IOJET - International Online Journal of Education and Teaching
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YABANCI DİL ÖĞRETMEN ADAYLARININ İKİNCİ YABANCI DİL ÖĞRENMEYE YÖNELİK TUTUMLARI
No full textIn this study the attitudes of foreign language teacher candidates towards second foreign language learning. The data were collected via “Attitude Scale Towards Second Foreign Language” developed by Çetin et.al. (2019) from a total of 300 teacher candidates 206 of whom were female and 94 were male attending Gazi University Gazi Faculty of Education Department of Foreign Languages Education in 2018-2019 academic year Spring Semester. Survey model was used in order to describe the current situation as it is. The data analyses were conducted via SPSS package program. As the data set met the requirements for parametric test t test and one-way variance analysis (ANOVA) techniques from parametric tests were used. In addition, effect size values were calculated in order to determine the effect of independent variables on the attitudes towards learning a second foreign language. At the end of the study was observed that attitude scores of the teacher candidates differed according to gender, grade, academic success, attaching importance to learning a language, department perception and attaching importance to second foreign language activities.Bu çalışmayla yabancı dil öğretmen adaylarının ikinci yabancı dil öğrenmeye yönelik tutumları belirlenmeye çalışılmıştır. Araştırmada veriler, Çetin ve arkadaşları (2019) tarafından geliştirilen "İkinci Yabancı Dil Öğrenmeye Yönelik Tutum Ölçeği" ile Gazi Üniversitesi Gazi Eğitim Fakültesi yabancı diller öğretmenlik programında 2018-2019 eğitim öğretim bahar döneminde öğrenim gören 206 kadın ve 94 erkek olmak üzere toplam 300 öğrenciden toplanmıştır. Araştırmada tarama modeli kullanılmış, bu yolla var olan durum olduğu şekliyle betimlenmeye çalışılmıştır. Verilerin analizi SPSS paket programı aracılığıyla yapılmıştır.Veri setinin normal dağılım göstermesi nedeniyle parametrik testlerden bağımsız gruplar için t Testi ve Tek Yönlü Varyans Analizi (ANOVA) teknikleri kullanılmıştır. Bunun yanı sıra bağımsız değişkenlerin ikinci yabancı dil öğrenmeye yönelik tutumlar üzerindeki etkisini belirlemeye yönelik olarak etki büyüklüğü değerleri hesaplanmıştır. Araştırma sonucunda yabancı dil öğretmen adaylarının ikinci yabancı dil öğrenmeye yönelik tutum puanlarının öğrencilerin cinsiyet, bölüm, devam edilen sınıf kademesi, akademik başarı durumu, dil öğrenmeyi önemseme, bölüm algısı ve ikinci bir dil öğretimi ile ilgili etkinlikleri önemseme derecesine göre farklılık gösterdiği gözlenmiştir.
 
THE EFFECT OF CRITICAL THINKING SKILLS AND EMOTIONAL INTELLIGENCE ON THE EPISTEMOLOGICAL BELIEFS OF STUDENTS IN A CHILD DEVELOPMENT PROGRAM
No full textThe scientific and technological advances in the current information era have given rise to the need for qualified work force. Individuals are expected to assess their strengths and weaknesses, to have curiosity, to be able to think rapidly and to make accurate decisions, in broader terms, they should have the abilities to think critically, to use emotions in ingenious, sensitive, beneficial and sensible ways, and should be aware of the significance of epistemology. The present study was intended to measure the effect of critical thinking skills and emotional intelligence on the epistemological beliefs of the students enrolled in a Child Development program in a higher education institution. Given such an objective, the Emotional Intelligence Scale, the Critical Thinking Scale and the Epistemological Belief Scale were administered to 102 participant students who were selected via convenient sampling model in the Child Development program of a Vocational School of Health Services in a state university in Turkey. In the data analysis stage, the scale sub-dimensions of skewness and kurtosis values were initially examined in and later on the multivariate normality analysis, multi correlation tests between variables and multiple linear regression tests were performed. The findings revealed that when the “perception” sub-dimension, one of the six dimensions of emotional intelligence increased, the “effort” sub-dimension in epistemological beliefs decreased
INVESTIGATION OF THE RELATIONSHIP BETWEEN CLASS TEACHERS’ MOTIVATION AND JOB SATISFACTION
No full textThis study includes the quantitative findings of the researcher's mixed method doctoral dissertation titled “Examining the motivation and job satisfaction of classroom teachers within the framework of self-determination and dual factor theories”. In the study, it was aimed to examine the relationship between teachers' motivation and job satisfaction. The research was carried out with 414 teachers working in selected schools from all districts of Erzurum province. Data were collected with the Multidimensional work motivation scale and the Minnesota job satisfaction scale in 2019-2020 educational year. Descriptive statistical techniques, Pearson correlation analysis and Multiple linear regression analysis were used to analyze the data. As a result of the research, it was determined that the intrinsic motivation of teachers was higher than their extrinsic motivation, and their intrinsic satisfaction was higher than their extrinsic satisfaction. It has been revealed that there are relationships between teachers' motivation and job satisfaction dimensions. In addition, it was determined that personal regulation and intrinsic motivation dimensions predicted job satisfaction.
