See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/365235976

Contribution of Faculty Education to Teaching with Respect to Teachers'

Views*

Article · November 2022

CITATIONS READS

0 134

2 authors, including:

Adem Akkuş
Mus Alparslan University
26 PUBLICATIONS 58 CITATIONS

SEE PROFILE

All content following this page was uploaded by Adem Akkuş on 09 November 2022.

The user has requested enhancement of the downloaded file.

 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

Contribution of Faculty Education to Teaching with Respect to Teachers’ Views*

Pınar KOÇ1 and Adem AKKUŞ2

Abstract Received:
24 March 2022
Purpose of this study is to evaluate the contribution of the faculty education to the
teaching skills of science teachers with respect to teachers’ opinions. Sample of Accepted:
the study consisted of 10 elementary science teachers working in Diyarbakır in 14 September 2022
Turkey during 2017-2018 instruction seasons. Purposive/convenience sampling
method is used for the study. Phenomenological research design is applied for the Published online:
study. Interview method which is one of qualitative methods is used for research 9 November 2022
purpose. Research revealed that most of the elementary science teachers think
faculty education is useful in improving teaching skills. However, it is also Keywords
revealed by the study that teachers lack to apply obtained knowledge in to practice. Science teachers,
Several themes are determined by the study. Determined themes by the study are;
Science education,
school theme, family and guidance service theme, theory and practice theme,
Pedagogical formation,
providing students’ needs and interests’ themes, individuality of student’s themes, Education faculty
teacher experience upon the classroom and students theme and teacher guidance
for student activity theme. The most significant outcome of this research is that
although teachers know theoretical aspects of instructional methods yet, they lack
in philosphical aspects of methods and skills in using them.

Introduction develop (Maharg, 2000). Applied changes

transforms teachers’ role from teaching into
Education is the process of developing an guidance defining teachers’ roles as facilitator
individual’s positive skills through inquiry, who teaches how to the reach the information
understanding the environment in daily life instead of giving the information (Akyüz,
situations (Eroğlu, 1998; Gürdal, 1998). This 2006).
means an individual should have the capacity of
intellectual development which is acquired by To sum up, teachers’ responsibilities
developing the cognitive skills (Peters, 1966). are not limited with only teaching, or guidance
This phenomenon drives the idea that students but also developing skills for the students for
should develop positive cognitive skills along obtaining the knowledge and presenting it along
with positive social skills (Hançer et. al., 2003). with social developments. Thus, it is important
Students should have science literature and the for the teachers to use techniques and methods
habits of questioning the information presented effectively in order to reach the students and
by the media (Stocklmayer & Gilbert, 2003). In improve the desired outcomes effectively
fact, this idea is already in the focus and (Çelikgöz & Çetin, 2004; Sarıtaş, 2001;
countries make constant regulations on their Ulfatun, 2021). For that reason, teachers started
national education curriculums (Gürses et. al., having different roles. For example, guide to
2004). Through curriculum changes it is reach the information, a psychologist who
believed that students will comprehend the knows the components and elements of
science and scientific phenomenas, their psychology, a model presenting humanistic
relationship with daily life. It is also hoped that approach and behaviors. Teachers should
through inquiry, students’ questioning, critical exhibit enough capacity to solve the problems,
thinking and problem-solving skills will exhibite creative and innovative approaches,

1
Ministry of Education, Science Teacher, Diyarbakır/ Turkey [email protected]
2
Elementary Science Education, Education Faculty, Muş Alparslan University, Muş/Turkey
[email protected] Orcid ID: 0000-0001-9570-3582

* This study is derived from author’s master thesis

1
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

should be open to new information and changes Studies done in Turkey for different areas of
(Özbay, 2015). For that reason, it is important teacher education revealed some perspectives.
for a teacher to know his/her students’ For example, Unlu (2018) notes supporting
weaknesses and strengths along with his/her critical thinking curriculum would benefit
own (Sarıtaş, 2001; Turgut et al., 1997). As a teachers at all levels. Bayram et. al. (2019) also
consequence, a science teacher should be aware noted benefits of critical thinking approaches on
of recent developments and should be open to teacher candidates. Çoklar & Akçay (2018)
them (Niemi, 2021; Tezcan, 1997) while using self-efficacy factor in teaching area are
new teaching techniques, planning the indicators of success of teacher candidates.
instruction, exhibit good classroom Akın & Ok (2021) noted that although teachers
management skills, using time efficiently and think that they are equipped with professional
ability on continuous assessment (Green, 2004). knowledge they still lack on professional
Teacher Education in Turkey development.

First attempt for Turkey to have Science teachers

skillfulll teachers, might be said that had started
in 1926 by forming constitutions for teacher Science teachers serve as a keystone for
training (Öztürk, 1996). But although number countries to continue their development and be
of teachers increased, the quality of teachers did aware of developments. Through their science
not show a promising future. Thus, Turkey teachers, students learn how to apply scientific
started to send teacher candidates to Europe for laws into real life settings, improve their
gaining further perspectives on teaching and scientific thinking skills and exhibit those
developments on teaching (Yüksel, 2012). For features in their daily lives. Studies indicate that
example, John Dewey was invited to Turkey for individuals, who research, question, produce
his recommendations on the issue and his technological products and conduct scientific
advice were taken into account (Ergün, 2006). researches are mostly motivated and acquired
Additonally, Kılınç (2004) noted that such skills through their teachers. For that
educational constitutions were established reason, science teachers should direct and
based on Dewey’ suggestions however political encourage their students to carry out in
concerns caused those suggestions on halt. scientific researches, producing technological
However, constant changes made upon the products. Additionally, gaining positive
constitutions prevented quality since reforms attitudes and behaviors related to science and
did not create long term effects. Consequently, technology should be encouraged by the
the number of teachers and teacher institutions teachers and students should be motivated in
increased but same trend wasn’t observed in the such directions. In this context, science teachers
quality of teachers (Azar, 2011). For that should be aware of the most up-to-date
reason, in order to preserve and increase quality information and include changing technologies
of teachers, teacher training responsibility was and innovations in their professions (Anderson,
given to education faculties. In addition, 2000; Ayas, 1995; Drymiotou et al., 2021;
Turkish Ministry of Education defined a Hançer et al., 2003; Siddiky & Akter, 2021;
successful teacher’s qualifications as having the Tezcan, 1997; Ünal, 2002).
knowledge %15-20 general culture, specific
field knowledge %50-60, pedagogical There are a few attributes of good
knowledge %25-30 (MEB, 2018). All the science teachers such as trying to be aware of
efforts were then focused on training the teacher new formations and developments, responding
candidates who would not only specialize on a to new formations and developments in
specific subject but also on other topics as well. education, exhibiting the love of science and
These skills were to gained by the teacher scientific researches, motivating students to
candidates through education faculties (Yılmaz, love science and scientific researches. Science
2007). Moreover, accreditation efforts aimed to teachers should also provide technologically
increase the quality of teachers. On the other enriched environments to their students. For
hand, researches carried out are still focusing on that reason, science teachers are also required to
education faculties rather than observing what have technological and professional
happens in the field (Adıgüzel, 2008). competence (Frågåt et al., 2021; Meriç, 2004;
Yıldırım, 2021a). Science teachers having

2
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

sufficient professional attributes use more faculties. However, field researches would help
student-centered approaches and try to use to achieve a better understanding upon the case
inquiry-based teaching since permanent (Darling-Hammond, 2020; Gibbons & Farley,
learning is achieved by student-centered 2020; Koubek et al., 2020; Martin & Spencer,
approaches. The role of teachers in education 2020). For that reason, importance of this study
has revealed the importance of teachers' is that the study was carried out with elementary
education, proficiency levels and training science teachers who are actively working and
(Cooke-Nieves et. al., 2022; Ramdani et al., it provides current perspectives of the science
2021; Schriver & Czerniak, 1999). teachers. Thus, purpose of this study is to
examine the effectiveness of education given at
Importance of study education faculties with respect to teachers’
opinions.
There are many researches done on teaching
and efficiency of teaching. However, most of Method
those studies either focused in a view of
faculties’ perspectives or management issues at Research model
schools. Competencies of teachers were tried to
be measured via affective domains of teachers Research design of the study is
(Yıldırım, 2013). For example, a study from phenomenological research. Phenomenological
Malaysia revealed teachers’ cognitive skills research design helps researchers to gain
with personality and interpersonal skills might perspectives on the individuals/cases
indicate the quality of instruction in the who/which are in the center of purpose of the
classrooms (Abd Hamid et al., 2012). Other research (Yıldırım & Şimşek, 2006).
method to assess the quality of teaching is via
students (Broder & Dorfman, 1994; Ferguson, Sampling method
2012). Thus, concerns on teacher trainings have
been an increasing issue. On the other hand, in Purposive sampling method was used for the
order to determine efficiency of education, study since it eased to carry out the study (Miles
teachers’ voices need to be heard (Basinger, & Huberman, 1994). Researcher visited
2000). In fact, studies focusing on teaching elementary schools based on proximity and
quality could reveal surprising facts by asked elementary science teachers whether they
involving teachers. Such studies may also would want to participate in the study. Ten
indicate where and when studies fail and reveal elementary science teachers agreed to
the factors buried under ground (Polikoff & participate in the study.
Porter, 2014). In that sense, quality of
instruction possessed by the teachers is due to
quality of education given by the education Study group
faculties and, teachers’ opinions could reflect
the effectiveness of the education given at Sample of the study consisted of ten elementary
faculties (Darling-Hammond, 2017; Jenset et science teachers who were currently working at
al., 2018; Puustinen et al., 2018). Studies on eastern part of Turkey in Diyarbakır.
active and candidate teachers and curriculum Demographic information of the science
designs are effective on teaching by shaping the teachers was given in Table 1.
pedagogical education given by the education

Table 1.
Demographics of the teachers
Teacher Graduation Professional Age Gender Education Level
Code seniority
ST1 Science education 10 34 Male Bs D
ST2 Science education 8 33 Female Masters Degree
ST3 Science education 22 45 Female Bs D
ST4 Science education 11 39 Male Bs D
ST5 Science education 24 51 Male Bs D
ST6 Science education 15 40 Male Bs D

3
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

ST7 Science education 19 42 Male Bs D

ST8 Science education 1 26 Female Bs D
ST9 Science education 2 27 Female Bs D
ST10 Science education 2 27 Female BsD

Data collection tool topics are determined and represented in

interview questions (Table 2). These topics are
For the purpose of the study a semi structured instruction techniques, classroom management,
interview form was prepared by the researcher. assessment and evaluation, daily life and
For a better analysis of the data, five research knowledge engagement.

Table 2.
Interview questions
Question 1 Would you define a good classroom and bad classroom?
Question 2 Which problems do you encounter in classrooms?
How do you solve them?
Question 3 Do you think courses such as classroom management, guidance and school experience
offered you at faculties contributed you in the classroom? Why?
Question 4 Was there a classroom for you seem to handle hard?
Did you use different techniques to handle the classroom?
Question 5 Were you able to apply the techniques you learned at faculties in the classroom?
Question 6 Do students comprehend the daily life and knowledge taught in the classroom?
How do you help them?
Question 7 Did courses offered at faculties help you in that? (regarding previous question)
Question 8 How do you assess students’ learning?
Can you give few examples?
Question 9 Do you ask consultation of other teachers on the topics we discussed?
Question 10 How do think other science teachers on the topics we discussed?

Validity analysis Interviews were recorded to a voice recorder

then transcript into text. Teachers’ sentences
Prepared draft survey was analyzed by 3 experts were shown in “ ” alongside with italic font
who have researches on the teacher education type. Then, data coding determined with respect
and work at university at full time. Survey to revealed data. Two researchers analyzed the
questions aimed to reveal the ideas of science transcript and agreed upon the coding.
teachers related to efficiency of education given
at education faculties. After getting the opinions Findings and Discussion
of the experts and finalizing the draft survey, it
was decided to conduct pilot study. Topics were determined as based on codes
through the content analysis. For that reason,
Pilot study cumulative codes appearing under same or
similar content were given under topics which
After finalizing the survey, a pilot study was are listed below
done with two elementary science teachers.
Results of pilot study indicated that survey Good or bad classroom
questions worked and hence interview could be
conducted with science teachers. It has been revealed by the study that science
teachers define “good or bad classroom” based
Reliability analysis on student attributes such as

4
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

“Motivation towards lecture, Similar to last science teacher’s statement

engagement with course, focusing on Papanastasiou (2002) already states that in
the instruction”. order to have academic achievement, physical
attributes of classrooms also play an important
For example, out 24 definitions done by science role along side with readiness level, learning
teachers, 17 were related to student attributes as and school environment.
stated above. A science teacher made the
definition as Classroom management and instruction
techniques
“If students are motivated to course
and engaging with it then, it may be Few of the science teachers indicated
defined as a good classroom while the importance of classroom management. They
opposite case might be defined as a bad also indicated that how active learning methods
classroom”. contributed to the “good classroom”. For
example,
However, conditions and requirements for
desired attributes seemed to be missed by all “When students are active, I get
science teachers except only one, who stated the positive feedbacks”
case as
“When students took active roles active
“It is possible to engage the students in the classroom, it also helped
with the course by taking their interests classroom management”
and needs into account”.
“I tried to make students active when
Providing the students’ interests and needs also they started to get bored or showed
create the core of classroom management as signs of boredom”
stated by the science teachers
“Methods and techniques which take
“Having the motivated students also interest of students might be used to
makes it easy in classroom engage them”
management”.
Students benefit from active learning
Some of teacher statements on the issue were methods in which they are actively engaged. For
shown below. that reason, it is recommended that teachers
create an active learning environment and
“If number of students is high who have engage students to lessons (Keleş & Tonga,
readiness toward lesson and their 2014; Uzun, 2007). Aslan & Babadoğan (2005)
eagerness to learn” stated that when students are active in the
classroom, it also creates a harmonic learning
“A class who have high score on exams environment, and eventually decrease the
is a good classroom while opposite is classroom management problems. It is
bad classroom” understood from science teachers’ responses
that most of the teachers miss out the core
“If classroom has academic success essence of the classroom management. In fact,
then it is a good classroom but if it providing the students’ needs and interests also
doesn’t have academic success then it is help teachers to motivate the students towards
a bad classroom” courses. As a consequence, teachers have less
classroom management problems (Altın, 2014;
Interestingly, one science teacher made a Duatepe & Cilesiz, 1999).
statement as
For in depth analysis, one of the survey
“a good classroom only defines a questions was what problems do science
classroom with good physical teachers encounter in classrooms and how do
attributes”. they eliminate them? Most of the science
teachers responded that low motivation towards

