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The purpose of this study is to reveal how the development of teacher candidates’ knowledge of student is affected by the Teaching Practice course, which presents the opportunity to systematically analyze and reflect learning-teaching activities based on video recordings. The classes were conducted in the usual way with the first group of 12, whereas with the second group of 12 – formed voluntarily – the lesson analysis framework was integrated. A test consisted of 8 open-ended items was used to evaluate teacher candidates’ knowledge of learner. In conclusion, teacher candidates participated in lesson analysis integrated Teaching Practice course performed much better in both identifying learning difficulties and putting forward suggestions. It could be proposed that the Teaching Practice course should be organized with the teacher candidates doing lesson analysis on their own practices.
The purpose of this study is to reveal how the development of teacher candidates' knowledge of student is affected by the Teaching Practice course, which presents the opportunity to systematically analyze and reflect learning-teaching activities based on video recordings. The classes were conducted in the usual way with the first group of 12, whereas with the second group of 12 - formed voluntarily - the lesson analysis framework was integrated. A test consisted of 8 open-ended items was used to evaluate teacher candidates' knowledge of learner. In conclusion, teacher candidates participated in lesson analysis integrated Teaching Practice course performed much better in both identifying learning difficulties and putting forward suggestions. It could be proposed that the Teaching Practice course should be organized with the teacher candidates doing lesson analysis on their own practices.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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