Universal Journal of Educational Research Vol. 7(4), pp. 1147 - 1153
DOI: 10.13189/ujer.2019.070427
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The Investigation of the Attitudes of Teachers towards Using Student Centered Teaching Methods and Techniques


Elif Akdemir 1,*, Ceyda Özçelik 2
1 Ereğli Education Faculty, Zonguldak Bülent Ecevit University, Turkey
2 Turkish Ministry of National Education, Turkey

ABSTRACT

The importance given to student-centered teaching methods and techniques is increasing as a reflection of the constructivist approach. This study was conducted with the aim of determining the attitude of teachers working in secondary schools to use student centered teaching methods and techniques and compare it based on the gender, subject, seniority year, and school type variables. The survey method was used in the study. The population of the research is 409 subject teachers who work in the central schools of one city located in the Blacksea Region of the Turkey in the 2017-2018 academic year. 10 middle school were selected using random sampling. 135 teachers participating in the research voluntarily. The data related to the study were obtained by attitude scale for using student centered teaching methods and techniques. Findings indicated that teachers' attitudes towards using student- centered teaching methods and techniques do not change according to gender, school type and seniority year variables. However, according to the subject variable, there was a significant difference in the given importance sub-dimension when there was no meaningful difference in resistance, cost-benefit, positive effects sub-dimensions and scale-wide differences. Further studies should investigate why teachers' attitudes towards using student centered teaching methods and techniques are high in skills lessons than verbal and numerical lessons.

KEYWORDS
Student-Centered Teaching, Teaching Methods, Attitude

Cite this paper
Elif Akdemir , Ceyda Özçelik . "The Investigation of the Attitudes of Teachers towards Using Student Centered Teaching Methods and Techniques." Universal Journal of Educational Research 7.4 (2019) 1147 - 1153. doi: 10.13189/ujer.2019.070427.