Analysis of the teacher perceptions regarding their constructivist learning proficifiencies

In the study, ?Perceived Competence in the Constructivist Learning? of the classroom and in-field elementary school teachers has been examined. The sample group of the research is made up of 311 teachers who were randomly chosen out of the teachers working at the elementary schools in Ümraniye, İstanbul and consisted of 124 (39.9%) men and 187(60.1%) women. ?Teacher Competence Scale with regard to Constructivist Learning? developed by Karadağ (2007) was used as the data collection tool in addition to personal information file prepared by the researcher.The tests which were conducted throughout the research are comprised of independent group ?t? test which was used to determine whether the difference between the two unrelated sample averages was significant, one-way analysis of variation (ANOVA) which was used to test whether the difference between averages of more than two samples was significant, and Post-Hoc LSD test implemented following the one-way analysis of variation (ANOVA) which was employed to find out the subgroups under which the differentiation took place. The significance of the obtained statistics is accepted as to be at .05 level and two way.The variables such as whether the current setting in schools is appropriate for the employment of the new programme, to what extent teachers know about the programme and approve of it, the level of the perceived competence of them concerning the implication and the general lines of the programme, sex, age, marital status, last graduated school, faculty and department, manner of working, responsibility at school, professional seniority, institutional seniority, level of income, follow-up of the recent publications in the field and in-service training have been examined in the scope of the research. The results of the research have been compared with the findings of the previous research on the programmes and analyzed accordingly.Key Words: Constructivism, Student-centered education, Curriculum, Competence , Perception