Educational Policy Analysis and Strategic Research (EPASR - E-Journal)
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A Validity and Reliability Study of the Scale for Attitude Towards Classroom as a Learning Environment
Get PDFThis study aims to develop an attitude scale that will reveal preservice teachers attitudes towards classroom as an educational environment. Two references were applied in the process of writing the items to be included in the draft form of the scale%253A relevant literature and students opinions. 50 items were written in line with these two references, but upon the experts suggestions necessary corrections were taken into consideration and a draft form with 45 items was developed. Draft form of the scale was applied to a total of 473 students consisting of 361 females and 112 males who were studying at different levels of various teaching programs in the fall term of 2019-2020 academic year at Gazi Faculty of Education in Gazi University. Validity and Reliability analyses were done on the set of data obtained through the application of draft form. On the set of obtained data, exploratory data analysis (EDA) was carried out first for construct validity and then confirmatory factor analysis (CFA) was conducted. Exploratory data analysis (n1%253D263) and confirmatory factor analysis (n2%253D210) were performed in two separate groups. The results of exploratory data analysis (EDA) revealed that the scale consisted of 32 items and 4 sub-dimensions. Factor patterns formed by the items of attitude in the scale were named Classroom as a boring learning environment, Classroom as a positive learning environment, Classroom as a peaceful environment and Classroom as a necessary learning environment respectively. It was observed that this four-factor structure which constituted the scale explained 62.49%25 of the total variance of the scale. According to the results of the reliability analysis of the scale, Cronbachs alpha reliability coefficient for the whole scale was found .96, and for other sub-factors in the scale it was found .95, .90, .88, and .84 respectively. The results of confirmatory factor analysis which was conducted following exploratory data analysis revealed that adaptive values regarding the model were RMSEA, .066%253B chi%253B2%252Fdf%253D2.1%253B SRMR%253D.05%253B IFI%253D.91%253B CFI%253D.91. These values regarding the scale which were obtained as a result of confirmatory analysis show that the structure of the scale was confirmed
Investigation of the Effects of a Peer-Led Team Learning Instructional Model (PLTL) in Teaching the Simple Electrical Circuits Subject on the Seven Principles for Good Practice
Get PDFThe aim of this study was investigated the effects of applying a Peer-Led Team Learning Instructional Model (PLTL) to the prospective primary school teachers in teaching the simple electrical circuits subject on the seven principles for good practice. This study used the three-group Solomon Experimental Design. The study participants were sophomore level prospective teachers from the Department of Primary School Teaching at a state university. The control group (CG) was applied close-ended experimental method, while the experimental groups (EG1 and EG2) was applied the PLTL. The data collection tool of the study was used Seven Principles Opinion Scale for Good Practice (SPOS) developed by Bishoff (2010). The SPOS was used for the pre-test of EG1 and CG, and for the post-test of EG1, EG2 and CG. Accordingly to the post-test, The experimental groups applying the PLTL were better than the control group in the Encouraging Student-Faculty Contact, Encouraging Cooperation among Students, Respecting Diverse Talents%252FWays of Learning, Encouraging Active Learning, and Giving Prompt Feedback principles. The PLTL is effective in attaining the objectives of the seven principles for good practice. It is recommended that further studies on PLTL should be conducted in order to contribute to the relevant literature by investigating the teaching experience that leaders gain in applying the principles necessary for a good education
Examining the Self-Efficacy of Primary School Teachers and the Problems Encountered in Physical Education and Game Course
Get PDFThis study was conducted in order to determine the self-efficacy of primary school teachers and the problems that they encounter in physical education and game classes. The sample of study are consisted of 391 primary school teachers who were selected by stratified sampling method and working in Konya and Niğde provinces in the second semester of the 2018-2019 academic year. In research, %252339%253BTeacher self-efficacy belief scale%252339%253B was used. In addition, teachers were asked open-ended questions about physical education and game lesson. According to the findings of the research, it was concluded that teachers are quite sufficient in the field. No difference was found between the self-efficacy scores by gender. Self-efficacy scores are significant in favor of those who do not need in-service training. Significant results were obtained in the sub-dimension of student participation in favor of teachers using physical activity card (PAC) in physical education and game lesson. This course which branch teacher should conduct were achieved meaningful findings in favor of the primary school teacher. The answers of teachers for open-ended questions were converted into frequency tables. According to the answers of the teachers, among the subjects that need in-service training%253B new teaching approaches, classroom management, special field courses and the use of technology in education have come to the fore. In physical education and game lessons, the movements of displacement, object control and balancing are acquisitions that teachers can do best. The course achievements that are forced in practice%253B are designing games, using various strategies and tactics, designing appropriate programs to improve physical fitness, preparing a nutrition program to protect health. When the problems encountered in physical education and game lessons are examined, they are generally collected under three headings. These are that the school-environment is caused by the teacher and the student
