Özet:

This study aims to explore the relationship between teachers’ reverse-face learning self-capacity perceptions and behaviors in support of learning autonomy. The work group of this study, which uses the relational scan model, consists of 301 teachers. The study used the "Supporting Student Autonomy Scale" and the "Ters Face Learning Teacher's Self-Capacity Perception Scale". The data was analyzed using visual statistics, t-test, ANOVA, Pearson Collapse Moments Correlation ratio and scale regression analysis. The research has found that teachers have high perceptions of reverse learning self-capacity, while their behaviors in support of learning autonomy are very high. It has been revealed that male teachers and teachers who have been trained in service in the field of technology have a higher level of self-capacity perception of reverse-face learning. Basic education (class and pre-school teaching) has been found that teachers’ behavior to support the autonomy of learning according to their teachers in Mathematics and Science fields is at a higher level. It has been determined that teachers with high technology use qualifications have a higher level of reverse learning self-quality and behavior of supporting learning autonomy. As the behavior of teachers to support learning autonomy increases, the reverse-face learning self-capacity perceptions are also increased. The study also found that from teachers’ behavior to support learning autonomy, emotional thinking support, learning process support and evaluation support are able to explain 25% of the variation in teachers’ reverse learning self-capacity perceptions. Therefore, teachers in service training to current approaches such as both technology read-writing and reverse-face learning approaches can be organized and the necessary arrangements in this direction can be made in the pre-service teachers training programs for teachers candidates.

Anahtar Kelimeler: