The Opinions of Pre-Service Science Teachers on School Practice / Ulas Kubat.
The aim of this research is to identify the problems faced by the pre-service science teachers in the process of school practice, and to determine possible solutions. School practice is very important in establishing theory-practice relationships for the candidate teachers. A qualitative design was...
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| Format: | eBook |
| Language: | English |
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[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2017.
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| Subjects: |
MARC
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| 100 | 1 | |a Kubat, Ulas. | |
| 245 | 1 | 4 | |a The Opinions of Pre-Service Science Teachers on School Practice / |c Ulas Kubat. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2017. | |
| 300 | |a 1 online resource (13 pages) | ||
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| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 516 | |a Text (Journal Articles) | ||
| 516 | |a Text (Reports, Research) | ||
| 520 | |a The aim of this research is to identify the problems faced by the pre-service science teachers in the process of school practice, and to determine possible solutions. School practice is very important in establishing theory-practice relationships for the candidate teachers. A qualitative design was employed for this research study. The participants of this study were 14 pre-service science teachers who pursued in their studies in the academic year period of 2016-2017. A semi-structured interview form was used as a data collection tool. In the research findings, it was revealed that the teachers had problems in planning the teaching during its practice. During the application of teaching, in addition, deficiencies in teaching methods, techniques and measurement and evaluation methods used by candidate teachers were observed. It was found that the pre-service teachers used most likely experimental pre-service science teachers used more traditional assessment tools. | ||
| 524 | |a Online Submission, European Journal of Education Studies v3 n11 p469-482 2017. |2 ericd. | ||
| 650 | 0 | 7 | |a Qualitative Research. |2 ericd. |
| 650 | 0 | 7 | |a Semi Structured Interviews. |2 ericd. |
| 650 | 0 | 7 | |a Barriers. |2 ericd. |
| 650 | 0 | 7 | |a Planning. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Skills. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation Methods. |2 ericd. |
| 650 | 0 | 7 | |a Student Teaching. |2 ericd. |
| 650 | 0 | 7 | |a Student Teacher Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Science Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Coding. |2 ericd. |
| 650 | 0 | 7 | |a Tests. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teachers. |2 ericd. |
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