IOJET - International Online Journal of Education and Teaching
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POSTGRADUATE STUDENTS’ VIEWS ON VALUE EDUCATION
Get PDFThe aim of this study was to examine the views of postgraduate studying in the field of Education Programs and Instruction on values education integrated in the 2017-2018 curriculum. This study which was carried out in qualitative research design was a case study. Participants were selected on a voluntary basis, through purposeful and maximum variation sampling, from among students who have completed their graduate education in the Department of Educational Sciences of a state university located in the Aegean region and had taken the values education course. The interviews were conducted face-to-face and online during the 2019-2020 academic years. The qualitative data were analyzed by descriptive and content analysis. Emphasizing the importance for the individual and society, postgraduate students emphasized the importance of conducting education in a healthy way, in a suitable climate, and with a curriculum programmed according to the needs and stated that it was a social responsibility that should be emphasized by all stakeholders as well as academic success for the welfare of the society. As for effective value education programs, the participants focused their suggestions on program development and stakeholders’ attendance in school settings
PARTICIPATION OF IN AND OUT OF SCHOOL YOUTH IN DECISION-MAKING ON SHOWCASING SUCCESS STORIES BY YOUNG AGRI-PRENEURS FOR MOTIVATION TO IMPLEMENT AGRICULTURAL PROGRAMMES
Get PDFThe study was carried out to evaluate influence of participation of in and out of school youth in decision-making on showcasing success stories by young agri-preneurs for motivation of adolescents in rural areas to implement agricultural programmes for self-reliance. The first objective evaluated influence of the level of exposure to showcasing success stories on the level of implementation using a likert scale coded 1 to 10. The second objective determined how youth in and out of school rated strategies proposed to increase their participation in decision making on showcasing success stories using a 5 point rating scale. The study was carried out in Kisii and Nyamira counties region, Kenya in 2019-2021. Survey research design was used. Stratified, purposive and simple random procedures were applied in sampling of respondents. The in-school youth comprised of fourth forms enrolled in school agriculture for the Kenya certificate of secondary education examination (KCSE). There were 361 youth sampled from 36 secondary schools of 3 different categories. The out of school youth consisted of 161 young people out of 280, that had similarly studied agriculture in their schooling days and are registered with 75 youth groups promoting agricultural activities for livelihood. The schools and youth groups are spread in 5 differrent farm types typical of Kenyan farming systems. The farm types were used as sampling points to provide varied segments of youth in exposure to farming activities, opportunities for livelihood and challenges in the application of vocational skills acquired in school agriculture for self-reliance. Results show that gender of youth in and out of school does not have a significant difference in the level of participation in decision making on showcasing success stories in agripreneurship. School youth were significantly more exposed to success stories than out of school. Youth in and out of school were in concurrence that strategies 5, 6, 4 and 3 were more significantly very important than the rest in increasing their participation in decision making in showcasing events. Strategy 5 on decision making is rated as outstanding by both in-and-out of school youth. The strategy 5 prioritizes formation of agribusiness clubs at community level in rural areas where successful agri-preneurs could mentor the out of school youth, share ideas, and experiences to motivate them and acquire more and specialized agricultural vocational skills for livelihood. There is a positive significant and linear correlation between the level of participation in decision making on showcasing success stories in agripreneurship and the level of implementation of agricultural programmes by youth in (R = 0.30, p < 0.01) and out (R = 0.438762, p < 0.01) of school. So, showcasing success stories could considerably contribute to learning experiences, acquisition of more and specialized skills, and motivate implementation of the programmes for self-reliance.
