Research Article
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Year 2020, Volume: 7 Issue: 1, 228 - 239, 15.06.2020
https://doi.org/10.33200/ijcer.669055

Abstract

References

  • Allan, G. M. (2006). Responsibility for learning: Students’ understandings and their self-reported learning attitudes and behaviors. (Master thesis). Queensland University of Technology, Faculty of Education, Centre for Learning Innovation Brisbane, Queensland.
  • Banarjee, P., & Kumar, K. (2014). A Study on self-regulated learning and academic achievement among the science graduate students. International Journal of Multidisciplinary Approach and Studies, 1(5), 138–147.
  • Barr, B. R. & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 697-710.
  • Carnell, E. (2005). Understanding and enriching young people's learning: Issues, complexities and challenges. Improving Schools, 8(3), 269–284.
  • Conzemius, A., & O’Neill, J. (2001). Building shared responsibility for student learning. ASCD, USA.
  • Cook-Sather, A. & Luz, A. (2015). Greater engagement in and responsibility for learning: What happens when students cross the threshold of student–faculty partnership. Higher Education Research & Development, 34(6),1097-1109.
  • Çam, Ş. S., & Ünal Oruç, E. (2014). Learning responsibility and balance of power. International Journal of Instruction, 7(1), 5-16.
  • Erişti, B. (2017). Development of the learning responsibility scale. Electronic Journal of Science and Mathematics Education of Necatibey Faculty of Education (EFMED), 11(1), 481-503.
  • Felder, R. M., & Brent, R. (2009). Active learning an introduction. ASQ Higher Education Brief, 2, 4-9.
  • Gay, L.P. (1987). Educational research competencies for analysis and application. Columbus: Merrill Publishing Comp.
  • Giorgis, C., & Johnson, N. J. (2001). Gaining insight in to picture book illustration and design: A masterclass in the teaching of children’s literature. Journal of Children’s Literature, 27(1), 62–63.
  • Gökdağ Baltaoğlu, M. & Güven, M. (2019). Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example), South African Journal of Education, 39 (2), 1-11.
  • Gökdağ Baltaoğlu, M., Sucuoğlu, H., & Öztürk, N. (2017). Classroom teachers’ opinions about homework assignments, Journal of Education and Future, 11, 95-109.
  • Güven M. (2004). The relationship between learning styles and learning strategies. Eskişehir: Anadolu University Publications, No.156
  • Güvenç, H. (2010). The effects of cooperative learning and learning journals on prospective teachers’ self-regulated learning. Educational Sciences: Theory & Practice, 10(3), 1477-1487.
  • Kaya, M., & Doğan, U. (2014). Student responsibility: Development of scale and its reliability and validity test. Journal of European Education, 4(1), 11-18.
  • Laurillard, D. (1997). The Experience of learning. In Entwistle, N., Hounsell, D., & Marton, F. (Eds.) Learning formal representations through multimedia. Edinburgh, Scotland: Scottish Academic Press.
  • Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Merriam, S. B. (2015). Qualitative research. Translated and Edited by Selahattin Turan, Ankara: Nobel Publications.
  • Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: An expanded source book. Thous and Oaks, CA: Sage Pub.
  • Qian, H., Youngs, P., & Frank, K. (2013). Collective responsibility for learning: Effects on interactions between novice teachers and colleagues. J EducChange, 14, 445-464.
  • Sierra, J.J. (2009). Shared responsibility and student learning: Ensuring a favorable educational experience. Journal of Marketing Education, 32, 104-111. DOI: 10.1177/0273475309344802.Accessed on November 19, 2019, through http://jmd.sagepub.com/content/32/1/104
  • Turchi, P. (2004). An Itinerary for guiding students. The Chronicle of Higher Education, B5.
  • Warton, P. M. (1997). Learning about responsibility: Lessons from homework. British Journal of Educational Psychology, 67(2), 213–221. https://doi.org/10.1111/j.2044-8279.1997.tb01238.x
  • Yakar, A., & Saracaloğlu, A. S. (2017). Scale of responsibility toward learning. Journal of the Faculty of Education of Mehmet Akif Ersoy University, 42, 27-49.
  • Yeşil, R. (2013a). School learning responsibility scale’s validity and reliability study (For primary school students). Mevlana International Journal of Education, 3(4), 1-14.
  • Yeşil, R. (2013b). Secondary school tsudents’ levels of achievement in fulfilling learning responsibilities at school. International Journal of Human Sciences, 10(1), 1214-1237.
  • Yeşil, R. (2014). Analysis of primary school teachers’ responsibility teaching strategies. Hacettepe University Journal of Education, 29(2), 282-294.
  • Yıldırım, A., & Şimşek, H. (2008). Qualitative research methods in social sciences. Ankara: Seçkin Print Office.
  • Yurtal, F., & Yontar, A. (2006). Responsibilities expected of students by primary school teachers and methods used in assuring the adoption of responsibility. Journal of Social Sciences Institute of Çukurova University, 15(2), 411-424.
  • Zimmerman, B.J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614–628.

