Abstract:

It is important to determine the perceptions of the class teacher candidates who are the future practitioners of the structural approach. Because the ability of the teacher candidates to plan and apply a structural course depends on their knowledge, attitudes and perceptions about this approach. In this context, the purpose of this research is to reveal the perceptions of class teacher candidates about structural theory in the light of the phenomenographic approach. The phenomenography is an empirical approach used in educational research, which aims to characterize the different ways in the experiences, conceptualizations, perceptions and perceptions of individuals about various events. The research participants are formed by 127 teachers candidates who have studied in 3rd and 4th classes of the Faculty of Education of the University of Afyon Kocatepe. In the study, the word association test was used as a data collection tool. The data received was evaluated through the phenomenographic analysis method. According to the findings obtained, the perceptions of teachers candidates regarding structural theory have been grouped and evaluated in the form of "The theoretical foundations of structural theory, the program in structural theory, the teacher in structural theory, the student in structural theory, the class environment in structural theory, the resources in structural theory, the errors in structural theory" under seven sub-themes under these sub-themes.