Opportunities to Learn Provided to Preservice Elementary School Mathematics Teachers in Turkey

Autor/inn/en	Çelik, Derya; Arabaci, Duygu; Aydin, Serhat; Günes, Gönül; Gürbüz, Ramazan; Özmen, Zeynep Medine; Gürsoy, Kadir; Birgin, Osman; Güler, Mustafa; Açikyildiz, Gökay
Titel	Opportunities to Learn Provided to Preservice Elementary School Mathematics Teachers in Turkey
Quelle	In: Journal of Teacher Education and Educators, 10 (2021) 1, S.47-74 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çelik, Derya) ORCID (Arabaci, Duygu) ORCID (Aydin, Serhat) ORCID (Günes, Gönül) ORCID (Gürbüz, Ramazan) ORCID (Özmen, Zeynep Medine) ORCID (Gürsoy, Kadir) ORCID (Birgin, Osman) ORCID (Güler, Mustafa) ORCID (Açikyildiz, Gökay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Foreign Countries; Preservice Teachers; Elementary School Teachers; Mathematics Teachers; Teacher Education Programs; Student Attitudes; Mathematics Instruction; Teaching Methods; Teaching Skills; Pedagogical Content Knowledge; Geographic Regions; Educational Opportunities; Turkey + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Bildungsangebot; Bildungschance; Türkei
Abstract	This study aims to compare the perceptions of pre-service elementary mathematics teachers on the experiences provided by teacher training institutions on a national and an international level. The participants in the study were 1386 pre-service teachers from 21 universities in twelve regions of Turkey. The Learning Opportunities Scales developed by the TEDS-M Project were translated into Turkish by the researchers and used to collect the data. According to the results, the pre-service teachers perceived that they had more opportunities to learn about mathematics pedagogy than about mathematics or general pedagogy. Furthermore, the variations between regions were most pronounced in mathematics pedagogy. Lastly, it can be inferred that there was generally a positive relationship between development level of a region and pre-service teachers' learning opportunities. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01