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To browse Academia. Teachers are expected to use student-centred methods and techniques advised by the most widely-recognised approaches rather than the traditional ones with the ultimate aim of meaningful and permanent learning. The present study was intended to probe the perceived competence of teacher candidates in using these techniques in the learning environment. More specifically, it investigated whether prospective teachers attending five different teacher training programmes significantly differ in this sense regarding such variables as gender, the studied subject area and seniority.
The data were gathered from undergraduate students studying at two state universities in Turkey through a questionnaire comprising of 28 likert-type items, and the obtained responses were analysed through the chi-square test.
The overall findings have demonstrated that the majority of the participants feel highly competent in using almost all instructional techniques, notably in the use of question-and-answer drills, modelling, lecturing, case study, individualized teaching, conceptual mapping and games, indicating that their perceived competence in using both modern and traditional techniques is quite high.
Another noteworthy finding of the study was that perceived competence levels of 3rd graders were measured significantly higher than 4th graders approximately in all techniques, which might be attributed to a few factors. Finally, the study has indicated that the prospective primary school teachers and science teachers feel significantly more competent in using most of the techniques than the prospective EFL, Turkish language and mathematics teachers. The study suggests a couple of practical implications within the framework of teacher education based on these findings, and concludes with some suggestions for further directions.