International Journal of Progressive Education (IJPE)
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The Reasons for and Results of Ostracism at Schools and Recommendations for Solutions through Teacher Experiences
Get PDFAs in other organizations, there is ostracism also in educational organizations. Apart from the individual consequences of being ostracized, there are also undesirable organizational consequences. Considering the potential of educational organizations to transform individuals, the effect of ostracism on teachers becomes particularly important. The purpose of the study was to examine the reasons for and results of the ostracism that teachers face at schools by the school principals, and the recommendations for solutions to prevent ostracism. The study group of the study, which was structured with the phenomenology design, consisted of 12 elementary and middle primary school teachers who had personal experience with ostracism. The data collected through interviews were analyzed with content analysis. The study revealed that teachers were exposed to ostracism for political, social and%252For individual reasons. Ostracized teachers experienced psychological and organizational problems. The teachers stated that preventing ostracism in schools would be possible with a more democratic and fairer organizational culture
Predictive Relationships Between Incivility Behaviors Faced by Guidance Counselors and Subjective Well-Being and Life-Domain Satisfaction
Get PDFIn this study, it was aimed to determine the predictive relationships between the incivility behaviors faced by guidance counselors and subjective well-being (SWB) and life-domain satisfaction. The design of the study was based on the relational survey model. The study group was selected using the disproportionate appropriate sampling method. A total of 350 (198 females and 152 males) guidance counselors, who were in charge in schools and the Guidance and Research Center, were recruited for this study. The quot%253BSchool Incivility Scale-SISquot%253B developed by Yildirim, Unal and Surucu (2013) to measure the rude behaviors faced by guidance counselors, and the quot%253BSubjective Well-Being Scalequot%253B developed by Tuzgöl Dost (2005a) to determine the subjective well-being level, and quot%253BPersonal Wellbeing Index-Aquot%253B adapted into Turkish by Şimşek (2011) to determine satisfaction in life-domains were used to collect data. The results revealed that the most significant variable affecting the SWBs of guidance counselors was incivility, and there was a negative linear relationship between SWB and incivility. It was determined that the most important variable affecting life-domain satisfaction was SWB, and there was a positive linear relationship between life-domain satisfaction and SWB. It was determined that the second most important variable affecting life-domain satisfaction is incivility, and there is a negative linear relationship between life-domain satisfaction and incivility
Using Metaphors to Investigate the Images of Countries
Get PDFThis study researched the use of metaphor among students and teachers to determine the images they had in their minds regarding a specific set of developed countries, and in doing so, utilized a longitudinal design carried out over four stages between November 2015 and November 2018 within a large metropolitan city in Turkey. The study findings revealed that the mental images of both teachers and students contained various stereotypical views about these developed countries. The participants appeared to have the most negative mental images about France, the United Kingdom (UK) and the United States (US), while having the most positive images about Australia and Japan. It was concluded that there is a strong relationship between metaphor creation and age, and that metaphor production increases rapidly as the students get older and more knowledgeable. It was also determined that metaphor quality and production rate decreases as teachers professional seniority increased
Kukset Technique on Chronology Teaching
Get PDFIn this study, it was aimed to teach the chronology of National Struggle Period through KUKSET technique. The study was conducted through sequential -exploratory mixed method design which is characterized by qualitative and quantitative phases. The sample of the study consisted of 59 fourth grade students from two different classes attending at a school in Bakırköy, İstanbul. Of the participants, 32 were experimental group and 27 were control group. In the experimental group, chronology of National Struggle Period was taught by KUKSET technique whereas, in control group, the teacher used the methods of expression and question- answer without any intervention. The data was gathered by utilizing pre- test, end- test and permanency test. The students%252339%253B misconceptions concerning chronology were determined by Word Association Test as pre- test and end- test. 10 voluntary students in the experimental group were interviewed. The results showed that KUKSET technique on chronology teaching of National Struggle Period in the experimental group was more effective on students%252339%253B comprehension compared to the control group. KUKSET technique was revealed to be effective on eliminating students%252339%253B misconceptions about the chronology of National Struggle Period. KUKSET technique was determined to enrich teaching- learning process and provide permanent learning. The students suggested KUKSET techniqueto be used in other lessons as well
Predictive Power of 8th Grade Students Translating Among Multiple Representations Skills on their Algebraic Reasoning
Get PDFThe purpose of the present research is defining the direction and level of the relationship between 8th grade students translating among multiple representations skills and their algebraic reasoning and revealing the predictive power on algebraic reasoning. The research was conducted in accordance with relational survey model, which is a quantitative research method, and the study group consists of the total of 188 students, who studied at 8th grade in state schools.The data of the research were collected with the Translating Among Multiple Representations Test (TAMRT) and Algebraic Reasoning Evaluation Tool (ARET). Data were analysed using Pearson correlation and multiple linear regression analysis. Findings revealed that there is a significant relationship between students translating among multiple representations skills and their algebraic reasoning (r%253D.59%253B plt%253B.01). Predictive power of students translating among multiple representations skill on their algebraic reasoning was found as 40%25. According to the analysis on the each translating skills prediction of the subscales of the algebraic reasoning, only translating to graph and table representation skills predict subscales of algebraic reasoning
Achievement and Perceived Satisfaction, Collaboration and Social Presence of Pre-Service Teachers in a Blended Learning Environment
Get PDFThis case study aimed to investigate whether the perceived satisfaction, collaboration, and social presence of pre-service teachers predicted their achievement in a blended learning environment and differed significantly according to their gender and departments. This study was conducted during the fall semester of 2019-2020 for six weeks at an educational sciences course in a public university in Turkey. 149 pre-service teachers were chosen according to the purposive sampling method. In this study, the course design was based on the lsquo%253BBlending with Purpose multimodal model, and data were collected through course grades and the application of the lsquo%253BSatisfaction, Collaboration and Social Presence Scale. After conducting the descriptive and inferential statistical analysis, it was found that satisfaction, collaboration, social presence, and academic achievement of pre-service teachers correlated significantly in a positive direction, but only the satisfaction in the course predicted their achievement. Also, this study found some significant differences in terms of gender and department according to the academic achievement, satisfaction, collaboration, and social presence of pre-service teachers. The possible explanations for these results were examined and discussed in detail
The Relationship Between Social Appearance Anxiety, Automatic Thoughts and Depression-Anxiety-Stress in Emerging Adulthood
Get PDFThe aim of study is to examine the relationship between social appearance anxiety, automatic thoughts and depression, anxiety, and stress in university students. The research was carried out on a total of 381 participants, 214 of whom were women and 167 were men. The ages of the participants were between 18 and 35 and the mean age was 22. Data were collected via Social Appearance Anxiety Scale, Automatic Thoughts Scale and Depression, Anxiety and Stress Scale and Personal Information Form. Pearson Correlation was used to examine whether there is a relationship between social appearance anxiety, automatic thoughts, and depression, anxiety, and stress. Independent sample t-test was conducted to examine whether the automatic thoughts levels differed in terms of having an emotional relationship. Analysis of variance was used to reveal whether social appearance anxiety differentiated at the level of weight and height satisfaction. Hierarchical regression analysis was conducted to examine whether automatic thoughts and social appearance anxiety predicted depression, anxiety, and stress symptoms. It was concluded that there are positive and significant relationships between social appearance anxiety, automatic thoughts, depression, anxiety, and stress. The automatic thought averages of who had an emotional relationship were found to be significantly lower than the averages of who did not have. It was determined that there is a difference in social appearance anxiety levels according to height satisfaction. It is thought that studies to reduce automatic thoughts may be effective in reducing psychological symptoms
English Language Teaching and Language Teacher Education in Turkey- An Evolutionary Overview
Get PDFThis study provides a much-needed socio-political perspective on language teaching in Turkey and identifies key influences and orthodoxies past and present and their impact on current practices of language learning. The researchers provide a refreshing critique of successive cycles of policies and how they have variously sought to secure starting with imperial, nationalist, and contemporary populist ambitions of language teaching in the classroom and beyond. Almost 150 years of such efforts have frequently shoehorned teaching practices with inevitable consequences for language acquisition from primary education to university. Along with the contemporary educational changes before and after the foundation of the Turkish Republic, the researchers aim to shed light on the chronological records of language teacher education by drawing parallelism between general teacher education and language teacher education in Turkey. The paper concludes with suggestions for improving our understanding of present-day challenges in a field that remains fundamental to the future of the country
English as an International Language Teaching and Perceptions%253A A Case Study of Thai Tertiary English Language Teachers
Get PDFThis study scrutinized English as an international language teaching (EILT) and perceptions of Thai tertiary English language teachers through a 20-item Likert Scale questionnaire and a 7-question semi-structured interview protocol. The results from these two instruments disclosed some inconsistencies. Although the questionnaire results revealed that the participants (n%253D15) perceived the role of EILT to a great level, the semi-structured interview results indicated that they did not entirely implement EILT in their classroom. It was manifest that participants were confused with the concept and principles of EILT as they considered it a new language teaching paradigm. Therefore, they were uncertain how to implement EILT into practice. Some were misunderstood and misled to provide linguistic and cultural literacy to their students. Besides, they disregarded to raise awareness on the dispossession of English and underline the proud localism concept to their students. However, it was noteworthy that participants best applied English as an international language interpretation in their classroom. Overall results evidenced that a case study of the English teaching situation found from this study remained far from the progress of moving toward EILT and suggested that the EILT paradigm should be urgently and sustainably endorsed and integrated into the English teaching curriculum in Thailand
Investigation of Teacher Candidates%252339%253B Teaching Maths Anxiety and Teaching Maths Competencies
No full textConsidering the fact that teacher candidates%252339%253B maths teaching anxiety levels and maths teaching competency levels will affect their maths teaching in future, the desired beliefs should be tried to gain teacher candidates. Therefore, a positive contribution will be made to achieve the desired gains in maths education. In the study, it is aimed to examine the competency levels of pre-school teacher candidates in maths teaching and their maths teaching anxiety levels in terms of various variables and to determine whether there is a relationship between the maths teaching anxiety of the candidates and their level of competency for teaching maths. The research is in relational scanning model. The quot%253BMaths Teaching Anxiety Scalequot%253B and quot%253BMaths Teaching Competencies Scalequot%253B were implemented to 104 pre-school pre-service teacher candidates studying in 2019-2020 academic year, which constitutes the sample of the study. As a result of the analysis, it has been found that while teacher candidates%252339%253B maths teaching anxiety levels do not change by gender, female teacher candidates consider themselves more competent than male teacher candidates in maths teaching and 4th-grade teacher candidates have significantly less anxiety of maths teaching compared to 3rd grades. Besides, it has been determined that there is a statistically significant negative correlation between the maths teaching anxiety scores of the candidates and the average of the maths teaching efficacy scores