Investigation of Teaching-Learning Process in Teaching Principles and Methods Course in terms of Student-Centered Learning

The aim of this study is to examine the teaching principles and methods course in the context of the student-centered learning dimension of the Bologna process. It is based on phenomenological research. In the spring semester of the 2023-2024 academic year, two sections of the Teaching Principles and Methods course conducted in the accredited teacher training program of a state university in the Mediterranean Region were observed throughout the semester without participation. In addition, individual interviews were conducted with the instructor and focus group interviews were conducted with six pre-service teachers from each section. Qualitative data were analyzed, and categories and subcategories were formed. The findings of this study reveal that there is an alignment with the principles of student-centered learning, as evidenced by the active participation of pre-service teachers and the facilitating role of the instructor. While the reflections of student-centered learning can be observed in the course syllabus, it can be said that the instructor guides pre-service teachers to fulfill their own learning to learn responsibilities in the process from sharing the course syllabus till giving the final assignment. Both groups emphasized the importance of pre-assessments, feedback and collaborative learning experiences and underlined the need for diversified teaching methods and practice opportunities. Although there are differences in perceptions regarding the variety of teaching techniques used, there is a consensus on the importance of formative assessment and authentic assessment practices. In this process, it can be stated that while some of the pre-service teachers perceived the active teaching approaches they encountered as similar approaches due to their unfamiliarity, the resistance they showed gradually decreased.