5
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

school also causes less engagement in hence, decrease level of motivation and
classroom and increase disturbing behaviors of academic achievement (Aslan & Babadoğan,
students. For example, one science teacher 2005). Various instructional methods have been
commented as developed to eliminate problems caused by
abstract topics. Through those instructional
“Students with low motivation also methods students can transform abstract
disturb other students in the information and into concrete base since, the
classroom” main reason for low academic achievement is
the inability of students to transform abstract
while other science teacher also stated that information to solid grounds (Saygın et. al.,
2006).
“Students, who don’t pay attention to
lessons, always try to speak with their Students’ interests and needs
classmates and prevent teacher to give
the lecture”. Taking students’ interests and needs into
account can develop better motivation towards
Moreover, one of the teachers indicated that courses. If students’ interests and needs are not
provided then, they are not engaged with
“Problems between the students which courses (Baram-Tsabari, Sethi, Bry & Yarden,
happens outside of the classroom 2010). A science teacher already confirmed the
environment, might easily transferred case with
to the classroom environment”.
“After music or physical activities
Goodboy, Martin & Goldman (2016) courses, it is really very hard to engage
indicated that problems between the students the students towards the course”.
cause low motivation toward to attendance.
Thus, there is negative relationship between the Students’ needs and interests provided at music
motivation towards school and bullying or physical activities courses. Naturally,
(relational-verbal, cyber, physical and culture students are engaged more into those courses
based bullying) cases. Lack of motivation than science courses (Humphries, Bidner &
towards lesson also indicated by teachers as Edwards, 2011).

“Students are not interested towards Another reason stated by the teachers for lack of
lesson; they don’t pay attention to it” motivation of students was their transition
period.
“Negative things might happen in the
classroom such as attention deficit or “Since students are in their puberty era,
low motivation”. they tend to come to classroom without
prepared and making objections to
One of the teachers indicated that lack of teacher”
motivation might be because of
In order to prevent undesired situations,
“Abstract topics in science education” it is revealed that only 4 science teachers try to
determine the reasons for the disturbance.
and another teacher also pointed out similar Those science teachers also stated that
conclusion by indicating that “Creating a democratic classroom environment
and using negative and positive reinforcements”
“Having low motivation as due to help them to eliminate the problems. Sarıtaş
nature of science courses which have (2006) stated that determining the class rules
abstract topics. Abstract topics makes it with students help teachers. In that case,
hard to comprehend the topics for students try to obey the rules. On the other hand,
students”. as stated previously, students have the tendency
of
Topics which do not have concrete
bases cause lack of interest towards lesson and

6
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

“Bringing outside problems into the students alongside with cognitive development.
classroom” Using instructional methods efficiently may
and only three science teachers out of provide both a safe learning environment and
10 create fun during the course (Hopp et al., 2000;
Rubin-Vaughan et al., 2011). In fact, fourth
“Use guidance service and inform question of the survey was aiming to determine
families about their children’s whether science teachers use different
situation” techniques to avoid problems or not.

Guidance service and families Instructional methods and teaching

Guidance service is one of the useful methods It is a well-known fact that different methods
to reach out the students. Yaman et. al. (2009) and techniques are used to increase cognitive,
stated that guidance service could eliminate the affective or psychomotor abilities. For example,
problems encountered in educational settings. cooperative learning method has proved its
In addition, value by increasing cognitive skills and
affective skills such as developing good
“…. contacting families” and “being in relationships with other students (Akkus, 2013;
continuous touch with families” Butera & Buchs, 2019; Kim, 2018). Most
for “the solution I get better results” science teachers responded that they are using
different techniques for the desired purposes.
Since, families and teachers On the other hand, none of the science teachers
revealed any details on the issue. They
“find a common agreement on the responded mostly in general responses which
issue” clearly indicated that science teachers might be
neglecting the attributes of the techniques. In
to eliminate the problems. Families are that case, it might be said that teachers aren’t
interested in their children’s education so, they fully aware on how to apply the techniques. A
try their best and guidance service might help few examples shown below would point out the
students to cope with the problems they have. situation.
Studies indicate that families’ involvement into
educational settings could bring benefits “I didn’t use different techniques. I
(Fantuzzo, Tighe & Childs, 2000). However, if believe the best way to manage a
there are families not being aware of that their classroom is being good on your area”
children go to classroom
“I used different techniques but that
“Without preparations such as pen and didn’t get me to solution”
notebook”
“I didn’t use different techniques.
they can’t help their children. So, Every student has different and need so
informing the families about the situation of I give different assignment and
their children and lack of materials, then it is homework to them”
possible to engage the families more efficiently
into education settings. Researchers already “I had sometimes hard time to focus
state that families could help their children to students on the lesson and motivate
have motivation towards learning (Doğan, them towards lesson. Sometimes I call
2004). For that reason, asking graduate students to classroom to be an
example for them. I used different
“… help from management and techniques”
guidance service”
“Sure, I used. The most frequent thing I
Might benefit teachers, families and encountered that students didn’t want
students. Additionally, different techniques anything from the lesson. I act
could be used to solve the problems since those authoritarian in some classes,
techniques develop positive social skills of sometimes talk the student in private,