Examination of the Professional Belief Level of the Physical Education Teacher Candidates and Factors Affecting Their Belief Level%253A A Mixed-Method Research
Get PDFThis study aimed to determine the professional belief levels of the physical education teacher candidates and the factors affecting their belief levels. Exploratory sequential design, one of the mixed research methods, was used to examine the candidates of the physical education teachers. The quantitative sample of the study consisted of 278 (n%253D126 female, n%253D152 male) candidates teachers attending the 1st, 2nd, 3rd and 4th-grade level at the Faculty of Sport Sciences. The qualitative research sample of the study consisted of 12 physical education teacher candidates who participated in two different focus group interviews. In the quantitative part of the study, while the independent sample t-test was used in the analysis of the gender variable, One-way ANOVA test was used to determine the difference between the grade levels. In the qualitative part of the study, content analysis was used. While there was no significant difference in the sense of calling and the value of physical education according to gender, there was a statistical difference according to the grade level of the candidate teachers. In the qualitative part of the study, as a result of the focus group interviews, two themes and twelve categories were determined as the reasons that affect the belief levels of the candidate teachers of physical education positively and the reasons that affect them negatively. It was derived from the study that candidate teachers state that their motivation, attitude, and beliefs towards the teaching profession after starting their departments gradually decreased and started to evolve negatively after starting the department. Teacher candidates state the reasons of their negative opinion as disappointment caused by the department, insufficient salary, counting on the spot (make no progress), negative physical education teacher perception in the society, working conditions, ınsufficient field education and difficulty in appointment to the job
Evaluation of Digital Content-Supported Transformation from Teachers Perspectives within the Scope of 2023 Education Vision
Get PDFThe fact that the human-technology interaction is at its highest level due to the rapid developments in technology has also influenced research in the field of education. In this respect, in recent years, some important projects (e.g. FATİH, 2016) and studies like 2023 Education Vision (MNE, 2018) have been conducted in Turkey. The present study aimed to evaluate the transformation supported with digital contents and skills in the field of education in terms of its strong aspects, weaknesses, the related opportunities and suggestions from the perspectives of teachers within the context of 2023 Education Vision. In the study, the case study method, one of qualitative research approaches, was applied. The study group, which was determined using the purposeful sampling method, included 27 teachers from different fields of teaching who participated in the conference of Our Educational Practices and 2023 Education Vision. In the study, semi-structured interview questions prepared by four academicians expert who were in their fields and who organized the conference were used as the data collection tool. The qualitative data collected via the interviews were first grouped with SWOT analysis. Following this, the qualitative data transferred into the computer environment were analyzed using the content analysis method. The data examined in terms of their contents and meanings within the scope of SWOT analysis were gathered under four main categories%253A strong aspects and weaknesses of educational technologies and of the digital content, related opportunities and suggestions against threats. The results revealed that regardless of their fields of teaching, most of the teachers reported views about EBA (Education Information Network) for all the categories and that educational technologies and digital content involved both opportunities and threats. Considering the findings and the teachers views, the educational dimension of the study was discussed, and suggestions regarding how to make the transformation process more effective were put forward
Transformational teaching in higher education%253A The relationship between the transformational teaching of academic staff and students self-efficacy for learning
Get PDFThis study examined the the relationship between the transformational leadership behaviors of the faculty members and the students self-efficacy beliefs in learning based on the opinions of higher education students. The research was carried out with 915 students studying at Yozgat Bozok University and analyzed by quantitative methods. The Transformational Teaching Scale (TTS) developed by Tahir (2018) has been adapted to Turkish in order to determine the transformational teaching levels of the instructors. Self-efficacy for Learning Scale (SELS) developed by Klobas, Renzi and Nigrelli (2007) has been adapted to Turkish in order to determine the higher education students self-efficacy in learning. In the analysis of the data, descriptive statistics and the structural equation model were used. As a result of the research, sub-dimensions of transformational teaching, considerate intellectual stimulation and charisma, were found to have positive relationships with dimensions of self-efficacy for learning, finding and info processing. It has been determined that the transformational teaching is a significant predictor of learning self-efficacy of students
Examining the Relationship between Social Intelligence Levels and Communication Skills of Prospective Social Studies Teachers
