Abstract:

The main objective of this research is to study the "learning-learning concepts" of the teacher candidates. The study also aims to study whether the structural and traditional teaching-learning concepts of teachers candidates differ at a statistically meaningful level according to gender, program type, class level, academic average and age interval variables. In the research, a scanning model was used to collect data. The sample of the study consists of 343 teachers candidates who studied in the various programs of the University of Kafkas during the spring period of the 2017-2018 academic year. In the study, the data was collected through the "Teaching-Learning Understanding Scale". The "Teaching-Learning Understanding Scale" was developed by Chan & Elliot (2004) and adapted to Turkish by Aypay (2011). The SPSS program was used to analyze the data obtained in the study. In the analysis of the data, the arithmetic average, frequency, percentage, standard deviation, minimum and maximum values, Mann Whitney U and Kruskal Wallis H test were used. According to the findings obtained from the research, the teachers candidates have found that they accept the structural teaching-learning understanding. But they have been determined to be uncertain about the traditional teaching-learning understanding. Based on these findings, teachers candidates who are involved in the research can be said that they accept the structural understanding more than the traditional understanding. The study found statistically meaningful differences in the sub-dimensions of the structural understanding only according to the program type variable. There are also significant differences in the under-dimensions of traditional understanding based on the variables of academic average and age intervals. But the study found that the structural and traditional understanding of teachers candidates did not differ according to the variables of gender and class level.