Views of Prospective Teachers on Learning Responsibility

Year 2020, Volume: 7 Issue: 1, 228 - 239, 15.06.2020
https://doi.org/10.33200/ijcer.669055

Abstract

This study aims to reveal the views of prospective teachers, who study at the faculty of education, on learning responsibility. This study is performed on the basis of the basic qualitative research method. The study group of the research is composed of a total of 48 prospective teachers whose views are received on a voluntary basis and who are enrolled in the Psychological Counseling and Guidance Department of the faculty. 29 of prospective teachers participating in the research are females and 19 of them are males. In the research, data are collected through an open-ended survey design to identify the views of prospective teachers on learning responsibility. Research data are analyzed through content analysis technique. Views of prospective teachers are grouped under certain categories by two researchers upon reading each answer for open-ended questions. The frequency of views/responses expressed by prospective teachers for each category is specifically demonstrated. At the end of the study, it is concluded that, firstly, definitions of prospective teachers for learning responsibility are on themes of study skills, learner’s independence, responsibility-awareness; secondly, their views on how learning responsibility is supposed to be achieved are on themes of the association of the learner with himself/herself, with the family and with the teacher, and lastly, their views on duties of teachers are on themes of sensational skills, method & technique, raising awareness about learning responsibility and academic skills.

References

  • Allan, G. M. (2006). Responsibility for learning: Students’ understandings and their self-reported learning attitudes and behaviors. (Master thesis). Queensland University of Technology, Faculty of Education, Centre for Learning Innovation Brisbane, Queensland.
  • Banarjee, P., & Kumar, K. (2014). A Study on self-regulated learning and academic achievement among the science graduate students. International Journal of Multidisciplinary Approach and Studies, 1(5), 138–147.
  • Barr, B. R. & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 697-710.
  • Carnell, E. (2005). Understanding and enriching young people's learning: Issues, complexities and challenges. Improving Schools, 8(3), 269–284.
  • Conzemius, A., & O’Neill, J. (2001). Building shared responsibility for student learning. ASCD, USA.
  • Cook-Sather, A. & Luz, A. (2015). Greater engagement in and responsibility for learning: What happens when students cross the threshold of student–faculty partnership. Higher Education Research & Development, 34(6),1097-1109.
  • Çam, Ş. S., & Ünal Oruç, E. (2014). Learning responsibility and balance of power. International Journal of Instruction, 7(1), 5-16.
  • Erişti, B. (2017). Development of the learning responsibility scale. Electronic Journal of Science and Mathematics Education of Necatibey Faculty of Education (EFMED), 11(1), 481-503.
  • Felder, R. M., & Brent, R. (2009). Active learning an introduction. ASQ Higher Education Brief, 2, 4-9.
  • Gay, L.P. (1987). Educational research competencies for analysis and application. Columbus: Merrill Publishing Comp.
  • Giorgis, C., & Johnson, N. J. (2001). Gaining insight in to picture book illustration and design: A masterclass in the teaching of children’s literature. Journal of Children’s Literature, 27(1), 62–63.
