Author(s): Mehmet Nuri KARDAS
Turkish teacher candidates are expected to graduate with adequate equipment being aware of the theoretical and practical knowledge within the framework of the constructive teaching approach which is in practice as teaching approach during the pre-vocational training. However, it is a fact that the teachers who are educated with learning by doing education approach shaped according to the needs of students and with student-centered education will able to educate individuals who will answer the requirements of age, closely follow develeopments, renew themselves.
In this context, the purpose of this study is to reveal awareness and competencies of the Turkish teacher candidates about ''constructive teaching approach ''by getting their own opinions. Research comprises students of three state universities from faculty of education, department of Turkish Education and the research has been carried out on 250 teacher candidates answering the questions in " Awareness and competencies form about constructive approach ''. The research data have been collected through open-ended questions.
"Content analysis" , from qualitative analysis technicques, has been used in the evaluation and assessment of data. Themes and categories have been described with direct quotations from participants and paticipation of categories percentage and frequency values have been calculated.
Research findings were identified under these themes; not any education given with constructive approach (n=120), not enough knowledge and experience about constructive approach and techniques (n=72), education given with constructive approach (n=38) and other (n=20).
As a result of research; it is determined that Turkish teacher candidates of %84,8 (n=212) have enough awareness, knowledge and experience about "constructive teaching approach" and participants of %15,2 (n=38) have enough knowledge about constructivism.
The Journal of International Social Research received 7760 citations as per Google Scholar report
