Evaluation of the Teaching for Understanding Approach Based on Teacher Opinions
KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ, cilt.13, sa.1, ss.217-237, 2026 (TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 13 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.30900/kafkasegt.1792491
- Dergi Adı: KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ
- Derginin Tarandığı İndeksler: Central & Eastern European Academic Source (CEEAS), EBSCO Education Source, Directory of Open Access Journals, TR DİZİN (ULAKBİM), Education Source Ultimate (EBSCO)
- Sayfa Sayıları: ss.217-237
- Atatürk Üniversitesi Adresli: Evet
Özet
The purpose of this study is to evaluate the advantages, limitations, effectiveness, and challenges of the Teaching for Understanding approach based on teachers' opinions. Within this scope, the research was conducted according to the phenomenological design. The participants of the study consisted of 10 teachers. The nine-week training program, designed based on the relevant approach, provided the participating teachers with theoretical information and practical classroom application experience through lesson plan preparation and pilot teaching activities. Subsequently, a written interview form was developed and the teachers who participated in the training were asked for their opinions on the approach. The data obtained from the interviews were imported into MAXQDA 24 in PDF format and coded. The analysis file was reviewed again after a certain period of time, and the codes were finalized. The resulting coding system and direct quotations were presented to the reader in an objective manner. Research findings indicate that the Teaching for Understanding approach transforms the learning process from a superficial transfer of knowledge into a dynamic structure that centers on deep learning, active participation, and the application of knowledge to real-life situations. However, the conceptual depth and substantial time demands of the approach create a structural mismatch with the pace of the current curriculum. Within the classroom, this mismatch necessitates a challenging yet enlightening pedagogical adaptation for both teachers and students. Research data indicate that Teaching for Understanding can serve as a holistic learning approach that supports students' metacognitive and social development.