of teaching activities, workload and evaluation. In particular, the teaching-learning environment is also affected by content, difficulty, evaluation style, and student-teacher relationships. The main purpose of this research is; To determine the perceptions of teacher candidates studying in education faculties regarding the characteristics of the teaching-learning environment and to examine them in terms of various variables. The survey model, one of the quantitative research methods, was used in the research. 204 teacher candidates studying in different departments of education faculties and at different grade levels were included in the research. The results of the research showed that prospective teachers perceptions of the characteristics of the teaching-learning experience did not show a significant difference according to the gender variable, but there was a significant difference in favor of first and second graders according to grade level. Another striking result of the research is; Pre-service teachers perceptions of the characteristics of the teaching-learning environment according to their grade levels are found to be significant in all sub-factors of the scale.

 Öğrenme ortamı, öğretim etkinlikleri açısından önemlidir. Öğrenenin içinde bulunduğu öğrenme-öğretme ortamının özellikleri öğrenenin algısı üzerinde etkili olmaktadır. Öğretim etkinlikleri, iş yükü ve değerlendirme algısı üzerinde, hem sınıf ortamının yapısı hem de sınıftaki bireysel farklılıkların etkisinin olduğu bilinmektedir. Özellikle öğretme-öğrenme ortamı içerik, güçlük, değerlendirme biçimi, öğrenci-öğretmen ilişkilerinden de etkilenmektedir. Bu araştırmanın temel amacı; eğitim fakültelerinde öğrenim gören öğretmen adaylarının öğretme-öğrenme ortamının özelliklerine ilişkin algılarını belirlemek ve çeşitli değişkenler açısından incelemektir. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmaya, eğitim fakültelerinin farklı bölümlerinde ve farklı sınıf düzeylerinde öğrenim gören 204 öğretmen adayı dâhil olmuştur. Araştırma sonuçları, öğretmen adaylarının öğretme-öğrenme ortamının özelliklerine ilişkin algılarının cinsiyet değişkenine göre anlamlı bir farklılık göstermediğini, ancak sınıf düzeyine göre birinci ve ikinci sınıflar lehine anlamlı bir farklılık olduğunu göstermiştir. Araştırmanın dikkat çeken bir diğer sonucu; öğretmen adaylarının sınıf düzeylerine göre, öğretme-öğrenme ortamının özelliklerine ilişkin algılarının ölçeğin tüm alt faktörlerinde de anlamlı bulunmasıdır.

Article Details

Examining Teacher Candidates' Perceptions of the Learning-Teaching Environment in Terms of Different Variables

Authors:

Yücel Kayabaşı | Melek Çakmak

Publisher:

Mugla Sitki Kocman University

Main Topics:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Journal:

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.11 Issue 1, pp.107-120

Document Type:

Article

Publication Date:

5/2024

Document Language:

Turkish

Document ID (Org No.):

2001306832

pISSN:

2148-6999

Teaching-learining enviroment

Pre-sercive teacher

PeceptionÖğrenme-öğretme ortamı

Öğretmen adayı

Algı

Issues

Article Details

Examining Teacher Candidates' Perceptions of the Learning-Teaching Environment in Terms of Different Variables

Authors: Yücel Kayabaşı | Melek Çakmak

Publisher: Mugla Sitki Kocman University

Main Topics: Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Journal: Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.11 Issue 1, pp.107-120

Document Type: Article

Publication Date: 5/2024

Document Language: Turkish

Document ID (Org No.): 2001306832

pISSN: 2148-6999

Teaching-learining enviroment

Pre-sercive teacher

PeceptionÖğrenme-öğretme ortamı

Öğretmen adayı

Algı

Issues

Authors:

Yücel Kayabaşı | Melek Çakmak

Publisher:

Mugla Sitki Kocman University

Main Topics:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Journal:

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi Vol.11 Issue 1, pp.107-120

Document Type:

Article

Publication Date:

5/2024

Document Language:

Turkish

Document ID (Org No.):

2001306832

pISSN:

2148-6999