IOJET - International Online Journal of Education and Teaching
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AN EDUCATIONAL FICTION OF THE FUTURE ADHERING TO SCIENCE FICTION MOVIES
Get PDFThe aim of the study was to speculate about the education in the future in terms of students, classrooms, teachers and schools by adhering to science fiction films. The samples of the study comprised 50 science fiction films selected purposefully among motion pictures by two academics from the field of educational sciences, and one expert from the area of cinema and television. In the research, the science fiction films containing the power of thought, biological, space phenomenon and technological subjects were analyzed. The data were analyzed using MAXQDA program. Based on the findings of the study, it was predicted that the school phenomenon would change depending on the development of technology in the future. With the help of VR glasses and fitbit (wearable technology), a teacher would be able to teach in three dimensions by visiting students' homes without leaving their own homes. On the other hand, the necessity of school-like structures in which students could socialize for peer communication seemed inevitable. It could be thought that the idea that science fiction films took the lead of technology was diversified by the acceptance of the society. In this context, it was seen that each science fiction film fulfilled the task of "instilling ideas" on many subjects to the society.
Key words: Education in the future, science fiction, futurism, movie
English
No full textThe Teaching Practice Course is the most important course for prospective teachers to gain professional qualifications. This course will be able to achieve its goals through the healthy communication that mentor teachers will establish with the prospective teachers. This research focuses on the communication and interaction between prospective and mentor teachers. The purpose of the research is to determine how the prospective teachers interpret the relationship between the two stakeholders. For this purpose, phenomenological research, was carried out. In two different universities and in different branches of Turkey joining the 35 prospective teachers teaching practice course with focus group interviews were made at different times. The interview texts examined by two different experts were subjected to descriptive analysis. In the study; some prospective teachers think that they do not consider the mentor teachers professionally adequate and experience professional burnout; were seen as colleagues by the mentor teachers, while others were concluded that they thought they were perceived or ignored as assistants. Prospective teachers stated that in order for this process to be more effective, they should be perceived as colleagues by the mentor teacher and that the teaching staff should participate more actively in the process. 
STUDENTS’ PERCEPTION OF AND ENGAGEMENT IN REACTIVE ONLINE EDUCATION PROVIDED DURING THE COVID-19 PANDEMIC
No full textOne of the consequences of the COVID-19 pandemic was school closures, which was also the case in North Cyprus. As a response to school closures, universities switched to online education. This study aims to investigate students' perception of and engagement in this reactive online education provided during the pandemic. To investigate the issue, an online survey was used. Forty-six college students responded to the survey and the results indicate that students had an overall negative perception of their experience in online education. However, they demonstrated high engagement with online education and had higher academic achievement in the semester when education moved online than the previous semester. Results have implications for future online course offerings during moments of crisis in considering possible factors that contribute to positive attitude, motivation, engagement, and academic achievement.COVID-19 salgınının sonuçlarından biri Kuzey Kıbrıs'ta da olduğu gibi okulların kapanması olmuştur. Okulların kapanmasına bir çözüm olarak, üniversiteler çevirimiçi eğitime geçmişlerdir. Bu çalışma, öğrencilerin pandemi süresince sunulan bu çevirimiçi eğitime karşı algılarını ve bu eğitime katılımlarını araştırmayı amaçlamaktadır. Araştırma ölçeği olarak, çevirimiçi bir anket kullanılmıştır. Bu ankete 46 üniversite öğrencisi katılmıştır. Sonuçlar, öğrencilerin çevirimiçi eğitimdeki tecrübeleri hakkında olumsuz bir algıya sahip olduklarını göstermiştir. Buna karşın, öğrenciler yüksek katılım seviyesi göstemiş ve bir önceki döneme göre daha fazla akademik başarı yakalamışlardır. Sonuçlar, gelecekte olabilecek kriz durumlarında sunulacak çevirimiçi dersler ve bu derslere yönelik olumlu tutum, motivasyon, katılım ve akademik başarıya katkı yapan etkenler açısından önemlidir.