Get PDFThe purpose of this study is to examine the relationship between social intelligence levels and communication skills of preservice social studies teachers. In the content of the study, the relational screening model, which is one of the descriptive survey models, has been used. The sample of the survey consist of the third and fourth year students who study Social studies Teaching at Faculties of Education at Muğla, Uşak, Afyon and Aksaray University in the academic year of 2017-2018. The sample of the survey has been determined by means of convenience sampling. In this study, the unpaired t-test, the one-way analysis variance (ANOVA), the Scheffe and Games-Howell test have been used. In order to reveal the relationship between social intelligence levels and communication skills of preservice social studies teachers, the Pearson product-moment correlation analysis has been used. As a result of the study, it has been found out that preservice social studies teachers demonstrate high communication skills, but moderate social intelligence. It has also been determined that there is a moderate, linear, positive and meaningful correlation between the communication skills and social intelligence levels of preservice social studies teachers. In addition to these, it has been observed that communication skills and social intelligence levels of preservice teachers differ to a meaningful extent according to factors such as gender, universities they attend and the number of books they read per month. On the other hand their age and grade caused any meaningful difference in the communication skills and social intelligence levels of preservice teachers
Investigation of the Perceptions of Turkish Language Teacher Candidates Regarding Multiculturalism
Get PDFPurpose of this studying is to examine the perception of the multiculturalism of Turkish teachers. For this purpose, descriptive survey design which is one of the quantitiative research methods is used by reforming the philosophical foundations of positivist paradigm. The sample of this research is to create a university in the field of Turkish teachers in Marmara region of Turkey. Similar homogonous samples and measure samples together are used. Datas obtained to Turkish teachers demographic informations collection form and security, multicultural perception scale, by using validity study. This data analyzed with SPSS program. As a result of findings, it has been discovered that the awarenesses of the perception of multiculturalism. Which Turkish teacher candidates who will take on active duty in teaching language which is carrier of concept of culture. Consequently, it has been developed suggestions for administrators who take a part in departments of Turkish Teacher and researchers who will study in the context of multiculturalism
Prediction of Entrepreneurship of Pre-service Teachers based on Cognitive Flexibility and Self-Efficacy Belief
Get PDFThe aim of this study is to determine whether or not pre-service teachers self-efficacy belief and cognitive flexibility predict their entrepreneurship. Study group of this research consists of a total of 374 pre-service teachers, 265 females (71%25) and 109 males (29%25), who are undergraduate students in various education departments from an universitys faculty of education in Turkey during 2017-2018 school year and participated in this study voluntarily. During the data collection process, Entrepreneurship Scale (ES) for measuring pre-service teachers entrepreneurship, Cognitive Flexibility Inventory (CFI) for measuring cognitive flexibility and General Self-Efficacy Scale (GSE) for measuring the self-efficacy belief were used. In the research multiple regression analysis, which is a relational screening model, was used. According to the obtained data, cognitive flexibility and self-efficacy belief variables predict entrepreneurship in a meaningful way (R%253D.708, R2 %253D.502, p%253D.00). Also cognitive flexibility and self-efficacy belief variables combined explain approximately 50%25 of total variance in entrepreneurship of pre-service teachers. Therefore it can be said that supporting entrepreneurial intentions of teacher candidates in education faculties might be realized by situations aimed at increasing their cognitive flexibilities and general self-efficacy belief regarding this subject. Because it is believed that by supporting these aforesaid intentions, teacher candidates might be helped to participate in important educational activities and projects that require entrepreneurship in their professional lives
Teachers Evaluation on School Principals Supervision
Get PDFThis study aims to analyze school principles supervision practices according to teachers opinions. The study employs phenomenology design out of qualitative research methods. The data of the study were gathered in 2019-2020 academic year from 16 teachers who had been working in state schools for 16 or more years through face to face interviews via a semi-structured interview form. The study attempted to reveal participating teachers opinions on school principles supervision based on their experiences with regard to teachers professional development, motivation, affectivity and objectivity of supervision. The first finding of the study reveals that school principals sharing experience, mutual work, being organized, overcoming insufficiencies and satisfaction contribute to teachers professional development. Second finding of the study states that support, constructive criticism, appreciation and communication increase teachers motivation. According to the third finding of the study school principals administrator role, supervision knowledge, supervisor role and continuity are factors of effective supervision. Last finding of the study explains that impartiality, equity, sense of mission and meticulousness are needed for objectivity of supervision. Results are discussed and suggestions are provided