文章基本信息

标题：An Evaluation of Primary School Teacher Education Program According to the Views of Teacher Educators and Prospective Teachers
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作者：İlkay Doğan TAŞ ; Tuba KUNDUROĞLU AKAR ; Ezgi KIROĞLU 等
期刊名称：Journal of Higher Education and Science
印刷版ISSN：2146-5959
电子版ISSN：2146-5967
出版年度：2017
卷号：7
期号：3
页码：578-592
语种：
出版社：Buluş Design and Printing
摘要：The purpose of this research was to evaluate Primary School Teacher Education Program in terms of various variables according to the views of teacher educators and prospective teachers. The study group consisted of three teacher educators who lectured in PSTEP and 10 prospective teachers who were seniors in that program. Data were collected through semi-structured interviews conducted with teacher educators and focus group interviews made with prospective teachers. Data were analyzed through content analysis technique. The study focused on teacher educators’ and prospective teachers’ views about the load of content categories in Primary School Teacher Education Program, the courses in content categories, the distribution of the courses by semester and the theory-practice balance in the program. Teacher educators and prospective teachers emphasized that the load of the major area courses should be decreased while the load of the teaching methodology courses, general culture and elective courses should be increased. They also stated that some courses should be removed from the program and some of the courses should be combined. Additionally, they indicated that the content categories of some courses should be changed and new must and elective courses should be added to the program. With regard to the distribution of courses by the semester, some prospective teachers argued that the major area courses should be positioned in the first semester. Some other teachers, on the other hand, suggested that they should be offered in the final years of the program. Teacher educators and prospective teachers also reported that a primary school teacher should have “practical” as well as “theoretical” knowledge.