Keywords: motivation, job satisfaction, correlation, multiple regressionBu çalışma, araştırmacının “Sınıf öğretmenlerinin motivasyonu ve iş doyumunun öz belirleme ve çift etmen kuramları çerçevesinde incelenmesi” başlıklı karma yöntemli doktora tezinin nicel bulgularını içermektedir. Araştırmada öğretmenlerin motivasyonu ile iş doyumu arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırma, Erzurum ilinin tüm ilçelerinden seçilen okullarda görev yapan 414 öğretmen ile gerçekleştirilmiştir. Veriler, 2019-2020 eğitim-öğretim yılında Çok Boyutlu iş motivasyonu ölçeği ve Minnesota iş doyumu ölçeği ile toplanmıştır. Verileri analiz etmek için betimleyici istatistiksel teknikler, Pearson korelasyon analizi ve Çoklu doğrusal regresyon analizi kullanıldı. Araştırma sonucunda öğretmenlerin içsel motivasyonlarının dışsal motivasyonlarından, içsel doyumlarının dışsal doyumlarından daha yüksek olduğu belirlenmiştir. Öğretmenlerin motivasyonu ile iş doyumu boyutları arasında ilişkiler olduğu ortaya çıkmıştır. Ayrıca kişisel düzenleme ve içsel motivasyon boyutlarının iş doyumunu yordadığı belirlenmiştir.
Anahtar Kelimeler: motivasyon, iş doyumu, korelasyon, çoklu regresyo
SOSYSL BİLGİLER ÖĞRETİMİNDE EDEBİ ÜRÜNLERİN KULLANIMI
No full textIncluding literary materials in the teaching process of Social Studies course, which includes many disciplines including literature, enables students to increase their interest and participation in the course and to develop their mental skills. In this context, this study aims to determine the opinions of prospective teachers and secondary school students about the use of literary materials as a teaching material in Social Studies course. The research was structured in a basic qualitative study model. The study group of the research consists of 7 prospective teachers, fourth-year students studying in the Department of Social Studies Education at a public university (Kafkas University) in 2019, and 20 students, studying in the 6th grade at a state secondary school in the centre of Kars. The semi-structured interview form prepared by the researcher was used for data collection. The data obtained show that, according to the prospective social studies teachers and 6th grade students, the use of literary materials as a teaching material in social studies teaching contributed to increasing participation in the teaching process and provided an enjoyable course environment and teaching atmosphere. Finally, the suggestions presented by the researcher in line with the results obtained from the study were included.İçeriğinde edebiyat da dâhil olmak üzere birçok disiplini barındıran sosyal bilgiler dersinin öğretimi süresince edebi ürünlere yer verilmesi öğrencilerin derse ilgisinin ve katılımının artmasına ve zihinsel becerilerinin gelişmesine olanak sağlar. Buradan hareketle, öğretmen adaylarının ve ortaokul öğrencilerinin sosyal bilgiler dersinde bir öğretim materyali olarak edebi ürünlerin kullanımına ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Araştırma, temel nitel çalışma modelinde yapılandırılmıştır. Araştırmanın çalışma grubunu Türkiye’de 2019 yılında bir devlet üniversitesi (Kafkas Üniversitesi) Sosyal Bilgiler Öğretmenliği bölümü son sınıfta (II. dönem) öğrenim görmekte olan toplam 7 öğretmen adayı ile Kars merkezde bir devlet ortaokulunda 6. sınıfta öğrenim görmekte olan 20 öğrenci oluşturmuştur. Verilerin toplanmasında araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu kullanılmıştır. Toplanan nitel verileri açıklayabilmek ve ilişkilere ulaşabilmek için analiz esnasında ortaya çıkan açıklayıcı ve çıkarımsal kodlar kullanılmıştır. Elde edilen veriler, sosyal bilgiler öğretmen adayları ve ortaokul 6. sınıf öğrencilerine göre, sosyal bilgiler öğretiminde bir öğretim materyali olarak edebi ürün kullanımının öğretim sürecine katılımı artırma, eğlenceli ders ortamı sunma, öğreticilik gibi katkılarının olduğunu göstermektedir. Son olarak çalışmadan elde edilen sonuçlar doğrultusunda araştırmacı tarafından sunulan önerilere yer verilmiştir
THE LEARNER READINESS FOR ONLINE LEARNING: SCALE DEVELOPMENT AND UNIVERSITY STUDENTS’ PERCEPTIONS
