AI Summary & Key Takeaways
AI InsightHowever, it was found that the views of teachers such as “mydeficiencies were completed” and “my self-confidence / motivation increased” were formedas a result of the training.
📌 3 Key Takeaways
Abstract
This research focuses on how teachers’ self-efficacy changes as a result of a projectconsultancy training and their views on project-based learning. The study group of theresearch consists of 47 teachers working in Ministry of National Education who participatedin “2237 coded Project Consultancy Trainer Training” program organized in 2019 incooperation with The Scientific and Technological Research Council of Turkey (TUBITAK)and Ministry of Education. In this research, mixed method was used in which qualitative andquantitative data were used together. In the quantitative stage of the research a semiexperimentaldesign without a control group; in the qualitative stage, a case study wasadopted. As the data collection tool, “Self-efficacy scale related to project based teaching”developed by Mutlu and Yildiz Fidan (2018) and “Teacher view form related to project basedteaching” developed by the researchers were used. As a result of the study, it was concludedthat there was a statistically significant increase between the pre-test and post-test scores. Inaddition, it was determined that there was no significant difference according to the variablesof gender, branch and making project status. From the teachers' views on project-basedteaching, the most difficult stage of the project was “finding a project subject”; and it wasunderstood that “writing reports” was the stage that they thought they could easily do whilethey were doing the project. However, it was found that the views of teachers such as “mydeficiencies were completed” and “my self-confidence / motivation increased” were formedas a result of the training.