IOJET - International Online Journal of Education and Teaching
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THE EFFECTIVENESS OF SCHOOLOGY TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY
No full textThis is a quasi-experimental research with a 2x2 factorial design that was conducted at even semester of tenth grade students of SMA Batik 2 Surakarta in the academic year of 2017/2018. The sample of this research was two classes namely experimental class taught using Schoology (S1) and control class taught using Picture Series (P2). Each class consists of 26 students, so the total sample is 52. The sample was obtained by implementing cluster random sampling technique. Each class was divided into two groups each of which consisted of 13 high creative students (H) and 13 low creative students (L). The data of this research were obtained from writing test to find out students’ writing scores. Then, the data were analyzed by using 2x2 Multifactor Analysis of Variance ANOVA and Tukey test. The results show that the mean scores of HS1 is 85, HP2 is 73.62, LS1 is 72.31, and LP2 is 72.69. As a result, the research findings reveal that: (1) Schoology is more effective than Picture Series to teach writing; (2) High creative students have better writing skill than low creative students; and (3) There is an interaction between teaching media and students’ creativity in teaching writing.Keywords: Schoology, Picture Series, Writing skill, Creativity, Experimental Stud
DIGITAL LITERACIES AND INTERACTIVE MULTIMEDIA-ENHANCED TOOLS FOR LANGUAGE TEACHING AND LEARNING
No full textThe primary aim of the paper is to introduce digital literacies and the utilization of interactive and multimedia-enhancedtools for language learning purposes in and out of institutional settings. The topics covered in this paper include what digital literacy means in language education contexts and utilization of social media, online gaming, tagging, picture, voice, and video editing tools, mixing tools, interactive HTML5 contents, translation tools, search engines and (visual) thesauruses to evaluate, contribute, and create the information rather than being a mere consumer. Bearing in mind the nature of interaction and collaboration of the digital tools, suggested ways to integrate these tools to teaching and learning of languages are also presented. The paper also identifies common concerns and challenges in regard to motivation to use digital tools, judging the validity of a source, prohibitions due to country policies, plagiarism, filtering in search engines, and insensitivity with online language, which hinders the effective use of digital tools
EXAMINATION OF OCCUPATIONAL RESILIENCE BELIEFS OF IN-SERVICE AND PRE-SERVICE EARLY CHILDHOOD EDUCATION TEACHERS ACCORDING TO DIFFERENT VARIABLES
No full textOccupational resilience contributes teachers to adapt difficult conditions of teaching, to deal with obstacles and to maintain professional commitment. The purpose of this research is to compare the occupational resilience beliefs of early childhood education teachers and pre-service teachers. In accordance with this purpose, whether there is a significant difference between the occupational resilience beliefs of teachers and pre-service teachers, whether there is a significant difference in the occupational resilience beliefs of teachers according to their seniority and whether there is a significant difference in the occupational resilience beliefs of pre-service teachers according to type of university, the relational screening model has been used. The data is collected from 275 participants via Occupational Resilience Beliefs Scale for Teacher Candidates. As the results of statistical analysis, there is a significant difference in the occupational resilience beliefs of early childhood education teachers and pre-service early childhood education teachers in favor of early childhood education teachers. On the other hand, there is no significant difference in the occupational resilience beliefs of teachers according to their seniority. There is no significant difference in the occupational resilience beliefs of pre-service teachers according to the type of university. The findings are discussed in the framework of the relevant literature
FOREIGN LANGUAGE TEACHING ANXIETY AMONG PRE -SERVICE TEACHERS DURING TEACHING PRACTICUM
No full textResearch on anxiety in English as a Foreign Language (EFL) commonly focuses on language learning and its related matrices whereas foreign language teaching anxiety (FLTA) has still remained an area of research to be addressed and explored thoroughly. Accordingly, this study was carried out to fill the gap in the literature since when the literature was reviewed, it was found that the few definitions on FLTA are inadequate in covering many other aspects of the concept itself. Thus, the aim of this study was firstly to define a newly emerging concept named FLTA. Secondly, the study aimed to explore pre-service EFL teachers’ anxiety provoking factors while they were practising teaching English to young learners at real classroom settings during teaching practicum. The main aim of this study was to make a novel classification on anxiety provoking factors, namely the sources of FLTA. The study was carried out with 25 pre-service EFL teachers studying in the ELT department at Balikesir University. A background questionnaire, interviews, reflections and essay papers were used to collect qualitative data. The results indicated that the pre-service EFL teachers experienced anxiety in teaching English to young learners at real classroom settings particularly related to cognitive, affective and socio-cultural factors.
