THE OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON SCHOOL PRACTICE

Authors

  • Ulas Kubat Mugla Sitki Kocman University, Turkey

DOI:

https://doi.org/10.46827/ejes.v0i0.1226

Keywords:

science, pre-service science teachers, school practice

Abstract

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. Asemi-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.

 

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Author Biography

  • Ulas Kubat, Mugla Sitki Kocman University, Turkey

    PhD, Lecturer. He has been working as a teacher for a number of years. Dr. Kubat’s research interests are in the area of science education, teaching-learning process, assessments. His research interests are focused on the relation between teaching-learning and knowledge-science curriculum practice in secondary education.

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Published

2017-11-27

Issue

Vol 3, No 11 (2017)

Section

Articles

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