International Journal of Progressive Education (IJPE)
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The Moderating Role of Career Decision Regret in the Effect of Career Adaptability on Burnout
Get PDFThe purpose of this study was to investigate the relationships between career adaptabilities, career decision regret and burnout of teachers. The participants of the study were 269 teachers (151 females and 118 males) who worked in the primary and secondary education institutions of a city located in the Eastern Mediterranean region in Turkey and agreed to participate in the study. The study used Career Decision Regret Scale, Career Adapt-abilities Scale-Short Form and The Burnout Measure-Short Version were used as data collection tools. SPSS package program and the Process Macro 3.5 software were utilized for the analysis of the data. Pearson correlation analysis was utilized to investigate the relationships between career adaptability, career decision regret, and burnout. Process Macro software developed by Hayes (2018) based on linear regression analysis was utilized to test the power of career adaptability and career decision regret on burnout as well as the moderating role of career decision regret on the relationship between career adaptability and burnout. The results of the study showed that career adaptability and career decision regret predicted burnout significantly. Another finding of the study is that career decision regret played a moderating role in the relationship between the teachers career adaptability and burnout. Findings of the research were discussed and suggestions were made
Activity-Based Teaching with Social Studies Pre-Service Teachers for Developing the Thinking Skills of Learners
Get PDFIn this study, by helping social studies pre-service teachers develop activities for thinking skills, it was aimed to explore the effects of such activities in the context of professional competencies. The research was designed as action research. The action research group included 31 pre-service teachers (16 women and 15 men). Semi-structured interviews were conducted in final meeting with 12 volunteering participants after the application was completed. The following findings were explored in detail as%253B in the context of professional development, skills, values, and professional competence dimensions%253B in the context of lesson planning and teaching processes, lesson planning, teaching processes, material use, and contributions to activity production%253B and, at the end of the implementation process, evaluations of the implementation process and personal development. As a result of the research it was determined that creative thinking, critical thinking, thinking from different perspectives, original thinking, reflective thinking, high-level thinking, problem solving, scientific thinking, analytical thinking, thoughtful thinking, empathetic thinking, objective thinking, aesthetic thinking, developing broad perspective, collaborative thinking, and questioning skills were developed in the skills dimension. In the dimension of value, values such as justice, empathy, patriotism, austerity, respect, trust, self-confidence, solidarity, diligence and responsibility were developed. When the general results are evaluated, it was revealed that the pre-services improved their professional competencies in terms of lesson planning, implementation, activity development, material use, and pedagogical aspects. In order to ensure that the professional needs and competencies of pre-service teachers are met and supported, institutional educational programs that train teachers should undergo curriculum updates with the addition of the necessary theoretical and practical information to implement activity-based teaching in it successfully
The Examination of the Postgraduate Theses on Models and Modelling in Science Education in Turkey
Get PDFThe models and modelling takes an important place in the teaching of science. The purpose of this research was to examine the postgraduate theses made in Turkey about models and modelling in the science education field by using the content analysis method. When the postgraduate theses were examined in respect to the purpose of the research, it has been determined that the number of the experimental research studies which were aimed to examine the efficiency of the model%252Fmodelling based teaching method was more than the others. In the examined theses, it has been identified that quantitative methods were more preferred as a research method. In the sense of the research sample, it has been determined that the number of research studies on the middle school level, especially those on 7th grade students was numerically more. It was seen that the most used data collection tool was conceptual test. The most examined variables in the theses were the achievement level and the mental model of the participants. The most preferred subjects were the Atom and its structure and the Astronomy. Based on the results, some suggestions were presented to future research studies related to models and modelling in science education
A Review of Darling-Hammond, L. (2010). The Flat World and Education%253A How Americas Commitment to Equity Will Determine Our Future. NY%253A Teachers College Press.
