Investigation of Effective Teaching According to Pre-Service Teachers’ Views and Their Teaching Methods.

The study examined how prospective teachers defined effective teaching, the methods and techniques used by preservice teachers during their teaching practicum and their reasons to use them, and how these instructional techniques fit specific teaching principles. The participants in this study were 18 university seniors registered in the Primary Education Department at a state university. The data for this qualitative study were obtained from an information form completed by participating pre-service teachers, their prepared lesson plans, video recordings of practicum teaching experiences, and observation notes. The collected data were analyzed through descriptive analysis. Findings showed that pre-service teachers often mentioned following a student-centered approach. They emphasized the roles of an effective teacher as using different teaching methods, techniques, and materials, as well as guiding students, making learners more active, and paying attention to students’ individual differences. In terms of students’ roles in effective teaching, they mentioned students should actively participate in class, take responsibility for learning, think critically, and transfer their learning to new situations. It was determined that pre - service teachers had sufficient knowledge of the selection of methods and techniques. Pre-service teachers frequently included the 5E learning cycle model, question-answer, and drama methods in their lessons. In their suggestions, teachers frequently included the 5E learning cycle model, question-answering, and drama methods in their lessons. The findings of the study were that pre-service teachers should be generous in providing feedback to learners while they are teaching their lessons, and courses should be taught with a student-centered approach by using different methods and techniques, as well as being supported with visual elements. Additionally, pre-service teachers should be supported in using the theoretical knowledge they have learned in their courses and extending the period of teaching time within the scope of teaching practicum courses. [ABSTRACT FROM AUTHOR]