Abstract:

The objective of this research is to show the impact of the Teaching in Home Teaching School (EDOÖ) model on the academic achievements of teachers candidates, on the short and long-term sustainability of their learning and to determine their views on the EDOÖ model. In the study, the karma method was used. The research was carried out in the "Education Psychology" course with 38 teachers candidates who are studying in the Faculty of Education of a state university. Teacher candidates are divided into two groups and the groups are selectively determined as a test and control group. In the experiment group, the EDOÖ model was applied, and in the control group, the traditional presentation method was used. In the research, quantum and quality data collection tools were used. The Academic Success Test has been used as a tool for collecting data. As a quality data collection tool, a semi-configured conversation form is used. Imaginary statistics for the analysis of quantity data, t-test for independent groups, t-test for dependent groups, ANOVA and ANCOVA tests were used in repeated measurements. In the analysis of the quality data, it is used the visual and content analysis techniques. According to the findings from the research, the experimental group found that the academic achievements of the teaching group candidates were significantly higher than the control group candidates. The experiment and control group found that the teacher candidates had no significant difference between their durability points. According to the second durability test, which was conducted six months after the completion of the application process to measure the long-term durability of learning, there was no significant difference between the experiment and control groups. The experimental group has shown that teachers’ candidates have a positive attitude towards the EDOÖ model in general and that they evaluate the model functionally.