Keywords: youth participation, decision-making, showcasing agripreneur
TÜRKÇE ÖĞRETMENLERİNİN ÖZ YETERLİKLERİ İLE DİL BİLGİSİ ÖZ YETERLİLİK ALGILARI ARASINDAKİ İLİŞKİ
No full textSelf-efficacy is people's belief in themselves for a goal they want to achieve. When both the relevant literature and the course contents of the education faculties in Turkey are examined, it is seen that grammar is an important area of competence in terms of teaching Turkish. This study focused on the relationship between Turkish teachers' self-efficacy and grammar self-efficacy perceptions. A mixed-methods research design was used in the research. The quantitative dimension consists of two scales, and the qualitative dimension is conducted with an interview. TSES and GSES questionnaires were applied to 404 participants who work as Turkish teachers in public schools in Turkey and agreed to participate in the research voluntarily. In order to examine the data obtained from the questionnaires in depth, a focus group interview was conducted with 6 participants who worked as Turkish teachers in public schools in Turkey and voluntarily agreed to participate in the research. According to the findings obtained from the research, a significant and positive relationship is observed between Turkish teachers' self-efficacy and grammar self-efficacy perceptions. It is shown that both self-efficacy and grammar self-efficacy perceptions of the participants did not differ significantly according to the gender variable.Öz yeterlik, insanların ulaşmak istedikleri bir amaç için kendilerine olan inançlarıdır. Türkiye'deki eğitim fakültelerinin hem ilgili literatürü hem de ders içerikleri incelendiğinde dil bilgisinin Türkçe öğretimi açısından önemli bir yeterlik alanı olduğu görülmektedir. Bu çalışma, Türkçe öğretmenlerinin öz yeterlikleri ile dil bilgisi öz yeterlik algıları arasındaki ilişkiye odaklanmıştır. Araştırmada karma yöntem araştırma deseni kullanılmıştır. Nicel boyut iki ölçekten oluşur ve nitel boyut görüşme ile yürütülür. Türkiye'de devlet okullarında Türkçe öğretmeni olarak görev yapan ve araştırmaya gönüllü olarak katılmayı kabul eden 404 katılımcıya TSES ve GSES anketleri uygulanmıştır. Anketlerden elde edilen verileri derinlemesine incelemek amacıyla Türkiye'de devlet okullarında Türkçe öğretmeni olarak görev yapan ve araştırmaya gönüllü olarak katılmayı kabul eden 6 katılımcı ile odak grup görüşmesi yapılmıştır. Araştırmadan elde edilen bulgulara göre Türkçe öğretmenlerinin öz-yeterlikleri ile dil bilgisi öz-yeterlik algıları arasında anlamlı ve pozitif bir ilişki olduğu görülmektedir. Katılımcıların hem öz yeterlik hem de dilbilgisi öz yeterlik algılarının cinsiyet değişkenine göre anlamlı farklılık göstermediği gösterilmiştir
TEACHERS’ AWARENESS AND ACTUAL PRACTICES OF 21st CENTURY LEARNING AND INNOVATION SKILLS
No full textThis research study targets to examine Turkish teachers of English language awareness, motivation, organization (institution), and actual classroom practices in terms of 21st century learning and innovation skills which are named as communication, collaboration, critical thinking, and creativity skills. For this purpose, 26 Turkish teachers of English language at Fırat University School of Foreign Languages were selected as the participants. With the aim of maintain the research study, mixed method descriptive case study was conducted. In order to gather data, a questionnaire (self-report instrument) and interviews were employed. Convenience sampling was administered in the phase of participant selection. Moreover, the collected quantitative data was analysed on SPSS program version 2.00 and qualitative data was analysed with reference to interview questions. At the result session, the analysis were explained and discussed in order to be a source, and present a different point of view for the further researches. The findings of the study proved that Turkish teachers of English Language in the context of the study were in short of theoretical and conceptual knowledge regarding 21st century learning and innovation skills, though they were excited to boost them up in the classrooms.
Keywords: 21st century learning and innovation skills, 4Cs, communication, creativity, critical thinking, collaboration
THE CHARACTERISTICS OF TEACHERS IN EFFECTIVE SCHOOLS: A SECONDARY ANALYSIS OF TALIS
No full textThe purpose of this study is to determine the characteristics of teachers that are effective in classifying low- and high-performing schools in PISA 2012 for Singapore. The TALIS 2013 teacher survey was used to identify the variables and data were obtained from the OECD official website. All schools participating in the PISA 2012 are ranked in terms of average achievement scores and the schools in the top and bottom 25% were selected for analysis. Given the structure of the research data, the IDB Analyzer program was used and the data were resolved using binary logistic regression analysis. According to the results, teachers' scores on the Classroom Disciplinary Climate, Self-Efficacy, and Teacher-Student Relations scale significantly changed the possibility of schools being successful in PISA 2012. The study's findings were discussed within the scope of the related literature and proposals were submitted for future applications and research
HISTORY EDUCATION FOR DISADVANTAGED GROUPS IN THEORY AND IN PRACTICE
No full textMany individuals have been considered in disadvantaged group status due to their specific qualities. These individuals’ participation in educational processes requires a special effort. This study is to evaluate history curriculum in theory in terms of disadvantaged groups and to learn history teachers’ opinions about their approaches and experiences towards the disadvantaged groups in practice. The study adopted qualitative research method to meet its purpose and it was designed as case study. Firstly, history curriculum was examined and the statements about disadvantaged groups in the curriculum were explained via descriptive analysis. Then, 11 history teachers were interviewed throughout 2019 with the semi-structured interview form developed by the researcher and the data obtained were analysed via content analysis. It was viewed that indirect emphases about the disadvantaged groups were included in history curriculum and history teachers were given the responsibility for the inclusion of students with different qualities in learning processes. It was determined in the interviews carried out with teachers that teachers had limited knowledge about the disadvantaged group and the individuals included in the group, they understood multi-cultural individuals and disabled individuals from the concept, communication was the biggest problem experienced with the disadvantaged students, and teachers carried out mostly student-centred activities in order to overcome such obstacles