No full textThe purpose of this study was to determine university students’ of readiness for online learning. Mainly due to the study a multidimensional instrument for university students’ readiness for online learning (ROLS) developed and validated. Therefore, the present study has used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the ROLS model. In addition, a series of one-way ANOVA were conducted to investigate the effect of demographic variables on readiness of online learning. Through confirmatory factor analysis, ROLS was validated in two dimensions: computer literacy (CL) and computer based self-confidence (CSC). Research data gathered from 297 university in Turkey revealed that students’ levels of readiness were high in computer literacy and computer based self-confidence. This study found that perception of students’ self-confidence while using computer made statistical difference in two dimensions, that the students are those who have higher level (very good, good) of self-confident perception while using computer students exhibited significantly greater readiness in the dimensions of CL and CSC than students are those who have lower level (poor) of self-confident perception while using computer. This study also found that gender no made statistical difference in the two dimensions of ROLS and university students are those who study at educational faculties had similar levels in all readiness dimensions than other faculty students
THE THE PREDICTIVE POWER OF EMOTIONAL INTELLIGENCE ON SELF EFFICACY: A CASE OF SCHOOL PRINCIPALS
No full textThe study aimed to investigate the Emotional Intelligence (EI) and its relationship to self-efficacy among school managers. The study was conducted to determine whether school managers develop their EI and whether EI would increase their levels of self-efficacy. The participants of the study were composed of 50 school managers. The participants were selected via randomly method. Mainly due to the study a multidimensional instrument for school managers’ emotional intelligence competence scale (EIC) was developed and validated. Therefore, the present study has used an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the EIC model. The data were collected using quantitative model. For the data analysis Pearson Product-Moment Correlation, Simple Linear Regression and a series of Mann Whitney-U test were conducted (ANOVA non-parametric test) were utilized. The results revealed that there was a positive significant correlation between perceived EI and self-efficacy (r = 53).Thus, it can be stated that EI competence of school managers predicts strong power on their self efficacy perceptions of them. Meanwhile, the study showed that school managers' EI competence and self-efficacy perceptions were high. These findings were compared the samples of female and male. When dealing with result, the perceptions of females on self efficacy were higher than males
A STUDY ON THE IMPACTS OF DIGITAL STORYTELLING ON EFL LEARNERS’ SELF-EFFICACY AND ATTITUDES TOWARD EDUCATION TECHNOLOGIES
No full textThis study aimed to investigate whether a digital storytelling (DS)-integrated pedagogy was effective for developing students’ self-efficacy and attitudes toward educational technology. 43 English-as-a-foreign-language (EFL) English-major students from the School of Foreign Languages (SFL) at Cumhuriyet University (CU) participated into this study. There were two groups in the study, namely experimental and control groups. The experimental group was exposed to DS-integrated instruction while no intervention was given to the control group. Control group students followed their regular course requirements. Before and after the experiment, both groups were tested by using a survey aiming to determine learners’ self-efficacy beliefs for and attitudes toward the use of technology in education. The quantitative data indicated the exposure to the DS impacted the experimental groups students’ efficacy and attitudes toward educational technology in the positive direction. However, the control group students’ scores did not exhibit a noticeable change. The qualitative data also documented that students heightened their self-efficacy and had a positive stance for the use of technology in their learning as result of participation into this experiment. The resulting information can be helpful for those who are willing to create a teaching environment that meets the needs and expectations of 21st century students. 
