Attitudes of pre-service teachers towards the instruction technologies and material design course
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Abstract
The objective of the present study is to analyze the attitudes of pre-service teachers towards the Instruction Technologies and Material Design course. Descriptive survey model was used in the study. Study group included junior and senior students that attend Fırat University, Faculty of Education, Primary School Social Studies, Classroom Teaching, Mathematics Teaching and Sciences Teaching departments. Sampling was not conducted in the study since it was possible to reach all the students. Attitude Scale for Instruction Technologies and Material Design Course developed by Çetin, Bağçeci, Kinay and Şimşek, (2013) and personal information form (gender, seniority, department, and academic success score) were used as data collection tools in the study. Explanatory factor analysis (EFA and confirmatory factor analysis (CFA) were conducted to determine the structural validity of the scale, and three sub-dimensions were identified for the scale. Internal consistency (Cronbach Alpha) reliability coefficient was found as .94 for the whole scale and varied between .78 and .95 for the sub-dimensions of the scale. Collected data were analyzed with SPSS 17 software. Conducted analyses demonstrated that there was no significant difference between the attitude of pre-service teachers based on gender variable, while there were statistically significant differences based on academic standing and departments that the participants attended.
Keywords: Pre-service teachers, instruction technologies, material design.
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