No full textInvestigating of Primary School Teacher Candidates Mathematics Teaching Performance According to Peer Assessments%253A Example of Teaching Practice
Get PDFThe aim of this research is to examine developments of primary school teacher candidates mathematics teaching performance according to peer assessment. Primary school teacher candidates practiced teaching skills within the scope of the Teaching Practice. This research is a longitudinal study. The researchs study group has fifty-eight primary school teacher candidates. According to the results of the research, peers rated primary school teacher candidates final mathematics teaching performance higher than their first mathematics teaching performance. According to the peer assessment, primary school teacher candidates%252339%253B mathematics teaching performance has improved over time. Accordingly, a significant difference was found in the first (preparation for lesson and lesson association) and second (teaching process) sub-dimensions of the scale when first mathematics teaching performance scores controlled. The source of the difference between peer assessment scores regarding first and second sub-dimensions of the scale can be said the number of teaching practices in mathematics. The primary school teacher candidates who practiced 2 times in mathematics got lower scores in the first and second sub-dimensions than those who practiced 3 and 4 times. According the result, primary school teacher candidates should practice at least 3 times in order to ensure their development preparation for lesson and lesson association and teaching process for mathematics teaching performance
Learning Agility of School Administrators%253A An Empirical Investigation
No full textIn this study, it was aimed to determine whether school administrators%252339%253B learning agility levels differ according to their gender, seniority, school levels served, educational status, ages and administrative duties (principal and vice-principal). The research was carried out according to the survey model frequently used in quantitative research methods. A total of 428 volunteer administrators composed of 160 school principals and 268 vice-principals participated in the study. The data were collected with the Marmara Learning Agility Scale developed by Yazıcı and Özgenel (2020). The collected data were analyzed using t-test and ANOVA tests in the SPSS statistics program. According to the analysis, school administrators%252339%253B overall level of learning agility is very high. While learning agility levels did not differ significantly according to the gender and school levels of the administrators, the level of learning agility of administrators who have postgraduate education is higher than that of whos having only a bachelors degree. In addition, the learning agility levels of school principals are higher than vice principals. Similarly, administrators with higher seniority and age have higher learning agility than administrators with lesser seniority and age
School Bullying From the Perspectives of Middle School Principals
Get PDFThis qualitative study is aimed at examining middle school principals opinions on the factors associated with bullying in their schools, the strategies that principals take to tackle bullying in their schools, and the issues that they are faced while dealing with bullying their schools. The study group was consisted of 20 voluntary middle school principals from four central districts of Mersin. The data was collected through a semi-structured interview guide developed by the researchers through the related literature review, the expert opinions, and also a pilot study. Content analysis was used to determine certain codes, categories and themes within the qualitative data. After the data was reduced into major analytical categories, four main categories including a number of categories and sub-categories were emerged, namely prevalent types of bullying, factors associated with bullying, strategies that principals take to tackle bullying in their schools, and the issues that they are faced while dealing with it in schools. The results were discussed considering related literature
Relational Assessment of Metacognitive Reading Strategies and Reading Motivation
Get PDFMetacognitive reading strategies are used before, during and after reading, and raise awareness of the reading process. These strategies are crucial for the individual to be able to regulate their reading processes, to realize and remedy their deficiencies, and to be effective in the process of reading, comprehending and learning. Reading strategies enable the individual to become more active in their own reading and comprehension processes, which, in turn, encourage them to make more informed, conscious and critical readings and improve their attitudes towards and interest in reading. The aim of this study is to determine the relationship between prospective teachers metacognitive reading strategies and reading motivation. The study also examined whether metacognitive reading strategies and reading motivation differ in terms of gender, department, academic success and reader type. The study presents a screening model and has a relational nature. 217 students from different classes and departments were included in the study. Data were collected using quot%253BMetacognitive Reading Strategies Scale and quot%253BAdult Reading Motivation Scalequot%253B. Descriptive statistics such as arithmetic mean, standard deviation, and t test, unidirectional variance analysis and correlation analysis were used to analyze the data. As a result of the research, it has been determined that there is a positive significant relationship between pre-service teachers%252339%253B reading motivations and metacognitive strategy use. In addition, it was found that the use of metacognitive strategies differed significantly depending on the department and reader type and reading motivations depending on gender, academic success and reader type
What Do Pre-service Science Teachers Views about the Nature of Scientific Inquiry%253F
Get PDFThe nature of scientific inquiry is a concept associated with the nature of science and is an important product of inquiry-based teaching. Inquiry-based teaching is an important method proposed in science education all over the world. The aim of this study is to determine the pre-service science teachers views about nature of scientific inquiry. As a data collection tool, The Views about Scientific Inquiry (VASI) questionnaire which developed by Lederman et al. (2014) was used. The questionnaire was translated in to Turkish by the researchers, and experts were assisted by their opinions and arrangements. The pilot data of the study were obtained with the participation of 56 pre-service teachers in the mathematics teacher program and 252 pre-service science teachers participate to get the main data. In addition, semi-structured interviews were conducted with 10 pre-service teachers. The results of the data variety are used to confirm the analysis of each other. In the analysis of the data, the participant%252339%253Bs views are coded as uncategorized, naive, mixed, and informed. The results are presented as frequency and percentage. The data were evaluated by comparing with the pre-service teachers%252339%253B grade levels. It was determined that the views of pre-service teachers about nature of scientific inquiry were not sufficient, but they were informed in terms of some aspects
An Investigation of Feedback Strategies Used by Science Teachers in the Classroom Setting%253A A Mixed-Methods Research
Get PDFThis study classifies the verbal feedback of science teachers into praise statements, effort-based feedback statements, negative feedback statements, and ability-based statements, which are also regarded as feedback strategies. The study aims to investigate the feedback strategies used by science teachers in the classroom setting using descriptive research with a general survey design within an exploratory sequential design of mixed-methods research. It employs the Science Course Feedback Perception Scale in data collection. The population of the study consists of the 6th, 7th, and 8th-grade students (N %253D 1696) and secondary school science teachers (N %253D 51) affiliated to the Turkish Ministry of National Education in the central districts of Mersin, Turkey in the 2016-2017 and 2017-2018 school years. The sample is formed through a theoretical sampling method for qualitative data and convenience sampling and cluster sampling methods for quantitative data. The qualitative data are collected by open-ended questions designed based on expert opinion. The items are reviewed based on expert opinion and the content validity index of the scale is examined. Following that, exploratory factor analysis is performed to test the construct validity of the scale. The factor analysis identified a 4-factor model with 34 items explaining 55.73%25 of the total variance of the scale. Then, the 4-factor structure of the scale is tested by confirmatory factor analysis. Lastly, the types of feedback given by teachers to the students in the science course are analyzed in terms of gender and grade level