7
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

sometimes I make house visit to

parents” “I can only use different methods such as
inquiry, project based learning, question and
“I encountered problems. Students answer technique if classroom is not crowded.
were from different regions and there In less crowded classrooms I can use the
was nothing common among the mentioned techniques”.
students…. Rules, punishment don’t and other statements were
work. I tried to be friend with them”
“Classrooms are too crowded, physical
“I used different techniques … with conditions are not good enough”
respect to student attributes” “it is hard to implement instructional
methods in crowded classrooms”
“I always found a technique to get
students interests, you can’t leave even Ironically mentioned techniques might
a single student behind in education” be also used in crowded classrooms if teachers
are prepared. Additionally, a student has the
Even a science teacher responded as capacity of learning from another student.
Vygotsky’s zone of proximal development
“I use different assignments and home suggests that a student observing another
works for each student since every student responding to the teacher then, learning
student has different interest”. is possible (Ellington, 2000; Oppong-Nuako, et
al., 2015; Senemoğlu, 2013).
However, science teachers also
complained about Furthermore, those responses indicate
that science teachers neglect the lesson planning
“Crowded classrooms” and planning the instructional methods. Being
unprepared to classroom naturally causes
as an inhibitor effect for using different chaotic classroom environment. In return
techniques. Moreover, assigning different home teachers miss the core problem and think used
works for each student indicates that science techniques fail. Such cases, perhaps occur due
teachers actually give personalized education to the will of teachers to control the classroom.
without realizing that fact. Thus, it is regarded Teachers think that an ideal classroom is the one
that science teachers are not fully aware of where all students enjoy the learning
techniques i.e how and when to use them. For environment in peace and quite where
example, a science teacher responded as everything is in order (Maba & Mantra, 2018;
Zazkis, Liljedahl & Sinclair, 2009). Even one
“I use cooperative learning method at teacher stated that
few hours to increase the
collaboration” “Every student has different need and
interest”
yet, cooperative learning method needs
a careful planning phase. Students get used to so, s/he doesn’t use instructional
method after sometime, and using cooperative methods. That teacher assumed using an
learning techniques requires more time than few instructional technique would help few students
lecture hours. That case is also an indication that but wouldn’t be fair for the whole classroom.
teachers are not aware of the techniques. They However, teaching does not necessarily
confuse the simple group works with requires creating a silent environment. Every
cooperative groups (Akkuş & Doymuş, 2018; student engages learning through different
Khalid & Embong, 2019; Koutselini, 2008). means. This is why a constructivist classroom
defined as chaotic since each student uses
In fact, not giving a detailed example on his/her way of learning and teacher plays his/her
the assignments or used techniques are role as facilitating agent (Bature, 2020; Kotzee,
indications pointing that science teachers are 2010; Muller et al., 2018). Studies indicate that
not fully aware of the methods. For example, a creating learning groups and facilitating them to
science teacher stated that work with respect to needs and interests of

8
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

students, in return, will bring the academic and question, brain storm and concept maps. This is
social improvements (Bayraktar, 2011; also an indication that teachers use traditional
Crosswell & Beutel, 2017; Jalilifar, 2010; approach and assume they are using modern
Yasmin et al., 2019; Zakaria et al., 2013). Yet, techniques. Table 3 indicates teachers’
almost all of the science teachers indicated that responses to questions on using different
they use different techniques however, their techniques.
examples only consisted of answer and

Table 3.
Teachers’ responses towards different techniques usage
Responses (f)
Yes No Partially
Question 3 5 2 3
Question 4 9 1 -
Question 5 2 - 8

Strother, Bunning & Peck, 2013; Koellner &

Question 3 was aiming to determine teachers’ Jacobs, 2015).
opinions towards benefits of faculty education
in the classrooms, question 4 was aiming to Faculty education and teaching
determine teachers’ usage of different
techniques and question 5 was aiming teachers’
opinions towards effectiveness of techniques Faculties do not provide enough experience on
used in the classroom. Dramatic differences different techniques and applications of
between the responses (Table 3) are an different instructional methods. Professors
indication of how well teachers use techniques enjoy the teaching as an instrument of
in the classrooms. From another aspect, it may instruction rather than letting teacher candidates
be also claimed that results are an indication of experimenting the methods. As a result, teacher
how well teachers are aware of the techniques. candidates lack the experience of real life
For example, a science teacher stated the reason simulations (Amoo & Swart, 2018; Devadoss &
for not using other techniques as Foltz, 1996; Steinert et. al., 2006a; Steinert et.
al., 2016b). For example, a teacher stated that
“40 minutes course hours make it hard s/he
to use techniques”
“learned teaching through experience”
Above statement is also an indication of
that science teacher assumes techniques are one and another science teacher indicated similar
time applicable solutions and s/he missed the case as
point that instructional methods require more
than one course hour and thus require a careful “I learned teaching on the way,
planning (Honebein & Honebein, 2015). bachelor degree helped me nearly
about half”.
Another reason for not using modern
methods stated as Similar arguments shared by other science
teachers.
“Having crowded classrooms”.
“Sure, I benefited from faculty
However, different methods could be education but being in the kitchen is
simply applied easily in crowded classrooms. completely different”
Consequently, teachers are not fully aware of
upon the techniques which in return also is an “I relearned how to be a teacher after
indication of the quality of education given by graduation when I entered to
the faculties since those techniques are learned classroom”
during faculty education (Brendefur, Thiede,

9
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

“Faculty education was helpful but it faculties. We teach way more simple
didn’t help enough in the teaching” things”

“I completed all the courses and Thus, theoretical aspects of science

graduated but when I started to do my courses at faculties were not mostly embraced
profession, it was different” and indicated as

“I learned a lot from faculty but “Way above the necessary”.

couldn’t transfer my knowledge into
practice in the classroom” Reason for such definition might be due
to instruction methods given at faculties. Most
“I learned a lot from faculty but faculty professors tend to use traditional
theoretically and didn’t do any instructions rather than engaging students in
practice. So, didn’t have any idea on real time settings (Sunal, et.al., 2001).
what problems would emerge in the Understanding the basics of chemistry and
classroom” physics could help a teacher candidate to
understand the scientific phenomena with daily
Erden (2001) also confirmed science life. Thus, when candidates start their
teachers’ statements by indicating that profession, teaching, then can easily relate the
graduates from faculties don’t have necessary knowledge with daily life. The reason for recent
experience and hence required qualifications. trends on stem education could be regarded in
Although most of the science teachers admitted that concept. For instance, stem education is not
that they had benefits from faculty education, only given to elementary school students but
yet, benefits were mostly related to classroom also to teacher candidates at faculties and
management. Other statements were teachers (Shernoff, Sinha, Bressler & Ginsburg,
2017; Taylor & Hutton, 2013; Yıldırım, 2019;
“Teaching is a process you learn while Yıldırım, 2021b).
doing it”
Gaining experience through the faculty
“faculty education did not help me at education plays an important life in teaching
all, not benefited, not useful” profession. Teacher candidates experiencing the
obstacles during their bachelor education life
“partially” also learn how to manage and solve the
problems. Such experienced teacher candidates
Theoretical science courses given at show better problem-solving skills in the
faculties aim to help teacher candidates to classrooms than the teacher candidates who do
understand the facts and comprehend the not similar experiences. This is why school
knowledge for future profession. For example, experience courses are carried out under
airbags are used in automobiles, electric current supervising of an experienced teacher (Akyüz,
helps mobile phones working etc. On the other 2006; Bıkmaz, 2002; Bilal & Chen, 2019). For
hand, teachers give simple examples related to example, there is a positive linear relationship
science and its relation with daily life. Used between classroom management skills with
examples in the classroom were simple years of teaching (Gülşen & Seyratlı, 2014). On
demonstrations such as the other hand, if teachers lack the experience
required then, they may have classroom
“Wheelbarrow” or “scissors” management issues (Sağırlı & Gürdal, 2002;
Mitchell et al., 2017). Be that as it may, science
A lack of comprehension of science and teachers already are aware of the situation and
daily life relationship also indicates instructions pointed it out they
at faculties were not effective enough since
teachers’ opinions were “Realized the importance of school
experience courses”
“instructional methods and techniques and
are not coherent with physics, “Take advice of experienced teachers”
chemistry and biology topics taught at

