The effect of focus group discussions on pre-service teachers’ teaching experiences and practices: a mixed methods study

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dc.authorid0000-0001-5592-2166en_US
dc.contributor.authorMemduhoğlu, Hasan Basri
dc.contributor.authorKotluk, Nihat
dc.contributor.authorYayla, Ahmet
dc.date.accessioned2019-12-26T05:41:08Z
dc.date.available2019-12-26T05:41:08Z
dc.date.issued2017en_US
dc.departmentEğitim Fakültesien_US
dc.description.abstractThe 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.en_US
dc.identifier.citationMemduhoglu, 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.en_US
dc.identifier.endpage292en_US
dc.identifier.issue4en_US
dc.identifier.startpage273en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12604/2441
dc.identifier.volume10en_US
dc.institutionauthorMemduhoğlu, Hasan Basri
dc.language.isoenen_US
dc.relation.publicationcategoryGazete Makalesi - Ulusalen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmz#KayıtKontrol#
dc.subjectpre-service teachers (PSTs)en_US
dc.titleThe effect of focus group discussions on pre-service teachers’ teaching experiences and practices: a mixed methods studyen_US
dc.typeArticleen_US

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