Investigation of classroom teachers' views regarding innovative pedagogical practices

The aim of this study is to determine the teachers' views regarding innovative pedagogical practices. In line with this aim, the level of primary school teachers' views regarding innovative pedagogical practices was examined with quantitative and qualitative measurement tools. In this context, the study has been designed on the basis of the descriptive survey method in which quantitative and qualitative data collection techniques were used. The sample of the study consists of 961 classroom teachers selected by random cluster sampling method among 2805 classroom teachers working in primary schools in the central districts of Diyarbakır in the 2018-2019 academic year. Participants included in the qualitative data collection process consisted of 30 classroom teachers working in 6 primary schools located in Diyarbakır. The data of the study were collected through the Innovative Pedagogy Scale for Teachers and semi-structured interview form developed by the researchers. The quantitative data were analyzed via SPSS package program while the qualitative data were analyzed manually. In the analysis of quantitative data, Kolmogorov-Smirnov test, skewness and kurtosis values, Levene homogeneity test, arithmetic mean and standard deviation values, t-test for independent samples, one-way ANOVA, effect size (eta square) and Scheffe test were used. In the analysis of qualitative data, descriptive analysis method was used. The findings showed that teachers' views regarding innovative pedagogical practices were at the level of "frequently". In addition, the teachers' views regarding innovative pedagogical practices do not significantly differ in terms of gender, professional seniority, education level, working status and number of students in the classroom while the teachers' views regarding innovative pedagogical practices significantly differ in terms of school instruction type, grade of the students, the frequency of reading scientific publications, the number of scientific events attended, the participation to professional courses, the status of follow-up of publications related to their profession, the type of source for following publications related to their professions, the type of publication they follow and the type of book they prefer. It has been found that teachers use innovative pedagogical practices to address the individual differences of students, to provide permanent learning and to draw students'attention to the subject of teaching. In addition, it was determined that teachers faced problems related to teaching program, student readiness, and equipment and technical deficiencies while carrying out innovative pedagogical practices were above mid-level and teachers' efforts to participate in scientific activities and initiatives has a positive effect on this level as well as teachers use innovative pedagogical practices along with the learner-centered educational approach.