Fen Bilgisi Öğretmen Adaylarının Öğretme Özyeterlik İnançları, Becerileri ve Algıları
No full textIn this study, it was aimed to examine the teaching self-efficacy beliefs, skills, and perceptions of pre-service science teachers. The case study, one of the qualitative designs, was used in the study. The participant group of the study consists of 4 pre-service science teachers studying in the last year of a university in the 2018-2019 academic year. Teacher self-efficacy scale, observation and interview were used as data collection tools. Regression analysis and content analysis methods were used in data analysis. It was determined that many of the teaching skills of the pre-service teachers remained below the medium level and their skill levels were generally acceptable and intermediate, and between intermediate and good levels. It was determined that pre-service teachers had wrong behaviors such as not ensuring student participation, not being able to attract students' attention, activities not being appropriate for the student level, not being able to concretize abstract concepts, not evaluating the level of achieving the target gains, and not being able to achieve class dominance. As a result, although pre-service teachers have high self-efficacy beliefs about teaching, their teaching skills are at medium level and they have deficiencies in the teaching process and planning teaching
HIGH SCHOOL STUDENTS’ READINESS FOR DISTANCE LEARNING
No full textThe purpose of this study was to determine high school students for distance learning. Mainly due to the study a multidimensional instrument for high students’ readiness for distance learning (HRD) developed and validated. The study adopted qualitative research method based on quantitative data. The participants of the study comprised 191 high school students who were selected using randomly sampling model. The data were collected via readiness for distance learning scale (HRD) and analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the HRD model. In addition, a series of one-way ANOVA were conducted to investigate the effect of demographic variables on readiness of distance learning. Through confirmatory factor analysis, HRD was validated in three dimensions: communication, access and motivation. In this study, high school students’ mean scores in three dimensions are all higher than the theoretical mean of 3, ranging from 3.60 to 4.37 on a 5-point scale as X̄= 40.64 (SS=8.80).This finding means that the current study’s sample of high school students has the highest readiness in the dimension of access X̄=16.98 (SS=4.64), followed by motivation X̄=12.86 (SS=4.66); communication X̄=10.79 (SS=2.45. The significant differences were observed that high school students are those who study at 9. grade had greater readiness than high school students are those who study at 11. grade in high schools whereas high school students are those who study at 11. grade in high schools had greater readiness than high school students are those who study at 10. and 12. grade in high schools according to means score of HDR. It was also found out that perception of students’ self-confidence while using computer caused significant statistical differences in three dimensions of HRD; the students who had higher level (very good, good) of self-confident while using computer exhibited significantly greater readiness than those who had lower level of self-confident while using confidence. Meanwhile, high school students are those who had study habit reached greater point from HDR scale than high school students who had not study habit (t (188) = 5.29, p = .00,d=.08)
ENGLISH
Get PDFAbstract
The outbreak of the coronavirus pandemic caused a sharp change in the educational practice world over as schools and institutions of learning are forced to seek alternatives to teaching styles. Learning centers were shut down to follow the order of social distancing, as a precautionary measure against the infectious virus disease that has rampaged the world. This paper studies the professional consequences of the challenges fronting the English language teaching in Nigeria in the period of coronavirus pandemic otherwise known as “Covid-19”. It also offers how the needs and goals of the learners can be met in the period of the mandatory homestay. The article collects, collates, and reviews the data that comes up in the Learn at Home Program (LHP) webpage which is created for the purpose of continuing education in the time of “Covid-19”. A survey of the participants' responses was also conducted to investigate the efficacy and challenges that they encountered during the online delivery through the use of a variety of media stations on different topics of secondary schools in Nigeria. The paper, after pitching the challenges of this virtual instruction at the time of the pandemic, proffers certain solutions that can boost the efficacy of virtual education generally in Nigeria.
Keywords: challenges, teaching, coronavirus, pandemic, e-learning.
 
INVESTIGATING FUTURE EDUCATIONAL LEADERS’ METAPHORIC PERCEPTIONS REGARDING SUSTAINABILITY ACCORDING TO THEIR KNOWLEDGE LEVELS
No full textThis study aims to investigate metaphors of preservice teachers, who are the potential future educational leaders, regarding sustainability according to their knowledge level of sustainability. The study used the convergent design, a mixed-method study, where both quantitative and qualitative data are collected and analyzed. The participants consisted of 867 preservice teachers from different departments of a public university in Turkey. The data were collected using Knowledge Test and Metaphor Determination Form whose reliability and validity studies were also conducted. Cluster analysis was used to analyze the quantitative data and the preservice teachers were categorized according to their knowledge level of sustainability. Content analysis was used to analyze the qualitative data and using the results obtained the preservice teachers’ metaphors were categorized. The results revealed that the preservice teachers’ knowledge levels of sustainability are above the middle-level. The cluster analysis results showed that the preservice teachers are categorized into three groups: low, middle, and high. The preservice teachers created 32 meaningful metaphors under four different categories (vital, economic, social, and will-o-the-wisp). The results also showed that the metaphors created by the preservice teachers significantly vary by their knowledge level of sustainability.