Classroom Teachers’ Possession Level of Characteristics Required by the Constructivist Approach

Abstract

The main theme of the constructivist approach is the construction of knowledge by students. The construction of knowledge by students in constructivist approach is defined as becoming more effective on re-creating and improving the knowledge that they already have. The knowledge cannot be transferred by the teachers. The main role of the teacher in the constructivist approach is creating an interactive, regenerative and informative learning environment. In this context, the purpose of this research is to determine the classroom teachers’ possession level of characteristics required by the constructivist approach. Quantitative and qualitative data collection techniques were used during the data collection phase. A questionnaire was used in the collection of quantitative data and observation method was used in the collection of qualitative data. The universe of the research consists of the teachers of 1st, 2nd, 3rd, 4th and 5th grade classes in the central province of Afyonkarahisar in the education-instruction period of 2008-2009. Because of the application of quantitative and qualitative research methods simultaneously, sampling method is required and a study group is assigned. The questionnaire is applied to 390 class teachers that are assigned by random sampling. An observation application is administered on a group of 50 teachers out of the prior 390 teachers in the period between 29th April 2009 and 23rd May 2009. At the conclusion of the research, according to the findings, it is revealed that the classroom teachers in the sample possess the characteristics required by the constructivist approach. But according to the results of observation, it is revealed that the teachers do not possess the qualifications required by the constructivist approach sufficiently. It is found that there was no significant difference in terms of classroom teachers’ possession level of characteristics required by the constructivist approach with respect to variables such as gender, seniority and graduated school type.