EXAMINING MATHEMATICS DEPARTMENT STUDENTS’ VIEWS ON THE USE OF MATHEMATICS IN DAILY LIFE
No full textSome researchers report that especially the students of the faculty of science and letters do not have sufficient knowledge of the practicability of mathematics since they are mostly interested in the pure aspect of mathematics, and they have difficulty in using their pure mathematical knowledge properly. So, this study aims to examine the views of mathematics students registered in the pedagogical formation program about the use of mathematics in daily life. To this end, an interview form with open-ended questions was administered to 86 pre-service mathematics teachers. The findings showed that pre-service teachers viewed mathematics as an indispensable part of life, but they treated real-life math and school math as separate types of math and had difficulty in relating them to each other. We recommend the use of real or real-like situations in the classroom environment in order to train individuals who can associate mathematics with everyday life and use it more effectively
ANALYSING NATIONAL DEVELOPMENT PLANS IN TURKEY REGARDING TEACHER TRAINING AND EMPLOYMENT
No full textThis research is motivated to investigate five-year national development plans (NPDs) prepared in Turkey between 1963 and 2013 with regard to teacher training and employment. The data were elicited from the plans in concern, and qualitatively analysed through content analysis. The preliminary findings demonstrated that the related decisions were made with a focus on three purposes: (i) to meet teacher shortage, (ii) to reduce the number of students per teacher, and (iii) to balance distribution of teachers nationwide. The reasons why most of them could not be successfully implemented might be listed as political instability, decisions taken without sufficient preparation, and inadequacy of efforts to implement NDPs. Even though certain decisions were taken considering teacher qualifications and competencies into account, quantitative concerns caused procrastination in their implementation. The study concludes with some practical implications for decision makers on the preparation and implementation of NDPs with respect to teacher training and employment.
COMPARING INCLUSIVE EDUCATION IN TURKEY AND ARGENTINA
No full textComparative Education is a discipline helps to identify the similarities and differences and explains the facts appearing similar between two or more education systems in different cultures and various countries, and puts forward useful suggestions about the ways to educate people (Türkoğlu, 1985). Since Salamanca Statement (UNESCO, 1994), inclusive education has got considerable steps globally. That has made the governments take the action to apply educational policies to eliminate students’ disadvantage arising from gender, disability, culture, ethnicity, socio economic background etc. The purpose of this paper is to compare inclusive education in Turkey and Argentina. Bereday's (1964) comparative education model has been conducted through the study. Comparing inclusive education in Turkey and Argentina not only contribute to better understand the inclusive education implications in these two developing countries but also define problems and propose solutions. While inclusive education policies in Turkey focus on disabled students and students with learning difficulties, they focus on disadvantaged groups to provide educational equality.Keywords: Comparative education, inclusive education, Turkey, Argentin
FACTOR ANALYTIC INSIGHTS INTO MICRO-TEACHING PERFORMANCE OF TEACHER CANDIDATES
No full textThis study investigated the factor structure of the intern keys teacher candidate assessment instrument used to assess micro-teaching performance of teacher candidates. In other words, the purpose of the current study was to explore the construct validity of the assessment tool which is considered to consist of one overarching construct: teaching effectiveness. To this end, an exploratory factor analysis in addition to a parallel analysis were employed using the ratings of 116 faculty members at various U.S. universities who supervised the teacher candidates’ performance in their final semester. The results indicated a one-factor structure and high reliability indices. All these findings align with theoretical assumptions and call for further factor analytic studies on the instrument using different samples
FACTORS THAT FACILITATE OR LIMIT THE INCORPORATION OF EMERGING TECHNOLOGIES IN THE CLASSROOM
No full textThis study explores the perceptions of the teachers from the District Education Secretariat (Bogotá-Colombia) on the factors that facilitate or limit the incorporation of Emerging Technologies in the classroom. The sample used for this research was based on 241 teachers from different educational institutions. The data were collected through an anonymous survey with quantitative and qualitative questions. Open and axial coding was used to identify the different factors in contextual levels, such as microsystem, mesosystem, exosystem and macrosystem. It was found that sociodemographic variables do not influence the incorporation of technology in the classroom, in addition, there are three necessary and basic conditions for teachers to begin to incorporate technology in the classroom: motivation, infrastructure and information and communication technologies skills, but for any processes to be successful the teacher must be aware of what he is doing but any attempt to incorporate technology will fail. On the other hand, government entities must be responsible to generate policies or strategies in order to improve infrastructure, as well as design training plans according to the needs of each teacher and each institution
SEMANTIC FIELDS AND EFL/ESL TEACHING
No full textThe vocabulary of a language is a system of interrelated lexical networks but not a collection of independent items. Vocabulary of a language is organised into fields within which words interrelate and define each other in various ways. Sense relations are not enough to explain the relation between some lexical items. For example, we cannot explain the relation between patient and hospital through synonymy, antonym, hyponymy, polysemy or homonymy, but we can say that they belong to the same semantic field which we can label as ‘health’. In this paper, semantic field also known as word field, lexical field, field of meaning, and semantic system is explained by giving supporting examples. Besides, some implications for Teaching English as a Foreign Language/Teaching English as a Second Language (TEFL/TESL) are suggested.Key words: Semantic fields, structural semantics, lexical network, lexical field, semantic syste