The Effect of Microteaching Practice on Preservice Teachers' Literacy Levels Concerning Complementary Assessment and Evaluation Techniques

Basit Öğe Kaydı
dc.contributor.authorTunkler, Vural
dc.contributor.authorGuven, Cemal
dc.date.accessioned2024-12-24T19:30:21Z
dc.date.available2024-12-24T19:30:21Z
dc.date.issued2019
dc.departmentSiirt Üniversitesi
dc.description.abstractThis study investigated the effect of the microteaching on improving preservice social studies teachers' literacy levels concerning complementary assessment and evaluation techniques. This study, which was implemented mixed method design, involves two stages. The first stage of the study was designed according to the quasi-experimental design with the pre-post test control group. To this end, two groups were formed, an experimental group (N=30) and a control group (N=30). Literacy Test for Complementary Assessment and Evaluation Techniques and Assessment Form for the Process of Microteaching were used as data collection instruments. Kolmogorov-Smirnov test, dependent and independent samples t test, mixed models and Kendall's coefficient of concordance were used in the analysis of the data. The second stage of the study was designed according to the case study design and Investigator Observation Form, Structured Interview Form and activity assessment diaries were used to collect the data. The content analysis technique was used to reach concepts and relationships that would explain the data obtained. As a result of the study, it appeared that the microteaching was an effective method in improving preservice social studies teachers' literacy levels concerning complementary assessment and evaluation techniques.
dc.identifier.doi10.16986/HUJE.2018043466
dc.identifier.endpage564
dc.identifier.issn2536-4758
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85071624845
dc.identifier.scopusqualityQ4
dc.identifier.startpage541
dc.identifier.trdizinid333350
dc.identifier.urihttps://doi.org/10.16986/HUJE.2018043466
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/333350
dc.identifier.urihttps://hdl.handle.net/20.500.12604/7499
dc.identifier.volume34
dc.identifier.wosWOS:000466168300014
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isotr
dc.publisherHacettepe Univ
dc.relation.ispartofHacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241222
dc.subjectPreservice teachers
dc.subjectcomplementary assessment and evaluation
dc.subjectassessment literacy
dc.subjectmicroteaching
dc.titleThe Effect of Microteaching Practice on Preservice Teachers' Literacy Levels Concerning Complementary Assessment and Evaluation Techniques
dc.title.alternativeMikroöğretim uygulamasının öğretmen adaylarının tamamlayıcı ölçme-değerlendirme tekniklerine yönelik okuryazarlık düzeylerine etkisi
dc.typeArticle

Dosyalar

Koleksiyon

WOS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu