The perceptions of pre-service science teachers concerning constructivist perspectives to teaching

Abstract

Preservice teachers begin their careers with their attitudes and perceptions about the profession. The purpose of this study is to identify how a four-semester teacher education program helps pre-service teachers' perceptions about constructivist teaching and learning to change as they progress through the program. The participants of the study included a total of 194 science preservice teachers in four different semesters of their teacher preparation program. The instrument used in this study was the Constructivist Learning Environment Survey (CLES). One way ANOVA was used to identify patterns within cohorts regarding preservice teachers' beliefs about constructivist strategies. Major findings indicated that although there were statistically different subscales of Shared Control and Critical Voice, in general preservice science teachers hold teacher centered beliefs. Based on these findings, it is possible to say that traditional teacher centered education have been carried on under the name of constructivism in Turkish teaching education programs.