 
THE EFFECT OF GENDER EQUALITY COURSE ON COUNSELOR CANDIDATES’ GENDER ROLE ATTITUDES AND THEIR SEXISM
No full textDiscussing the concept of the gender-sensitive counselor is still very new in Turkey. As a new development gender equality course has been added to the counselor undergraduate curriculum as a selective course since 2018. This research aimed to reveal that if this new development is a really effective step to train gender-sensitive counselors. This mixed-method research aimed to examine the effect of the Gender Equality Course on Turkish Counselor Candidates’ gender role attitudes and sexism. Twenty-eight counselor candidates participated in this study. Data were obtained by the Gender Role Attitudes Scale, Ambivalent Sexism Scale, Semi-Structured Interview Form. All findings indicated that the gender equality course contributed to counselor candidates to gain awareness of gender equality and how important being a gender-sensitive counselor. Besides, various interventions are still needed to reduce their sexist attitudes and enable them to experience more radical changes in their own life. Results showed that gaining the knowledge, skill and attitude on gender-related issues and training a gender-sensitive counselor requires multidimensional intervention and training process
English
No full textThe purpose of the study was to describe teachers’ readiness for change and teachers’ perceptions of innovation management in their schools as well as to analyze the relationship between them. The study adopted survey model of the descriptive research design. The participants were composed of 104 primary school teachers who were selected using convenient sampling method in Zeytinburnu district of Istanbul in 2019-2020 school year. The data were collected via ‘Readiness for Change Scale’ developed by Kondakçı, Zayim and Çalışkan (2013), and ‘Scale for Innovation Management at School’ developed by Bülbül (2012). In the analysis of the obtained data, quantitative data analysis techniques were utilized. The results revealed that the participant teachers’ perceptions of readiness for innovation in terms of the functioning of change and innovation process were positive, and these perceptions of readiness were depended on school administrators’ abilities of innovation management. As a consequence, it was recommended that school administrators develop themselves in terms of those matters
VALIDATION OF THE TURKISH VERSION OF WORK-RELATED FLOW INVENTORY (WOLF) AND ITS RELATIONSHIP WITH BURNOUT AND JOB SATISFACTION
No full textThe current paper was conducted for two aims. The first aim was to adapt the Work-Related Flow Inventory (WOLF) developed by Bakker (2008) into Turkish. In this context, the inventory was applied 198 (128 females 64.6% and 70 males 35.4%) teachers working in public schools in Ankara for construct validity and reliability. WOLF, consisting of 13 items and three sub-dimensions, was found to be a valid and reliable tool for measuring teachers' work-related flow. The second aim was to examine the relationships between work related flow, burnout, and job satisfaction through the structural equation model. The data were collected from 274 teachers (155 females 56.6% and 114 males 41.6%) working in public schools in Ankara. The relationships between the variables were examined with the hybrid model. A negative and statistically significant relationship was found between flow and emotional exhaustion; a positive and statistically significant relationship was found among flow, personal accomplishment, and intrinsic satisfaction variables. However, no statistically significant relationship was found between work related flow and depersonalization as well as extrinsic satisfaction variables. The fit index values of the model examining the relationships among the variables were in the range of good fit values accepted in the literature. Findings were discussed within the relevant literature and culture, and suggestions were provided for future researchers and educators. Also, recommendations were listed for future studies with an emphasis on the need for research in Turkey
AN INVESTIGATION OF INTERACTION AMONG WILLINGNESS TO COMMUNICATE, ACADEMIC ACHIEVEMENT AND L2- SELF GUIDES
Get PDFIn this quantitative study, which utilized focus group survey method, the relationship among anxiety (specifically speaking anxiety in classroom), ideal L2-self and willingness to communicate was explored. The participants of the study were selected using convenience sampling model, and were composed of 81 volunteer students in total (26 females, 55 males) at a state university in Turkey in 2017-2018 academic year. The data were collected via; a) Ideal L2-self Scale (Dörnyei & Taguchi, 2010). The internal consistency of the scale was α = .90; b) Willingness to Communicate Scale (WTC) (Mccroskey, 1992) The internal consistency of the scale was Α = .94; and c) Foreign language speaking anxiety scale (FLSAS) by Huang (2004). The data were analyzed using the SPSS 21.00 software, and Pearson Correlation Analysis and Regression Analysis were conducted to find out whether Speaking Anxiety, Ideal L2-Self and Participants’ GPA predict WTC. The results revealed that Ideal L2-Self didn’t really affect students WTC (Beta=0.192, t=1.648; p=0.104>0.05). However, students’ GPA significantly affected their WTC (Beta=0.243, t=2.087; p=0.040<0.05)