10
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

Hunzicker (2017) pointed out taking Science teachers might lack of

advice from experienced colleagues, knowledge about the usage of techniques. On
inexperienced teachers could develop their the other hand, when they learn from faculties
professional skills. Similar arguments were what they need to know then, they apply their
proposed also proposed by other researchers knowledge into practice such as assessment and
(Nguyen & Hunter, 2018; Supovitz, 2018; evaluation instruments (Schaefer & Zygmont,
Turner et al., 2018). 2003). Table 4 shows science teachers’
preference on assessment instruments.
Teaching and student assessments

Table 4.
Science teachers’ preference on assessment and evaluation
Type f science teachers code
Multiple choice 9 EST1, EST2, EST3, EST4, EST5, EST6, EST8,
EST9, EST10
Open ended 7 EST1, EST2, EST3, EST4, EST5, EST6, EST8
True-False 7 EST1, EST2, EST4, EST5, EST7, EST8, EST9
Engagement in class 7 EST1, EST2, EST3, EST5, EST6, EST7, EST8
Fill in blanks 6 EST1, EST2, EST3, EST4, EST5, EST8
Matching 4 EST1, EST2, EST3, EST9
Question-Answer 4 EST2, EST5, EST6, EST10
Concept Map 3 EST3, EST8, EST9
Project Assignments 3 EST1, EST7, EST8
Question-Answer on Visuals 2 EST2, EST8
Oral Exams 2 EST9, EST10

different methods should be used for

Although Daniel and King (1998) assessments (Akbulut, 1999). If students are
report that teachers do not use different means prepared for different type of exams then,
of assessment techniques it is obvious from this developments in cognitive skills also increases
study that science teachers mostly try to use through different means of assessment
different means of assessment. This argument is (Demirdelen & Yapıcı, 2007).
also supported by Mellati & Khademi (2018).
Conclusion
It is clear from Table 4 that science
teachers are mostly aware of that It is concluded by the study that although
faculties give education and training to teacher
“Evaluation should not be solely candidates yet, teachers still need to
depending on exams” comprehend methods. Most teachers are aware
and hence, they try to use different of the theoretical facts yet, they lack the
means to observe the students and practical skills of the methods. In addition, it
assess learning outcomes. was revealed by the study that although gender,
“I don’t use one type of exam”, years spend in profession or age of teachers
“I also try to observe students’ differed still, none of them attracted the point of
performance”, interest. Based on the interview results it was
“Exams are not the only utility to asses concluded that teachers need guidance in
students’ success” implementing the methods and how to use them
“I also give projects to assess overall in the classroom environment. Practical
performance” involvement of teachers to workshops or
scholars’ inclusion to national education
are example statements of teachers. ministry system could benefit to teachers.
Science teachers try to use different tools to Lastly, it was concluded that faculty structures
assess students’ performance. An evaluation or and department curriculums should support
assessment should utilize the scores thus, more practical courses.

11
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

Conference: EDUCON, Tenerife, Spain.

Limitation of the study https://doi.org/10.1109/EDUCON.2018.83
63101
This study was only carried out with limited Anderson, C. W., 2000. Challenges to science
teacher education. Journal of Research in
number of teachers who were working in same
Science Teaching, 37(4), 293 – 294.
city. Also sampling method might have impact Aslan, B. & Babadoğan, C. (2005). Relationships
on the results. For that reason, a more between learning style preferences and
comprehensive study might be carried out. gender, age and success level at 7th and 8th
grade. Eurasian Journal of Educational
References Research, 21, 35- 48.
Ayas, A. (1995). Fen bilimlerinde program
Abd Hamid, S. R., Syed Hassan, S. S. & Ismail, N.
geliştirme ve uygulama teknikleri üzerine
H. (2012). Teaching quality and
bir çalışma: iki çağdaş yaklaşımın
performance among experienced teachers
değerlendirilmesi [A study on development
in Malaysia. Australian Journal of Teacher
and application of program development
Education, 37(11), 85-103.
techniques for science education:
http://dx.doi.org/10.14221/ajte.2012v37n1
Evaluation of two modern approaches].
1.2
Hacettepe University Journal of Education
Adıgüzel, A. (2008). Achievement level of teacher
Faculty, 11, 149-155.
education program standards in faculties of
Azar, A. (2011). Quality or Quantity: A Statement
education (Unpublished Doctorate Thesis).
for Teacher Training in Turkey. Journal of
Anadolu University
Higher Education and Science, 1(1), 36-38.
Akbulut, T. (1999). The Evaluation of questioning
https://doi.org/10.5961/jhes.2011.004
skills of primary school teachers in terms of
Baram-Tsabari, A., Sethi, R. J., Bry, L., & Yarden,
certain variables (Unpublished Master
A. (2010). Identifying Students' interests in
Thesis). Çukurova University
biology using a decade of self-generated
Akın, S., & Ok, A. (2021). A phenomenological
questions. Eurasia Journal of Mathematics,
investigation of the effectiveness of the
Science and Technology Education, 6(1),
elementary teacher education program in
63-75. DOI:
Turkey. International Online Journal of
https://doi.org/10.12973/ejmste/75228
Primary Education (IOJPE), 10(2), 319-
Basinger, J. (2000). Teaching accreditor issues new
343.
standards. The Chronicle of Higher
Akkus, A. (2013). Informing science and technology
Education, 46, 12-16.
teachers about cooperative learning model,
Bature, I. J. (2020). The Mathematics Teachers Shift
application of the model in the classroom
from the Traditional Teacher-Centred
and evaluation of the obtained data: Case
Classroom to a More Constructivist
of Muş (Unpublished PhD Thesis). Atatürk
Student-Centred Epistemology. Open
University.
Access Library Journal, 7(5), 1-26.
Akkuş, A. & Doymus, K. (2018). Investigating the
Bayraktar, G. (2011). The effect of cooperative
science teachers’ way of approaching to
learning on students’ approach to general
students in instruction. Journal of Social
gymnastics course and academic
Sciences of Mus Alparslan University,
achievements. Educational Research and
6(STEMES’18),147-153.
Reviews, 6(1), 62-71.
https://doi.org/10.18506/anemon.468481
Bayram, D., Kurt, G. & Atay, D. (2019). The
Akyüz, G. (2006). Investigation of the effect of
implementation of webquest-supported
teacher and class characteristics on
critical thinking instruction in pre-service
mathematics achievement in Turkey and
english teacher education: The Turkish
European Union countries. Elementary
context. Participatory Educational
Education Online, 5(2), 75-86.
Research, 6 (2), 144-157.
Altın, M. (2014). The effect of reading
https://doi.org/10.17275/per.19.18.6.2
comprehension instruction enriched with
Bıkmaz, H.F. (2002). Self-efficacy belief instrument
cultural materials on students' vocabulary
in science teaching. Educational Sciences
knowledge and attitudes towards English
and Practice, 1(2), 197-210
course (Unpublished Master Thesis).
Bilal, S. Y. G. & Chen, S. (2019). The impact and
Adnan Menderes University
effectiveness of faculty development
Amoo, A. O., & Swart, A. J. (2018, 17-20 April). The
program in fostering the faculty’s
influence of class attendance on the
knowledge, skills, and professional
throughput rates of students at a FET
competence: A systematic review and
college in South Africa. Paper presented at
meta-analysis. Saudi Journal of Biological
2018 IEEE Global Engineering Education

