1 Ocak 2016 Dergi makalesi Açık Erişim

Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

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  <identifier identifierType="URL">https://aperta.ulakbim.gov.tr/record/53025</identifier>
  <creators>
    <creator>
      <creatorName>Niemi, Hannele</creatorName>
      <givenName>Hannele</givenName>
      <familyName>Niemi</familyName>
      <affiliation>Univ Helsinki, Inst Behav Sci, Helsinki, Finland</affiliation>
    </creator>
    <creator>
      <creatorName>Nevgi, Anne</creatorName>
      <givenName>Anne</givenName>
      <familyName>Nevgi</familyName>
      <affiliation>Univ Helsinki, Inst Behav Sci, Helsinki, Finland</affiliation>
    </creator>
    <creator>
      <creatorName>Aksit, Fisun</creatorName>
      <givenName>Fisun</givenName>
      <familyName>Aksit</familyName>
      <affiliation>Pamukkale Univ, Dept Geog, Denizli, Turkey</affiliation>
    </creator>
  </creators>
  <titles>
    <title>Active Learning Promoting Student Teachers' Professional Competences In Finland And Turkey</title>
  </titles>
  <publisher>Aperta</publisher>
  <publicationYear>2016</publicationYear>
  <dates>
    <date dateType="Issued">2016-01-01</date>
  </dates>
  <resourceType resourceTypeGeneral="Text">Journal article</resourceType>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://aperta.ulakbim.gov.tr/record/53025</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsIdenticalTo">10.1080/02619768.2016.1212835</relatedIdentifier>
  </relatedIdentifiers>
  <rightsList>
    <rights rightsURI="http://www.opendefinition.org/licenses/cc-by">Creative Commons Attribution</rights>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
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  <descriptions>
    <description descriptionType="Abstract">This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N=728) assessed their active learning experiences and the professional competences they achieved during TE. Self-regulated and collaborative learning provided the theoretical framework for the active learning measurements. The professional competences included a wide range of teacher responsibilities in schools and society. The data were collected by a survey. A quantitative analysis utilising a regression analysis approach provided strong evidence that active learning has an impact on professional competences. A qualitative analysis further revealed that active knowledge creation with high engagement in learning tasks and a collaborative learning culture were important modes of active learning. While the study focused on two different TE systems, active learning was important in student teachers' professional development in both contexts.</description>
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