Student-Centered Learning Dimension of the Bologna Process: Its Reflections in Education Faculty Curricula

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dc.authoridkavak, yuksel/0000-0002-6880-8634
dc.authoridUysal, Funda/0000-0001-9929-9812
dc.contributor.authorKisa, Nuray
dc.contributor.authorUysal, Funda
dc.contributor.authorKavak, Yuksel
dc.date.accessioned2024-11-07T13:32:38Z
dc.date.available2024-11-07T13:32:38Z
dc.date.issued2020
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractStudent-centered learning, one of the main foci of the Bologna process, involves the development of curricula on the basis of student's taking responsibility for their own learning process. The purpose of this study is to reveal the way the student-centered learning is reflected in the professional teaching knowledge course information packages of various education faculty curricula in Turkey. The research questions are: In the course information packages of education faculties; (1) How is student-centered learning reflected in teaching and learning strategies/methods and techniques? (2) How is student-centered learning reflected in the evaluation system? (3) How is student-centered learning reflected in the student workload?. The study is designed as a document review. To reveal the way student-centered learning is handled by these faculties, the information packages of the professional teaching knowledge courses regarding the learning and teaching strategies/methods/techniques, evaluation systems and student workloads were analyzed. Of the 33 universities holding the European Credit Transfer and Accumulation System (ECTS) Label, 24 universities have a faculty of education. The web content of 2241 professional teaching knowledge courses of 264 programs offered by these 24 universities were examined. It was found out that most of the course information packages include strategies/methods/techniques for student-centered learning. However, the evaluation methods, which place a strong emphasis on midterms and general exams, were found to be mainly product-based. It can be said that the evaluation methods in current practice are not as diversified as required by student-centered learning, and administering the midterms and general exams takes much more time than allocated for other tasks.
dc.identifier.doi10.2399/yod.19.014
dc.identifier.endpage95
dc.identifier.issn2146-796X
dc.identifier.issn2146-7978
dc.identifier.issue1
dc.identifier.startpage85
dc.identifier.trdizinid387690
dc.identifier.urihttps://doi.org/10.2399/yod.19.014
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/387690
dc.identifier.urihttps://hdl.handle.net/11480/15535
dc.identifier.volume10
dc.identifier.wosWOS:000567144400009
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.language.isotr
dc.publisherDeomed Publ, Istanbul
dc.relation.ispartofYuksekogretim Dergisi
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241106
dc.subjectBologna process
dc.subjectcourse information package
dc.subjectcurriculum
dc.subjectECTS
dc.subjectfaculty of education
dc.subjectstudent-centered learning
dc.titleStudent-Centered Learning Dimension of the Bologna Process: Its Reflections in Education Faculty Curricula
dc.typeArticle

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