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Bu çalışmada, işbirlikli öğrenmenin sosyal bilgiler öğret-men adaylarının mesleki bilgi ve becerileri üzerindeki etkisi incelenmeye çalışılmıştır. Ayrıca öğretmen adaylarının işbirlikli öğrenmeye yönelik görüşleri belirlenmiştir. Karma yöntemin yakınsayan paralel desenine dayanan araştırmanın nicel boyu-tunda sontest eşleştirilmiş kontrol gruplu desen uygulanırken, nitel boyutta olgubilim deseni kullanılmıştır. Veriler Öğretmen-lik Uygulaması Dersi Öğretmen Adayı Akran Değerlendirmesi Ölçeği ile yansıtıcı günlüklerden elde edilmiştir. Araştırma sonucunda işbirlikli öğrenmenin geleneksel grup çalışmasına göre öğretmen adaylarının mesleki bilgi ve becerileri üzerinde daha fazla etkili olduğu tespit edilmiştir. Öğretmen adaylarının işbirlikli öğrenmeye yönelik görüşlerinin olumlu yönde olduğu görülmüştür.
In this study, collaborative learning has been aimed at studying the impact of social information on the professional knowledge and skills of teachers and candidates. The teachers’ opinions are also determined to collaborate with the teachers. Based on the approximate parallel pattern of the karma method, the research is applied with the quantum length-tune estest matched control group pattern, while the quality size is used. The data is obtained from reflective diaries with the scale of Teacher Application Course Teacher Candidate Assessment. The study found that collaborative learning, according to traditional group study, was more influential on teachers' candidates' professional knowledge and skills. Teachers’ opinions on collaborative learning have been shown to be positive.
In this study was studied the contribution of the cooperative learning on preservice social studies teachers’ professional knowledge and skills. In addition, were investigated the opin-ions of preservice teachers on cooperative learning. The study depends on mixed method research. The data were obtained by reflective diaries with the Peer Assessment Scale for Activities of Teaching Practice Course. As a result of the research, it was determined that cooperative learning was more effective on the professional knowledge and skills of preservice teachers ac-cording to the traditional group work. The opinions of preserv-ice teachers on cooperative learning were found to be positive.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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