  • Gökdağ Baltaoğlu, M. & Güven, M. (2019). Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example), South African Journal of Education, 39 (2), 1-11.
  • Gökdağ Baltaoğlu, M., Sucuoğlu, H., & Öztürk, N. (2017). Classroom teachers’ opinions about homework assignments, Journal of Education and Future, 11, 95-109.
  • Güven M. (2004). The relationship between learning styles and learning strategies. Eskişehir: Anadolu University Publications, No.156
  • Güvenç, H. (2010). The effects of cooperative learning and learning journals on prospective teachers’ self-regulated learning. Educational Sciences: Theory & Practice, 10(3), 1477-1487.
  • Kaya, M., & Doğan, U. (2014). Student responsibility: Development of scale and its reliability and validity test. Journal of European Education, 4(1), 11-18.
  • Laurillard, D. (1997). The Experience of learning. In Entwistle, N., Hounsell, D., & Marton, F. (Eds.) Learning formal representations through multimedia. Edinburgh, Scotland: Scottish Academic Press.
  • Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Merriam, S. B. (2015). Qualitative research. Translated and Edited by Selahattin Turan, Ankara: Nobel Publications.
  • Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: An expanded source book. Thous and Oaks, CA: Sage Pub.
  • Qian, H., Youngs, P., & Frank, K. (2013). Collective responsibility for learning: Effects on interactions between novice teachers and colleagues. J EducChange, 14, 445-464.
  • Sierra, J.J. (2009). Shared responsibility and student learning: Ensuring a favorable educational experience. Journal of Marketing Education, 32, 104-111. DOI: 10.1177/0273475309344802.Accessed on November 19, 2019, through http://jmd.sagepub.com/content/32/1/104
  • Turchi, P. (2004). An Itinerary for guiding students. The Chronicle of Higher Education, B5.
  • Warton, P. M. (1997). Learning about responsibility: Lessons from homework. British Journal of Educational Psychology, 67(2), 213–221. https://doi.org/10.1111/j.2044-8279.1997.tb01238.x
  • Yakar, A., & Saracaloğlu, A. S. (2017). Scale of responsibility toward learning. Journal of the Faculty of Education of Mehmet Akif Ersoy University, 42, 27-49.
  • Yeşil, R. (2013a). School learning responsibility scale’s validity and reliability study (For primary school students). Mevlana International Journal of Education, 3(4), 1-14.
  • Yeşil, R. (2013b). Secondary school tsudents’ levels of achievement in fulfilling learning responsibilities at school. International Journal of Human Sciences, 10(1), 1214-1237.
  • Yeşil, R. (2014). Analysis of primary school teachers’ responsibility teaching strategies. Hacettepe University Journal of Education, 29(2), 282-294.
  • Yıldırım, A., & Şimşek, H. (2008). Qualitative research methods in social sciences. Ankara: Seçkin Print Office.
  • Yurtal, F., & Yontar, A. (2006). Responsibilities expected of students by primary school teachers and methods used in assuring the adoption of responsibility. Journal of Social Sciences Institute of Çukurova University, 15(2), 411-424.
  • Zimmerman, B.J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614–628.
There are 31 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Meltem Gökdağ Baltaoğlu 0000-0002-2235-8607

Meral Güven 0000-0002-4139-729X

Publication Date June 15, 2020
Published in Issue Year 2020 Volume: 7 Issue: 1

Cite

APA Gökdağ Baltaoğlu, M., & Güven, M. (2020). Views of Prospective Teachers on Learning Responsibility. International Journal of Contemporary Educational Research, 7(1), 228-239. https://doi.org/10.33200/ijcer.669055

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868