12
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

Sciences, 26(4), 688-697. Devadoss, S., & Foltz, J. (1996). Evaluation of

https://dx.doi.org/10.1016%2Fj.sjbs.2017. factors influencing student class attendance
10.024 and performance. American Journal of
Brendefur, J.L., Thiede, K., Strother, S., Bunning, K. Agricultural Economics, 78(3), 499–507.
& Peck, D. (2013). Developing doi:10.2307/1243268
mathematical thinking: Changing teachers’ Demirdelen, C. & Yapıcı, M. (2007). Teachers’
knowledge and instruction. Journal of views with regard to the primary 4th grade
Curriculum and Instruction, 2(2), 62-75. social sciences curriculum. Elementary
DOI: http://dx.doi.org/10.5430/jct.v2n2p62 Education Online, 6(2), 204-212.
Broder, J. M. & Dorfman, J. H. (1994). Determinants Doğan, C. (2004). Elementary teachers’ views about
of teaching quality: What's important to the lessons and their preferences of teaching
students? Research in Higher Education, methods: sample of Istanbul. The Journal of
35(2), 235-249. Turkish Educational Sciences, 2(2), 193-
https://doi.org/10.1007/BF02496703 203.
Butera F. & Buchs C. (2019) Social interdependence Drymiotou, I., Constantinou, C. P., & Avraamidou,
and the promotion of cooperative learning. L. (2021). Enhancing students’ interest in
In: Sassenberg K., Vliek M. (eds) Social science and understandings of STEM
Psychology in Action. Springer. careers: the role of career-based scenarios.
https://doi.org/10.1007/978-3-030-13788- International Journal of Science Education,
5_8 43(5), 717-736.
Cooke-Nieves, N., Wallace, J., Gupta, P., & Howes, Duatepe, A. & Çilesiz, Ş. (1999). Matematik tutum
E. (2022). The magic of informal settings: ölçeği geliştirilmesi [Developing
A literature review of partnerships and mathematics attitude instrument).
collaborations that support preservice Hacettepe University Journal of Education,
science teacher education across the globe. 16(17), 45-52.
Handbook of Research on Science Teacher Ellington, H. (2000). How to become an excellent
Education, 189-202. tertiary-level teacher. Seven golden rules
Crosswell, L. & Beutel, D. (2017). 21st century for university and college lecturers. Journal
teachers: how non-traditional pre-service of Further and Higher Education, 24(3),
teachers navigate their initial experiences of 311–321.
contemporary classrooms. Asia-Pacific https://doi.org/10.1080/030987700750022
Journal of Teacher Education, 45(4), 1–16. 253
https://doi.org/10.1080/1359866X.2017.13 Erden, M. (2001). Classroom management. Alkım
12281 Publications.
Çeliköz, N. & Çetin, F. (2004). Anadolu öğretmen Ergün, M. (2006). Atatürk Döneminde Öğretmen
lisesi öğrencilerinin öğretmenlik mesleğine Yetiştirme (Teacher training in the Atatürk
yönelik tutumlarını etkileyen etmenler. era). Atatürk Döneminden Günümüze
Millî Eğitim Dergisi, 32(162), 136-145. Cumhuriyetin Eğitim Felsefesi ve
Çoklar, A. N., & Akçay, A. (2018). Evaluating Uygulamaları Sempozyumu, 215-224, 16-
programming self-efficacy in the context of 17 Mart 2006, Ankara, Türkiye.
inquiry skills and problem-solving skills: A Eroğlu, E. (1998). XXI. yüzyılda öğretmen, bilgi
perspective from teacher education. World çağında öğretmenimiz [teacher in 21st
Journal on Educational Technology: century, teacher in knowledge era). Eğitim
Current Issues, 10(3), 153-164. Vakfı Yayını.
Daniel, L.G. & King, D. (1998). A knowledge and Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family
use of testing and measurement literacy of involvement questionnaire: A multivariate
elementary and secondary teachers. Journal assessment of family participation in early
of Educational Research, 91(6), 331-344. childhood education. Journal of
Darling-Hammond, L. (2020). Accountability in Educational Psychology, 92(2), 367.
Teacher Education. Action in Teacher Frågåt, T., Henriksen, E. K., & Tellefsen, C. W.
Education, 42(1), 60-71. (2021). Pre-service science teachers’ and
https://doi.org/10.1080/01626620.2019.17 in-service physics teachers’ views on the
04464 knowledge and skills of a good teacher.
Darling-Hammond, L. (2017). Teacher education Nordic Studies in Science Education, 17(3),
around the world: What can we learn from 277-292.
international practice? European Journal of Ferguson, R. F. (2012). Can student surveys measure
Teacher Education, 40(3), 291-309. teaching quality? Phi Delta Kappan, 94(3),
https://doi.org/10.1080/02619768.2017.13 24–28.
15399 https://doi.org/10.1177/003172171209400
306

