The effect of focus group discussions on pre-service teachers’ teaching experiences and practices: a mixed methods study
Yükleniyor...
Tarih
2017
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this study is to investigate the effect of providing feedback to preservice
teachers' (PSTs) through focus group discussion on PSTs' self-efficacy
perception about teaching experiences and practices, to determine problems
encountered during teaching practice by means of focus group discussion and to
develop suggestions about solving these problems. This study was applied with 12
PSTs in two different schools during 12 weeks. Quantitative and qualitative data
were gathered and analyzed. For quantitative data, non-parametric statistics and for
qualitative data, descriptive analyses were used. As a result of the study, in
experimental group, focus group discussion has significant and positive impact on
PSTs' self-efficacy perception. Moreover, in interviews with PSTs, they stated that
focus group discussion enabled them to make progress in topics such as lesson
planning, classroom management, and teaching strategies.
Açıklama
Anahtar Kelimeler
pre-service teachers (PSTs)
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
10
Sayı
4
Künye
Memduhoglu, H. B., Kotluk, N., & Yayla, A. (2017). The Effect of Focus Group Discussions on Pre-Service Teachers' Teaching Experiences and Practices: A Mixed Methods Study. International Journal of Instruction, 10(4), 273-292.
