The views on qualifications and implementations constructor approach to classroom teachers (The case of Konya)

The purpose of this study was to examine the views of classroom teachers on constructivist approach and implementation of constructivist approach as well as examining their association with gender, duration of service in the profession, number of students in the class, type of school graduated, and grade level of classroom teacher's served. This research is a descriptive study in a quantitative survey model. Data collected using a scale developed by researcher for this study. Results of psychometric analyses suggested that seven factors for implementation of constructivist approach. Cronbach's alpha reliability of these factors were .55 for cognitive constructivism, .68 for general and interactivity constructivism, .83 for cognitive thought education, .81 in opinions on the teaching of cognitive concepts, .72 for non-school learning environments, .72 for opinions about learning-centered general constructivism, .83 for opinions about cognitive constructivist teaching process. Participants consisted of 370 classroom teachers working in the primary schools in Konya province. Data were analyzed using mean, standard deviation, percentages, independent samples t-test, and one way ANOVA, and Tukey HSD tests. As a result of the research, in the opinions of the class teachers about constructivist approach; gender, class presence, level of education and knowledge about constructivism. However, there were significant differences with respect to non-school learning environments, cognitive constructivism, general and interactivity constructivism, cognitive thought education. According to the findings of this survey teachers graduated from the faculties of educational sciences claim themselves more sufficient considering the fundamentals of general and interactive constructivism. It is suggested that on the job training activities should be regulated for the teachers not graduated from educational sciences faculties.