13
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

Gibbons, S. & Farley, A.N. (2020). Learning to think Jenset, I. S., Klette, K. & Hammerness, K. (2018).
like a teacher: Effects of video reflection on Grounding teacher education in practice
preservice teachers’ practice and pedagogy. around the world: An examination of
Action in Teacher Education. teacher education coursework in teacher
https://doi.org/10.1080/01626620.2020.18 education programs in Finland, Norway,
12131 and the United States. Journal of Teacher
Green, H. (2004). Professional standards for teacher Education, 69(2), 184-197.
school leaders. Routledge. https://doi.org/10.1177%2F002248711772
Goodboy, A.K. Martin, M.M. & Goldman, Z.W. 8248
(2016). Students’ experiences of bullying in Keleş, H. & Tonga, D. (2014). Teacher views about
high school and their adjustment and factors affecting students’ citizenship
motivation during the first semester of consciousness. Bolu Abant İzzet Baysal
college. Western Journal of University Journal of Faculty of Education,
Communication, 80(1), 60-78. DOI: 14(2), 61-85.
https://doi.org/10.1080/10570314.2015.10 Khalid, M. & Embong, Z. (2019). Sources and
78494 possible causes of errors and
Gülşen, C. & Seyratlı, E. (2014). The attitudes of misconceptions in operations of integers.
teacher candidates towards their profession International Electronic Journal of
who take teacher certificate program. Mathematics Education, 15(2), em0568.
Journal of Research in Education and Kim, D. (2018). A study on the influence of Korean
Teaching, 3(3), 14-25. middle school students' relationship
Gürdal, A. (1998). Fen öğretimi (science teaching). through science class applying STAD
Deniz Kuvvetleri Komutanlığı Yayınları, cooperative learning. Journal of technology
21, 34-49. and Science Education, 8(4), 291-309.
Gürses, A., Açıkyıldız, M., Bayrak, R. & Yalçın, M. Koellner, K., & Jacobs, J. (2015). Distinguishing
(2004). Science education: A cultural models of professional development: the
glance. Kastamonu Education Journal, case of an adaptive model’s impact on
12(1), 31-40. teachers’ knowledge, instruction, and
Hançer, A.H., Şensoy, Ö. & Yıldırım, H.İ. (2003). student achievement. Journal of Teacher
An evalation about the importance of Education, 66(1), 51–67.
contemporary science education at https://doi.org/10.1177/002248711454959
elemantary schools and how this kind of 9
science teaching must be. Pamukkale Koubek, E., Sawyer, A.G., Caron, A. & Moncure,
University Journal of Education, 13, 80-88 M. (2020). Examining influences of an
Honebein, P.C. & Honebein, C.H. (2015). early whole-school immersive field
Effectiveness, efficiency, and appeal: pick experience on preservice teachers. Action in
any two? The influence of learning domains Teacher Education.
and learning outcomes on designer https://doi.org/10.1080/01626620.2020.17
judgments of useful instructional methods. 64878
Educational Technology Research and Koutselini, M. (2008). Teacher misconceptions and
Development, 63, 937–955. understanding of cooperative learning: An
https://doi.org/10.1007/s11423-015-9396-3 intervention study. The Journal of
Hopp, M. A., Horn, C. L., McGraw, K. & Meyer, J. Classroom Interaction, 43(2), 34-44.
(2000). Improving students' ability to Retrieved February 23, 2021, from
problem solve through social skills http://www.jstor.org/stable/23869676
instruction. ED447907 Kotzee, B. (2010). Seven posers in the constructivist
Humphries, C. A., Bidner, S., & Edwards, C. (2011). classroom. London Review of Education,
Integrated learning with physical education 8(2), 177-187.
and music. The Clearing House: A Journal Maba, W., & Mantra, I. B. N. (2018). The primary
of Educational Strategies, Issues and Ideas, school teachers’ competence in
84(5), 174–179. implementing the 2013 curriculum. In SHS
https://doi.org/10.1080/00098655.2010.54 Web of Conferences (Vol. 42, p. 00035).
3192 EDP Sciences.
Hunzicker, J. (2017). From teacher to teacher leader: Maharg, P. (2000). Rogers, constructivism and
A conceptual model. International Journal jurisprudence: Educational critique and the
of Teacher Leadership, 8(2), 1-27. legal curriculum. International Journal of
Jalilifar, A. (2010). The effect of cooperative the Legal Profession, 7(3), 189-203.
learning techniques on college students’ Martin, A.D. & Spencer, T. (2020). Children’s
reading comprehension. System, 38(1), 96- literature, culturally responsive teaching,
108. and teacher identity: An action research

14
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

inquiry in teacher education. Action in Analysis, 36(4), 399–416.

Teacher Education, 42(4), 387-404. https://doi.org/10.3102/016237371453185
https://doi.org/10.1080/01626620.2019.17 1
10728 Puustinen, M., Säntti, J., Koski, A. & Tammi, T.
MEB. (2018). (2018). Teaching: A practical or research-
http://mevzuat.meb.gov.tr/html/88.html based profession? Teacher candidates'
(26.12.2018). approaches to research-based teacher
Meriç, G. (2004). An evaluation of science teacher education. Teaching and Teacher
eductaion programs in context of the Education, 74, 170-179.
sample countries (Turkey, Japan, United https://doi.org/10.1016/j.tate.2018.05.004
States and England samples) [Doctorate Ramdani, Z., Tae, L. F., Prakoso, B. H., &
Thesis]. Gazi University. Luanganggoon, N. (2021, April).
Miles, M.B. & Huberman, A.M. (1994). Qualitative Personality trait, self-efficacy, and
data analysis. Sage Publication. individual work performance on science
Mitchell, B. S., Hirn, R. G., & Lewis, T. J. (2017). teachers in Indonesia. In International
Enhancing effective classroom Conference on Educational Assessment and
management in schools: Structures for Policy (ICEAP 2020) (pp. 16-21). Atlantis
changing teacher behavior. Teacher Press.
Education and Special Education, 40(2), Rubin-Vaughan, A., Pepler, D., Brown, S. & Craig,
140–153. W. (2011). Quest for the Golden Rule: An
https://doi.org/10.1177/088840641770096 effective social skills promotion and
1 bullying prevention program. Computers &
Muller, M., Gorsetman, C. & Alexander, S. (2018). Education, 56(1), 166-175.
Struggles and Successes in Constructivist https://doi.org/10.1016/j.compedu.2010.08
Jewish Early Childhood Classrooms. .009
Journal of Jewish Education, 84(3), 284– Sağırlı, H.E. & Gürdal, A. (2002). The effect of
311. drama technic on the student success in
https://doi.org/10.1080/15244113.2018.14 science lesson. Marmara University
78533 Atatürk Education Faculty Journal of
Nguyen, T. D. & Hunter, S. (2018). Towards an Educational Sciences, 15(15), 213-224.
understanding of dynamics among teachers, Sarıtaş, M. (2001). Sınıf yönetimi ve disiplinle ilgili
teacher leaders, and administrators in a kurallar geliştirme ve uygulama [classroom
teacher-led school reform. Journal of management and developing rules for
Educational Change, 19(4), 539-565. disciplinary behaviors and application].
Niemi, H. (2021). Equity and quality as aims of Nobel Yayın Dağıtım.
education: Teachers’ role in educational Sarıtaş, M. 2006. Öğretmen adaylarının
ecosystems. In Good Teachers for değerlendirmelerine göre sınıfta
Tomorrow's Schools (pp. 19-36). Brill. istenmeyen öğrenci davranışlarını
Oppong-Nuako, J., Shore, B. M., Saunders-Stewart, değiştirmek ve düzeltmek amacıyla
K. S. & Gyles, P. D. T. (2015). Using brief yararlanılan stratejiler [the strategies of
teacher interviews to assess the extent of teacher trainners which they use for
inquiry in classrooms. Journal of Advanced changing and eliminating the
Academics, 26(3), 197–226. misbehaviours in the classroom]. Journal of
https://doi.org/10.1177/1932202x1558836 Uludag University Faculty of Education,
8 19(1), 167-187.
Özbay, Y. (2015). Eğitim psikolojisi: Eğitim Saygın, Ö., Atılboz, N.G. & Salman, S. (2006). The
psikolojisi [Education psychology: effect of constructivist teaching approach
Education psychology]. Pegem Akademi. on learning biology subjects: The basic unit
Öztürk, C. (1996). Atatürk devri öğretmen yetiştirme of the living things-cell. GEFAD, 26(1), 51-
politikası [Teacher training in Atatürk era]. 64.
Türk Tarih Kurumu. Schaefer, K. M. & Zygmont, D. (2003). Analyzing
Papanastasiou, C. (2002). Effects of background and the teaching style of nursing faculty: Does
school factors on the mathematics it promote a student-centered or teacher-
achievement. Educational Research and centered learning environment? Nursing
Evaluation. 8(1), 55-70. Education Perspectives, 24(5), 238-245.
Peters, R.S. (1966). Ethics and Education. George Schriver, M., & Czerniak, C. M. (1999). A
Allen & Unwin Ltd. comparison of middle and junior high
Polikoff, M. S. & Porter, A. C. (2014). Instructional science teachers' levels of efficacy and
alignment as a measure of teaching quality. knowledge of developmentally appropriate
Educational Evaluation and Policy