DETERMINATION OF PRE-SERVICE CLASSROOM TEACHERS’ COGNITIVE STRUCTURES OF COMMUNICATION, COOPERATION AND DECISION-MAKING SKILLS VIA A WORD ASSOCIATION TEST
Get PDFThe purpose of the current study is to determine pre-service classroom teachers’ cognitive structure regarding communication, cooperation and decision-making skills, which are among the basic life skills addressed in the Life Sciences curriculum. The current study employed qualitative research methods. The study group of the current research is comprised of 111 pre-service classroom teachers attending the Department of Classroom Teacher Training in a state university located in the Marmara region and having taken the course “Life Sciences Teaching”. A word association test prepared to test the skills addressed in the current study was used as the data collection tool. This word association test focused on three of the basic life skills; communication, cooperation and decision-making skills. By examining the words written by the pre-service teachers related to the these three skills in a detailed manner, a frequency table showing how many times the concepts were repeated was prepared and on the basis of the cut-off points, concept maps were developed. As a result of the analysis, it was found that the pre-service classroom teachers produced a total of 154 concepts in relation to the three skills. When the concepts most frequently produced by the pre-service teachers were examined, it was found that “human” is the concept most frequently produced for the communication skill, “group” is the concept most frequently produced for the cooperation skill and “reaching a conclusion” is the concept most frequently produced for the decision-making skill
English
No full textThe construct of L2 teacher immunity refers to the self-established protective shield that teachers develop against challenges posed by the instruction process. Therefore, the aim of the present study was to measure this construct of L2 language teacher immunity, which was put forward by Hiver and Dörnyei (2017), based on the constituents constructs such as teacher resilience, burnout, attitude, openness, classroom affectivity, and coping. The present study was designed as a quantitative study. A questionnaire, offered by Hiver (2017), was administered to 87 EFL teachers. Purposeful sampling method was used to select the participants. both experienced and inexperienced teachers were selected to enable comparison possible. Another point in the selection of the participants was to select those who hold postgraduate degrees as well. The results indicated that the EFL teachers in the present study have a moderate level of immunity. Moreover, results also indicated that although experience did not play a significant role in L2 teacher immunity, graduation was more important
7. Sınıf Türkçe Beceri Sorularının PISA Okuma Becerileri Boyutları ve Yeterlik Düzeyleri Açısından İncelenmesi
No full textThe aim of this study is to present the qualities of 7th grade Turkish skill-based questions due to levels of reading skills and proficiency that used to prepare PISA reading skills questions. The case study pattern has been used in the study, which is one of the qualitative research methods. The data obtained through document analysis are analyzed using content analysis. As a result of the examination it is determined that Turkish skill questions; include examples of all text types in PISA reading skills; mostly the text types which have continuations are preferred amongst the text types in PISA reading skills; big part of the questions are in a comprehensible level in terms of cognitive processes that the reader interacts with the text; and Turkish skill questions have problems for ''1b, 1a, 2nd and 3rd'' levels in the proficiency levels of PISA reading skills. As the result of the study, it is emerged that there is a necessity to provide a balanced dispersion for PISA reading skills, its dimensions and leves. In addition, there is also another necessity for arrangemets to meet high level qualifications and Turkish skills questions should be created by taking into account all of the cognitive processes used in PISA that the reader interacts with the text.
Bu çalışmanın amacı, PISA okuma becerileri soruları hazırlanırken kullanılan okuma becerileri boyutları ve yeterlik düzeylerinden hareketle 7. sınıf Türkçe beceri temelli soruların niteliklerini ortaya koymaktır. Çalışmada, nitel araştırma yaklaşımlarından durum çalışması deseni kullanılmıştır. Doküman incelemesi yoluyla elde edilen veriler içerik analiziyle çözümlenmiştir. İnceleme sonucunda Türkçe beceri sorularının; PISA okuma becerileri metin tiplerinin tümünden örnekler barındırdığı, PISA okuma becerileri metin şekillerinden çoğunlukla devamı olan metin şeklinin tercih edildiği, okuyucunun metinle etkileşime girdiği bilişsel süreçler açısından soruların büyük bir bölümünün anlama boyutunda olduğu ve PISA okuma becerileri yeterlik düzeylerinden “1b, 1a, 2 ve 3.” düzeyleri ile ilgili soruların olduğu belirlenmiştir. Çalışmada beceri sorularının PISA’da belirtilen okuma becerileri boyut ve düzeylerine dengeli dağılımının sağlanması ve özellikle üst düzey kazanımları karşılayacak şekilde düzenlenmesinin gerekliliği ortaya çıkmıştır. Türkçe beceri soruları, PISA’da kullanılan okuyucunun metinle etkileşime girdiği bilişsel süreçlerin tümü göz önünde bulundurularak oluşturulmalıdır