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.

Abstract:

The main purpose of this research is to investigate the teaching-learning conceptions of teacher candidates. Also, it is aimed to investigate whether constructivist and traditional teaching-learning conceptions of teacher candidates differed a significantly difference as statistically or not in terms of gender, type of program, class level, academic average and age range variables. The survey method was used to collect data in the research. The sampling of the research consisted of 343 teacher candidates who studying in various programs of the Kafkas University during the spring semester of 2017-2018. Datas were gathered through “Teaching-Learning Conceptions Questionnaire” in the research. Teaching-Learning Conceptions Questionnaire was developed by Chan & Elliot (2004) and which was made to adapted to Turkish by Aypay (2011). SPSS program was used to analysis of the data which obtained from the research. Arithmetic mean, frequencies, percentage, standard deviation, minimum-maximum values, Mann Whitney U and Kruskal Wallis H tests were utilized for analysis of the data. According to as a result of the findings which was obtained from the research, it was seen that teacher candidates adopted constructivist teaching-learning conception. However, they were determined to be undecided about the traditional teaching-learning conception. Based on this finding, it can be said that teacher candidates who participated in the research adopted constructivist conception more than traditional conception. In the research, significant differences as statistically were found in the only constructivist conception sub-dimension according to the program type variable. Besides, significant differences as statistically were found in the only traditional conception sub-dimension according to academic mean and age range variables. But, significant differences as statistically weren't found in the constructivist and traditional conception according to gender and class level variables of teacher candidates.

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