METACOGNITIVE AWARENESS OF PROSPECTIVE EFL TEACHERS AS PREDICTORS FOR COURSE ACHIEVEMENT: TEACHING ENGLISH TO YOUNG LEARNERS
No full textThis study gives priority to investigate the metacognitive awareness levels of prospective English as a Foreign Language (EFL) teachers and the effects of it on prospective teachers’ Teaching English to Young Learners achievement which includes and also reflects their micro-teaching process occurring during this course. For this purpose, the participants of the study consist of the 3rd and 4th grade students studying in 2018-2019 academic year at Amasya University, Faculty of Education, English Language Teaching (ELT) Programme. 52-item Metacognitive Awareness Inventory was used as data collection instrument, and its relation with the teaching skills of micro-teaching in Teaching English to Young Learners course process were analyzed. As a method, qualitative and quantitative research methods were applied to the data. Based on the findings, it was observed that the prospective teachers, who are the teachers of future and expected to open the gate for learners to perceive the information profoundly, have these pre-condition skills at different levels. Therefore, it could be stated that the English teacher education process of faculties needs to be explored deeply by taking into consideration the fact that homogeneity in the qualities/characteristics of English language teachers is an urgent call to provide equal chances for the learners.
Keywords: Metacognition, metacognitive awareness, teaching skills
TEACHER EFFICACY AND ITS CORRELATES IN THE EFL CONTEXT OF IRAN: THE ROLE OF AGE, EXPERIENCE, AND GENDER
No full textTeacher efficacy is a context and culture-specific construct. The current study explored the two types of teacher efficacy (individual and collective teacher efficacy) among Iranian English language instructors. Moreover, this study was an attempt to discover whether age, gender, and experience can significantly influence perceptions of collective teacher efficacy and teacher self-efficacy. Data were collected from 130 English language instructors through Tschannen-Moran and Woolfolk Hoy's (2001) Teacher Sense of Efficacy Scale (TSES) and Goddard's (2002) Collective Teacher Efficacy Scale questionnaires. Multivariate Analysis of Variance (MANOVA) showed no significant difference between the English instructors' collective teacher efficacy and teacher self-efficacy and their respective subscales. Furthermore, the results indicated no meaningful differences in perception among teachers with different age, experience, and gender levels across all the subscales of collective teacher efficacy or teacher self-efficacy. We conclude that efficacy beliefs seem to be resistant to change once established and may not change significantly with age, experience and gender.
Keywords: Teacher-efficacy, self-efficacy, EFL, collective teacher efficac
EFL TEACHERS’ DEMANDS AND PREFERENCES ON IN-SERVICE TRAINING IN TURKEY
No full textOne of the significant means of ensuring quality instruction in language classrooms is establishing an effective program of continuing professional development for language teachers. When conducted efficiently as a part of CPD, in-service training (INSET) proves to be a key component in improving teachers’ instructional skills as well as keeping their methodological knowledge up-to-date. Nonetheless, both state-led and private-held INSET efforts in Turkey receive considerable criticism regarding their inefficiency and insufficiency. One of the reasons for any ineffectiveness might be INSET program developers’ negligence in taking into consideration teachers’ actual needs. Thus, more empirical research that explores language teachers’ demands and preferences on in-service training should be carried out in various contexts. Consequently, this study aims to investigate English teachers’ demands and preferences on an INSET program. Descriptive in nature and following a quantitative research design, the present study collected data from 985 state and private school teachers via a scale developed by the researchers. Having ensured construct validity via factor analysis, the scale consisted of three sub-factorial groups: demands on INSET, preferences regarding the content and the trainers, and personal preferences. The findings displayed some statistically significant differences between state and private schools, novice and experienced teachers, and between teachers who had previous INSET experience and those who do not at different sub-factorial groups. The study has implications for policymakers, who are in the process of designing an INSET model for Foreign Language Teachers, as well as teacher trainers who carry out INSET