Pre-Service Chemistry Teachers’ Reflections On Their Student Teaching Experiences

Ekiz Kıran, Betül
Kutucu, Elif Selcan
Boz, Yezdan
ICES 2017 ( 20 - 23 Nisan 2017)


Pre-service Chemistry Teachers’ Beliefs about Effective Chemistry Teaching: A Longitudinal Case Study
Boz, Yezdan; Ekiz Kıran, Betül (2018-07-01)
Pre-service science teachers’ perceptions about their technology integration experiences in the science education program: Does willingness to choose the program matter?
Durukan, Alper; Sungur, Semra (Anı Yayıncılık; 2020)
The integration of information and communication technologies (ICT) in the training of pre-service science teachers has an essential place in the literature and promises meaningful outcomes. Therefore, it has become essential to define the connotations of undergraduate training experience for pre-service science teachers that will encourage them to integrate ICT materials into their practices. Based on this need, the Synthesis of Qualitative Evidence (SQD) model, which identifies the components that are ...
Pre-service elementary mathematics teachers’ self-regulated learning strategies within the context of their teaching practices
Kurt, Gönül; Çakıroğlu, Erdinç; Haser, Çiğdem; Department of Elementary Education (2011)
The current study seeks to investigate pre-service elementary mathematics teachers’ (PEMTs’) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs’ SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-i...
Pre-service science teachers' use of self-regulation strategies
ŞENLER, BURCU; Sungur-Vural, Semra (2014-06-08)
The aim of this study was twofold: first, to examine the relationship between use of self-regulation strategies and academic performance; and second, to analyze gender differences in use of self-regulation strategies. For the specified purposes, 1794 senior pre-service science teachers (876 males, 905 females, and 13 no response) participated in the study. Results showed that GPA was significantly but not strongly associated with task value, metacognitive self-regulation, effort regulation, peer learning, m...
Pre-service English Teachers’ Career Development Aspirations: Professional Development and Leadership
ÖLÇÜ DİNÇER, ZEYNEP; Seferoğlu, Gölge (2018-11-01)
This mixed-methods study was conducted to investigate pre-service teachers' career development aspirations with an emphasis on their leadership motivations and plans for professional development. A cohort of 672 senior pre-service English teachers answered the questionnaire and 88 of them were interviewed. Inferential and descriptive statistics were employed for quantitative data, and qualitative data were thematically analyzed. Leadership aspirations of teacher candidates were found to be moderate and main...
Citation Formats
B. Ekiz Kıran, E. S. Kutucu, and Y. Boz, “Pre-Service Chemistry Teachers’ Reflections On Their Student Teaching Experiences,” presented at the ICES 2017 ( 20 - 23 Nisan 2017), 2017, Accessed: 00, 2021. [Online]. Available: