IOJET - International Online Journal of Education and Teaching
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THE EFFECT OF CONCERT EXPERIENCE ON PRE-SCHOOL TEACHER CANDIDATES' SELF-EFFICACY BELIEFS IN MUSIC EDUCATION
Full text linkThe purpose of this study is to examine the effect of concert experience on the music self-efficacy beliefs of pre-service preschool teachers. The research was conducted within the framework of an experimental design, a quantitative research method. The study group consisted of a total of 207 pre-service preschool teachers who were enrolled in the “Music Education in Early Childhood” course during the 2024–2025 academic year at Balıkesir University, Gazi University, Atatürk University (Erzurum), Yozgat Bozok University, and Tokat Gaziosmanpaşa University. The experimental group consisted of pre-service teachers who had attended a concert, while the control group comprised those who had not. Data were collected using the Music Education Self-Efficacy Belief Scale for Pre-Service Preschool Teachers developed by Yıldız (2017). One-way ANOVA and independent samples t-tests were employed for data analysis. The findings revealed that the music self-efficacy beliefs of pre-service preschool teachers differed significantly according to the universities they attended. Additionally, it was found that the music self-efficacy beliefs of pre-service teachers who had participated in a concert were statistically significantly higher than those of their peers who had not participated in a concert. The results indicate that concert experience strengthens pre-service teachers’ self-efficacy beliefs in the field of music. Accordingly, it is recommended that music education courses in undergraduate preschool teacher education programs be structured with a greater emphasis on practical experience and that experiential learning opportunities, such as concerts, be increased
THE RELATIONSHIP BETWEEN EFL TEACHERS’ BURNOUT AND THEIR CLASSROOM MANAGEMENT
Full text link The aim of this study is to investigate the relationship between English as a Foreign Language (EFL) teachers’ burnout and their classroom management. This study includes English language teachers who have different experiences and different ages work at different foundation universities in a city of Turkey. The data of this descriptive survey study was collected via the Maslach Burnout Inventory-Educator’s survey developed by Maslach et al. (1996) and a semi- structured interview questions as a qualitative tool were used in order to gain deeper insights. The findings of data was measured by statistics program (SPSS). The findings were disscussed in the light of the relevant literature and research findings offered some implications for EFL teachers. The results imply a positive correlation between burnout among English as a Foreign Language (EFL) teachers and their efficacy in classroom management. As burnout levels rise, the challenges associated with classroom management also increase. The stressful situations highlighted by teachers are likely to complicate the teaching process, particularly in terms of classroom management, as they embark on their teaching duties
ENHANCING SELF-EFFICACY LEVELS OF EFL TEACHERS: A SUGGESTED MODEL FOR TERTIARY LEVEL
Full text linkThe aim of this study is to examine the self-efficacy levels of English as a Foreign Language (EFL) teachers, specifically focusing on three subdimensions: management, planning, and instruction. Employing a quasi-experimental research design, the study aims to assess the impact of an intervention program designed to increase the self-efficacy levels of EFL instructors, thereby proposing a model for self-efficacy development at the tertiary level. Initially involving forty teachers, with seven participating in the intervention program, the study targets EFL instructors teaching in the English preparatory school of a state university in Turkey during the 2021-2022 academic year. Quantitative data was gathered using the EFL Teacher Efficacy Scale (ETES) developed by Chiang (2008), facilitating an examination of teacher self-efficacy levels. Subsequently, an intervention program was implemented for seven instructors, followed by a comparative analysis of pre-test and post-test scores from the ETES to evaluate program effectiveness. Qualitative data, through semi-structured interviews and online entries, was subjected to content analysis. The results indicated high self-efficacy levels among EFL teachers, with the experimental group demonstrating higher scores than the control group. Statistical analysis confirmed a significant difference between intervention and control group self-efficacy levels. Qualitative findings highlighted the positive impact of the intervention on teacher self-confidence, self-awareness, and teaching efficacy, with participants attributing mastery experiences as the most influential source of self-efficacy
SOCIAL MEDIA JARGON IN THE CONTEXT OF DIGITALIZATION, EDUCATION AND LANGUAGE
Full text linkThis study examines social media jargon in the context of digitalization and its impact on education and language. Digitalization refers to using digital technologies, transferring data to the digital space, and conducting business and transactions online. Digitalization, which affects almost every field, especially communication, both in daily life and corporate life, affects many issues, especially the use of language. Digitalization impacts every aspect of everyday life, especially with the active use of social media tools. Digitalization offers many advantages with its structure that makes business and transactions faster and less costly, provides easier access to resources, and makes it easier to reach more people. On the other hand, deficiencies in social media law, problems in protecting privacy, cyber security, and similar disadvantages are also experienced with digitalization. Social media use is one of the most important reflections of digitalization. The use of language on social media is related to how individuals express themselves. The lack of sufficient supervision on social media platforms also causes problems in complying with grammar rules in the use of the language. This situation also causes a structure in the use of language in social media that can be expressed as jargon. When foreign words, abbreviations, and symbols used in social media are viewed as a whole, it is observed that they do not comply with the rules of the language. Still, at the same time, they have become widespread as social media jargon. Using the language correctly strengthens the development of culture and language, as well as the understandability and dignity of the speech. Efforts to communicate quickly on social media platforms also lead to misuse of language. In the first part of this study, digitalization and its impact on education and language are evaluated. In the second part, social media jargon is considered, and various examples are given
SECONDARY SCHOOL STUDENTS' PERCEPTIONS OF CREATIVE READING: THE PREDICTIVE ROLE OF METACOGNITIVE AWARENESS OF READING STRATEGIES, READING MOTIVATIONAND READING ENGAGEMENT
No full textThe present study aims to examine the role of metacognitive awareness of reading strategies, reading motivation and reading engagement in predicting secondary school students' perceptions of creative reading. The study group consists of 501 students (Female= 48.3%, Male= 51.7%) attending public secondary schools in Trabzon, located in the Eastern Black Sea Region of Türkiye. Personal Information Form, Creative Reading Perception Scale, Reading Motivation and Reading Engagement Scale and Metacognitive Awareness of Reading Strategies Scale were used as data collection tools. In the regression model, it was seen that the variance explained for creative reading perception was 40%. While affirming motivation, supporting reading strategies and general reading strategies variables predicted the perception of creative reading positively, undermining motivation predicted it negatively. However, it was determined that reading engagement and problem-solving strategies were not significant predictors of students' perceptions of creative reading. As a result of the study, the importance of reading motivation and metacognitive awareness of reading strategies in predicting the creative reading perceptions of secondary school students was revealed.
STEAM MAKERSPACE: REFLECTIONS FROM TEACHERS AND CHILDREN
Full text link Makerspaces function as dynamic learning environments abundant in stimuli that enhance and augment Science, Technology, Engineering, Art, and Mathematics (STEAM) education. These collaborative spaces serve as crucibles for children's learning where they gather, guided by their interests, to work, play, experiment, explore, and create in unison. This study endeavors to investigate teachers' perspectives on the utilization of STEAM makerspaces and further observe children's engagement within these contexts. Our research employed a phenomenological approach, a qualitative research methodology. Data were collected using nominal focus group interviews and direct observation techniques. The study findings underscored the significant role of STEAM makerspaces as stimulating learning environments. These spaces were found to foster children's creativity and imagination through the diverse range of materials they house. Furthermore, the comfortable and inclusive atmosphere within the STEAM makerspaces promoted a sense of belonging amongst the children, contributing to their social and emotional wellbeing. The study also emphasized that STEAM makerspaces cater to comprehensive developmental facets, specifically enhancing cognitive development, creativity, imagination, and self-confidence in children. Moreover, these innovative learning environments encourage active child participation, providing an array of opportunities for hands-on, experiential learning
DIGITAL TWIN TECHNOLOGY IN HIGHER EDUCATION MANAGEMENT: THE CASE OF TURKEY
Full text linkThis study examines the application of digital twin technology as an efficiency model in higher education management in Turkey. Digital twin technology involves creating a virtual model of a physical object, system, or process. Digital twin technology, which models, monitors, and improves the behavior of an object using real-time data, is used in many sectors such as education, healthcare, banking, construction, and energy. In higher education, digital twin technology significantly improves the educational processes of students, faculty members, and administrators and increases their efficiency. In addition, more effective management can be achieved by creating and virtually modeling digital twin campuses. With digital twin technology in higher education management, administrators can benefit from improving education processes, analysis, and quality. On the other hand, digital twin technology helps students develop skills, model university-industry relations, analyze new skill needs in the digital world, and plan and implement education and training in connection with the labor market. Digital twin technology can be used in higher education to improve management processes, operate the system more efficiently, develop educational strategies and optimize resources, and develop decision-making processes based on realistic data. Therefore, digital twin technology offers significant opportunities to increase the efficiency of higher education institutions, improve education quality, and create a competitive higher education structure. The first part of the study examines digital twin technology and its place in higher education management. The second part includes the ITU digital twin project in Turkey
VALIDATING THE MULTIDIMENSIONAL SCALE OF PERCEIVED SOCIAL SUPPORT FOR THE SOUTH KOREAN ADULTS IN TIMES OF THE COVID-19 PANDEMIC
Full text linkThis study arose from interest in whether the Multidimensional Scale of Perceived Social Support (MSPSS) would still be valid as a measure of social support under the conditions of the COVID-19 lockdown restrictions. A validation study of the MSPSS was undertaken in Korea in 2021 during the worst of the COVID-19 pandemic using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Specifically, a sample of 1,434 adults completed a self-administrated survey, and among them, 741 were randomly selected for the EFA and the remainder were used for the CFA. Among the study results, ⓐ suitability tests of the sample data for factor analysis were performed, and the Kaiser–Meyer–Olkin statistic was sound for sampling adequacy; additionally, skewness and kurtosis indicated normal distributions of all the items, and the homogeneity of the scale was supported by the strong positive correlations between each item and the total. Additionally, ⓑ EFA revealed satisfactory internal consistency and homogeneity, with significant positive correlations among the three factors (significant others, family, and friends); testing showed that the three-factor structure of the original 12-item MSPSS was still appropriate. The concurrent validity of the MSPSS was measured by examining its correlations with similar constructs such as stress, loneliness, and depression, and all correlations were statistically negatively significant, implying that perceptions of social support are associated with better mental or emotional health. ⓒ CFA was also conducted to validate the original MSPSS three-factor model structure in a different sample of subjects, and these results also validated the three-factor model based on sound fit indices. Implications of the results are suggested.  
SUSTAINABILITY IN EDUCATION IN VULNERABLE GROUPS: ACCESS TO EDUCATION SERVICES FOR CHILDREN OF SEASONAL MIGRANT AGRICULTURAL WORKER FAMILIES IN THE COVID-19 PANDEMIC
Full text linkThis study aims to examine educational status of seasonal migrant agricultural worker (SMAW) families and their children, one of the vulnerable groups in Turkiye, under pre-pandemic conditions, as well as their access to educational services during the Covid-19 pandemic. In this study, designed according to the mixed research method, purposive sampling was used. The data were collected through face-to-face surveys, in-depth interviews, focus group interviews, and key person/institution interviews. The findings showed that adults and children in SMAW households were mostly primary or middle school graduates due to financial constraints, and unlike boys, girls dropped out of school due to gender-based reasons such as early marriage and the belief that girls should not be educated. With the pandemic, it revealed that the existing problems experienced by children in SMAW households regarding access to education and its sustainability have deepened further. The findings of this study suggest that without the development of necessary support mechanisms to increase the continuity of education for children who start working for the first time with their parents in the agricultural sector during the pandemic period, it is inevitable and permanent that the children who started working during this period will be disconnected from education in the long term
INVESTIGATION OF METAVERSE AND MUSIC EDUCATION
Full text linkMetaverse can be defined as a virtual sharing space created by the integration of augmented reality, virtual reality and mixed reality technologies. Its applications in education are notable for its potential to provide students with personalized and adaptable learning experiences. Music education is constantly evolving as a result of technological advances and changing student needs. Metaverse opens a new dimension in the interaction and learning processes of students and teachers in music education. Metaverse has opened a new dimension in education by bridging the digital and physical worlds. Music education has also benefited from this innovative environment and enriched learning experiences thanks to virtual reality and augmented reality technologies. This study emphasizes that the importance of the metaverse in education has increased, especially after the pandemic, and that applications have diversified in different disciplines. A literature review was conducted for this research, which was conducted as a compilation study. “Metaverse and Education”, “Metaverse and Music”, “Augmented reality and Education”, “Virtual reality and Education” were used as keywords. Regarding the research content, 19 studies covering the period between 2015 and 2024 were used. In line with these studies, the subject was examined from an educator's perspective.
Keywords: Meteverse, Metaverse and Education, Music Education, Metaverse and Musi