p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet

Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2020 Volume 10
Deomed Publishing
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Volume 10, Issue 1, April 2020,
Page(s): 85-95
Original Empirical Research
Received: June 25, 2018; Accepted: December 8, 2019; Published online: March 25, 2020
doi:10.2399/yod.19.014; Copyright © 2020, Deomed
Student-Centered Learning Dimension of the Bologna Process: Its Reflections in Education Faculty Curricula
Nuray Kısa1 ORCIDID (E-mail), Funda Uysal2 ORCIDID, Yüksel Kavak3 ORCIDID
1Department of Educational Sciences, Faculty of Education, Niğde Ömer Halisdemir University, Niğde, Turkey
2Department of Educational Sciences, Faculty of Education, Burdur Mehmet Akif Ersoy University, Burdur, Turkey
3Faculty of Education, TED University, Ankara, Turkey
*This study was presented at the 27th International Congress of Educational Sciences held in Antalya between 18 and 22 April, 2018.
Student-centered learning, one of the main foci of the Bologna process, involves the development of curricula on the basis of student's taking responsibility for their own learning process. The purpose of this study is to reveal the way the student-centered learning is reflected in the professional teaching knowledge course information packages of various education faculty curricula in Turkey. The research questions are: "In the course information packages of education faculties; (1) How is student-centered learning reflected in teaching and learning strategies/methods and techniques? (2) How is student-centered learning reflected in the evaluation system? (3) How is student-centered learning reflected in the student workload?". The study is designed as a document review. To reveal the way student-centered learning is handled by these faculties, the information packages of the professional teaching knowledge courses regarding the learning and teaching strategies/methods/techniques, evaluation systems and student workloads were analyzed. Of the 33 universities holding the European Credit Transfer and Accumulation System (ECTS) Label, 24 universities have a faculty of education. The web content of 2241 professional teaching knowledge courses of 264 programs offered by these 24 universities were examined. It was found out that most of the course information packages include strategies/methods/techniques for student-centered learning. However, the evaluation methods, which place a strong emphasis on midterms and general exams, were found to be mainly product-based. It can be said that the evaluation methods in current practice are not as diversified as required by student-centered learning, and administering the midterms and general exams takes much more time than allocated for other tasks.
Keywords: Bologna process, course information package, curriculum, ECTS, faculty of education, student-centered learning
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

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