Evaluation of Professional Teaching Knowledge Courses


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Erdamar G. , Duman S. N.

International Journal of Progressive Education,, vol.16, no.4, pp.248-269, 2020 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Volume: 16 Issue: 4
  • Publication Date: 2020
  • Doi Number: 10.29329/ijpe.2020.268.16
  • Title of Journal : International Journal of Progressive Education,
  • Page Numbers: pp.248-269

Abstract

With this research, it is aimed to evaluate professional teaching knowledge courses considering the

opinions of the academic instructors and pre-service teachers. Phenomenology was used in the

research designed in accordance with the descriptive research method. The study group of the

research was determined by criterion sampling method. The main criteria were Nomenclature of Units

for Territorial Statistics, the establishment dates of the universities and the availability of four

common departments in the universities. Based on those criteria, 116 academic instructors and 328

pre-service teachers participated in the research. Semi-structured interview form was used. Content

analysis was made for the data gathered. On the basis of findings obtained from the research, it was

determined that the objectives of professional teaching knowledge courses were different and those

courses attained the objectives at knowledge and comprehension level in general. Besides that,

findings related to the content of professional teaching knowledge courses were emerged from the

data, with titles such as the currency of content, new course subjects proposed to be added, and the

relationship of the course to the PPSE (Public Personnel Selection Examination). It was determined

that professional teaching knowledge courses were usually delivered by the presentation of courses

for teaching-learning process through the method of teaching strategy and lecturing. Additionally, it

was seen that the pre-service teachers gave a lecture in some courses. It was also realized that the

process of measurement and evaluation of professional teaching knowledge courses were generally

managed with the consideration of result-oriented measurement and through multiple-choice

measurement instruments.