Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example)

The purpose of this study is to analyse the relationship between the perceptions of self-efficacy, as well as learning styles and strategies of teacher candidates at Anadolu University, in terms of various variables. We used correlational analysis to define the relationship between efficacy, learning styles, and strategies. The research population of the study comprised teacher candidates who were selected by “convenience sampling” among teacher candidates from various teacher education programs and levels at Anadolu University Faculty of Education. Three different assessment tools were used for data collection: the “Teacher Self-Efficacy Scale” was used to assess the self-efficacy perceptions of teacher candidates; the “Kolb Learning Styles Inventory III” was used to determine the learning styles of teacher candidates; and the “Learning Strategies Scale” was used to define the learning strategies of the teacher candidates. The study revealed a low level of relationship between the self-efficacy perceptions of teacher candidates, their learning styles, and the learning strategies they employ.Keywords: learning strategies; learning styles; self-efficac

SOCIAL INTERACTION PATTERNS IN COOPERATIVE LEARNING GROUPS IN SOCIAL SCIENCE CLASSES

Bu araştırmanın amacı, Sosyal Bilgiler sınıflarındaki işbirlikli öğrenme gruplarındaki etkileşim örüntülerini incelenmektir. Araştırma orta sosyo-ekonomik düzeye sahip bir ilköğretim kurumunda gerçekleştirilmiştir. Araştırmanın denekleri çalışmaya gönüllü olarak katılan bir öğretmenin öğrencileri arasından seçilmiştir. Araştırmanın verileri ses kayıtları ile toplanmıştır. Ses kayıtları kodlayıcılar tarafından kodlanıp kategorilere ayrılarak sınıflandırılmış ve analizleri yapılmıştır. Araştırma sonunda Sosyal Bilgiler işbirlikli öğrenme gruplarında en çok akademik çatışma, ders dışı konularda konuşma/çatışma, emir verme ve grup üyelerine danışma; en az ise; görevden sorumluluktan kaçma ve öğretmenden ya da diğerlerinden yardım isteme, fikir sunma, görev paylaşımı, birlikte çalışma isteği ve onaylama isteklerinin olduğu saptanmıştır. The purpose of this study is to investigate social interaction patterns in cooperative learning groups in social studies classes. The research has been performed at a primary school with an average socio-economic level. Subjects of the research have been chosen among the students of a teacher who volunteered for the study. The data has been collected by audio tape recordings. Audio tape recordings have been categorized, classified and analyzed by the specialists. At the end of the research, academic conflict, extracurricular talk and argument, giving orders have been stated at most, however, exclusion of liability, asking for help from the teacher or others, expression of opinion, work sharing, collaboration, demand for approval have been stated at least in social studies cooperative learning group