An Investigation of Prospective Teachers' Attitudes toward Educational Reforms in Turkey\

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dc.contributor.authorDuman, Guler
dc.contributor.authorKural Baykan, Arin
dc.contributor.authorKoroglu, Gamze Nevra
dc.contributor.authorYilmaz, Selda
dc.contributor.authorErdogan, Mehmet
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2014
dc.departmentNiğde ÖHÜ
dc.description.abstractThe main purpose of the present study is twofold: (a) to investigate the awareness and attitudes of prospective teachers from different departments and class levels regarding current educational reforms in Turkey and the reasons why they do or do not adhere to these reform activities, and (b) to gain thorough knowledge about information resources that they use and the problems that they encounter while learning about and sharing current educational reforms. The study was conducted with 23 prospective teachers drawn from the Education Faculty of Akdeniz University, and it used a two-stage sampling method. A semi-structured interview form developed by the researchers was employed as the data collection instrument. The interview form included four demographic and 12 open-ended questions. The tape-recorded interviews were transcribed and verbatim transcriptions were analyzed via quantitative data analysis. The results indicated that freshman and sophomore prospective teachers adhered to the education reform developments less frequently than their juniors and seniors. Most of the prospective teachers who rarely followed educational reforms indicated that they did not have enough time to do so due to their heavy schedule, but they concentrated on educational reforms in their own field of study since they had concerns for the future. Prospective teachers often had insufficient and false information about educational reforms; they indicated interest in obtaining more reliable information through conferences featuring presentations by experts. Further studies conducted with prospective teachers enrolled in additional departments or pedagogical formation courses would provide a more complete understanding of attitudes toward educational reforms.
dc.identifier.endpage628
dc.identifier.issn1303-0485
dc.identifier.issue2
dc.identifier.startpage622
dc.identifier.urihttps://hdl.handle.net/11480/4254
dc.identifier.volume14
dc.identifier.wosWOS:000336911900011
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.institutionauthor[0-Belirlenecek]
dc.language.isoen
dc.publisherEDAM
dc.relation.ispartofKURAM VE UYGULAMADA EGITIM BILIMLERI
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectEducational Reforms
dc.subjectProspective Teachers
dc.subjectTeacher Education
dc.subjectTurkish Education System
dc.subjectInformation Resources
dc.titleAn Investigation of Prospective Teachers' Attitudes toward Educational Reforms in Turkey\
dc.typeArticle

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