15
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

curriculum and instruction. Journal of Tezcan, M. (1997). Türk kişiliği ve kültür kişiliği
Science Teacher Education, 10(1), 21-42. ilişkileri [Turkish personality and culture
Senemoğlu, N. (2013). Gelişim, öğrenme ve öğretim. relations]. Kültür Bakanlığı Yayınları.
Kuramdan uygulamaya [Development, Turgut, F., Baker, D., Cunningham, R. & Piburn, M.
learning and instruction: Theory to (1997). İlköğretim fen öğretimi. Ankara:
practice]. Yargı Publications YÖK/Dünya Bankası Milli Eğitimi
Shernoff, D. J., Sinha, S., Bressler, D. M., & Geliştirme Projesi Hizmet Öncesi
Ginsburg, L. (2017). Assessing teacher Öğretmen Eğitimi.
education and professional development Turner, J. C., Christensen, A., Kackar-Cam, H. Z.,
needs for the implementation of integrated Fulmer, S. M. & Trucano, M. (2018). The
approaches to STEM education. development of professional learning
International Journal of STEM Education, communities and their teacher leaders: An
4(1), 13. activity systems analysis. Journal of the
Siddiky, M., & Akter, S. (2021). The students' career Learning Sciences, 27(1), 49-88.
choice and job preparedness strategies: A Ulfatun, T. (2021). Good Teachers: Indonesia’s
social environmental perspective. Perspective. Jurnal Pendidikan Dan
International Journal of Evaluation and Pembelajaran, 28(1), 23-29.
Research in Education, 10(2), 421-431. Unlu, S. (2018). Curriculum Development Study for
Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Teacher Education Supporting Critical
Spencer, J., Gelula, M. & Prideaux, D. Thinking. Eurasian Journal of Educational
(2006). A systematic review of faculty Research, 18(76), 165-186.
development initiatives designed to Uzun, Ç. (2007). At primary school 4 and 5 classes,
improve teaching effectiveness in medical in the unit of, "let's wonder and recognize
education: BEME Guide No. 8. Medical world of living beings" science and
Teacher, 28(6), 497-526. DOI: technology subject, the effact of project
https://doi.org/10.1080/014215906009029 based learning to academic achievement
76 and retention level (Unpublished Master
Steinert, Y., Mann, K., Anderson, B., Barnett, B.M., Thesis). Afyon Kocatepe University.
Centeno, A., Naismith, L., Prideaux, D., Ünal, S. (2002). Lycee-1 and lycee-3 student level of
Spencer, J., Tullo, E., Viggiano, T., Ward, understanding related to concepts in
H. & Dolmans, D. (2016). A systematic chemical bonds (Master Thesis). Karadeniz
review of faculty development initiatives Technical University, Trabzon.
designed to enhance teaching effectiveness: Yaman, E., Mermer, E.Ç. & Mutlugil, S. (2009).
A 10-year update: BEME Guide No. 40. Elementary school students’ opinions
Medical Teacher, 38(8), 769-786 DOI: concerning the ethical behavior: A
https://doi.org/10.1080/0142159X.2016.11 qualitative research. Journal of Values
81851 Education, 7(17), 93-108.
Stoclmayer, S. & Gilbert, J. (2003). Informal Yasmin, M., Naseem, F. & Masso, I.C. (2019).
Chemical Education. in International Teacher-directed learning to self-directed
Handbook of Science Education. Part One. learning transition barriers in Pakistan.
By Kluwer Academic Publishers. Studies in Educational Evaluation, 61, 34–
Netherlands. 40.
Sunal, D. W., Hodges, J., Sunal, C. S., Whitaker, K. https://doi.org/10.1016/j.stueduc.2019.02.0
W., Freeman, L. M., Edwards, L., Johnston, 03
R.A. & Odell, M. (2001). Teaching science Yıldırım, A. (2013). Teacher education research in
in higher education: Faculty professional Turkey: Trends, issues and priority areas.
development and barriers to change. School Education and Science, 38(169), 175- 191.
Science and mathematics, 101(5), 246-257. Yıldırım, B. (2019). The opinions of pre-service
DOI: https://doi.org/10.1111/j.1949- science teachers about Biomimicry
8594.2001.tb18027.x practices in STEM education. GEFAD,
Supovitz, J. A. (2018). Teacher leaders’ work with 39(1), 63-90.
peers in a quasi-formal teacher leadership Yıldırım, B. (2021a). Preschool STEM activities:
model. School Leadership & Management, Preschool teachers’ preparation and views.
38(1), 53-79. Early Childhood Education Journal, 49,
Taylor, H. A., & Hutton, A. (2013). Think3d! 149–162. https://doi.org/10.1007/s10643-
Training spatial thinking fundamental to 020-01056-2
STEM education. Cognition and Yıldırım, B. (2021b). Integration of STEM into
Instruction, 31(4), 434-455. environmental education: Preservice
teachers’ opinions. Journal of STEM
Teacher Institutes, 1(1), 50–57. Retrieved

16
 Journal of STEM Teacher Institutes, 2022, 2(2), 1-17

from Zakaria, E., Solfitri, T., Daud, Y., & Abidin, Z. Z.

http://jstei.com/index.php/jsti/article/view/ (2013). Effect of cooperative learning on
5 secondary school students’ mathematics
Yıldırım, A. & Şimşek, H. (2006). Qualitative achievement. Creative Education, 4(2), 98-
research methods in social sciences (5th 100.
edition). Seçkin Publications. Zazkis, R., Liljedahl, P., & Sinclair, N. (2009).
Yılmaz, M. (2007). Instructional technology in Lesson plays: Planning teaching versus
training primary school teacher. GEFAD, teaching planning. For The Learning of
27(1), 155-167. Mathematics, 29(1), 40-47.
Yüksel, S. 2012. The paradigm shift in educational
sciences: New quests and trends. Journal of
Teacher Education and Educators, 1(1),
35-38.

17

View publication stats