International Journal of Progressive Education (IJPE)
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Determining Self-Efficacy Perceptions of Pre-Service Turkish Language Teachers Towards Critical Reading
Get PDFThis study aims to reveal the self-efficacy perception levels of pre-service Turkish language teachers towards critical reading and to determine whether these levels vary by various variables. This study draws on a general survey model, which is one of the descriptive research methods. The study group of this research consists of a total of 210 freshman, sophomore, junior, and senior level pre-service Turkish language teachers studying at the Department of Turkish Language Education in the faculty of education at a state university. To collect data, The Critical Reading Self-Efficacy Perception Scale developed by Karabay (2013) is used. The findings of this study indicate that the self-efficacy perception levels of the pre-service Turkish language teachers towards critical reading are moderate. Furthermore, the pre-service Turkish language teachers self-efficacy perception levels towards critical reading do not significantly vary between the groups in the total score and in the sub-dimensions by variables of gender and academic achievement. Yet, there is a significant difference between the groups in the total score and in the sub-dimensions by variables of grade level and reading frequency. Based on these findings, this study also offers some insights and suggestions for researchers and teaching staff
The Effectiveness of an Early Intervention Program Developed based on Naturalistic Teaching Processes (DÖDEM) for Children with Down Syndrome and Their Families in Turkey
Get PDFIntroduction%253A The main focus of early intervention is to strengthen the interaction of parents with young children with disabilities, and to ensure that parents become active participants in the development and education of their children. The purpose of this study is to examine the effectiveness of an Early Intervention Program based on Naturalistic Teaching (DÖDEM), which has been developed in order to strengthen the interaction of parents with their children with Down syndrome and to introduce naturalistic teaching strategies to them.
Methods%253A The DÖDEM program was provided face-to-face through group family training sessions and home visits for a group of participants, while it was followed remotely by another group of participants via a tablet computer. The study was conducted with 10 parents and their children with Down syndrome aged 25-48 months. A mixed method research design was used in this study.
Results%253A The findings demonstrate that the parents in both groups made significant progress in interactional behaviours and increased the usage frequency of naturalistic teaching strategies. Furthermore, parents think that the program contributes positively to their interactions with their children and support the development of their children.
Conclusion%253A The results obtained demonstrated that following the DÖDEM program in both ways contributed to significant improvement in the parents interactional behaviours and the frequency of use of naturalistic teaching strategies. Thus, it can be said that this process has led to a change in both the parents and childrens behaviours
Developing a Mathematics Homework Evaluation Scale (MHES) for Secondary School Mathematics Teachers
Get PDFThis study aims to develop a valid and reliable scale that shows the secondary school mathematics teachers evaluations of mathematics homework. A literature review was conducted, and a pool of 41 articles have been prepared for this purpose. Five expert academicians in the field of mathematics education were consulted for the content, construct, and appearance validity of the prepared items. According to the opinions of the field experts, the number of items was reduced from 41 to 38 and applied to 492 mathematics teachers in total. The answers of 20 mathematics teachers were removed from the scope of this study since the answers were either incomplete or coded incorrectly. Therefore, scale forms collected from 472 mathematics teachers were included in this study. This form data was split, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were done. The construct validity was analyzed via EFA. The scale is a five-factor scale of the five-point Likert scale, which explains the 64.643%25 of the total variance with 21 items according to EFA results. The reliability of the scale was tested with Cronbachs Alpha coefficient, and the coefficient was calculated as 0.737. The subscales of the scale are titled Parent Relationship, Motivation, Control and Evaluation, Time and Source Use respectively. CFA was carried out for the scale, and it was concluded that the fit indices are either acceptable or perfect. As a result, a reliable and valid Teacher Approaches for Mathematics Homework Scale has been added to the literature
Cultural Heritage in Social Studies Curriculum and Cultural Heritage Awareness of Middle School Students
Get PDFThe present study aimed to determine the cultural heritage elements in the social studies course curriculum in Turkey and the awareness of the middle school students about cultural heritage. In the study, the case study approach, a qualitative research design, was adopted. The study group was assigned with criterion sampling method, a purposive sampling approach. The study findings demonstrated that the cultural heritage elements were prominent in 4th grade and 5th grade curricula, respectively, and the least prominent in 6th and 7th grade curricula based on the social studies course curriculum achievements in Turkey. The middle school students associated cultural heritage with historical buildings the most in the physical historical heritage category and customs and traditions in the non-physical historical heritage category. Students mostly considered mosques as physical cultural heritage elements, followed by palaces, towers, castles, madrasahs, bridges, historical buildings, historical places, fountains, and customs and traditions, traditional dishes, oral traditions, performance arts, and crafts as non-physical cultural heritage elements. Students mostly reported that cultural heritage was important since it was inherited from ancestors, it allows us to learn the past events, it reflects us, not to forget the old times, it is our culture, it is our history, for the perpetuity of our state, to learn about past lessons, and they stated that the cultural heritage should be preserved by state protection, followed by allowing it to live on, raising awareness, claiming it as a heritage, remembering, warning, and punishment, respectively
Rating Scale Development Study for the Evaluation of the Prepared Speeches
Get PDFThe lessons related to mother tongue education in schools are given by classroom teachers in primary school and by Turkish teachers in secondary school. In this sense, it is necessary to include courses that will contribute to the good and effective use of the mother tongue in Turkish and classroom teaching undergraduate programs. It can be said that the practice hours in undergraduate programs should be increased in order to improve the prepared speaking skills of teacher candidates. In addition, determining the prepared speech performance levels of teacher candidates is also important in terms of the quality of practice activities. In this way, the teacher candidate can have information about their state and keep track of their development. Accordingly, the aim of this study was to develop a rating scale for the evaluation of teacher candidates%252339%253B prepared speaking skills. For that reason, the research was designed according to the screening model. The study group of the study consisted of the third-year students of the Turkish Education department who were studying at the education faculty of a state university and took the quot%253BSpeaking Educationquot%253B course in the spring semester. In order to determine the validity of the measurement tool, the scope and criterion validity were examined. In order to determine the reliability of the assessment tool, Kendall%252339%253Bs W test and variance analysis were applied to the evaluations of three different independent raters. Results of study obtained within the scope of validity and reliability studies are strong evidence showing that the rating scale is valid and reliable
Metaphorical Perceptions of Other Branch Teachers Towards Physical Education Teachers and Lessons
Get PDFThis study aimed to explore the perceptions of other branch teachers towards physical education teachers and lessons through metaphors. A basic qualitative research model was used in this study. Two hundred twenty-one teachers working in various types of schools and branches in the 2018%252F2019 education year in Burdur, Turkey, constituted the study group. For data collection, the teachers were asked to fill in the blanks in the metaphor form, including the sentences quot%253Bphysical education lesson is likehellip%253B, because hellip%253Bquot%253B and quot%253Bphysical education teacher is likehellip%253B, becausehellip%253Bquot%253B The data were analyzed using the content analysis method. As a result of the analysis, the teachers produced 118 metaphors for the perception of physical education lessons and 120 different metaphors for the perception of physical education teachers. Metaphors for physical education lessons were gathered under the themes of quot%253Bexpected and beloved lesson,quot%253B quot%253Bunifying factor,quot%253B quot%253Bdisciplinary toolquot%253B quot%253Bentertaining, relaxing and health-improving lesson,quot%253B quot%253Bgathering, discovering and directing different talents,quot%253B quot%253Bmobility,quot%253B quot%253Bfree environment,quot%253B and quot%253Bbasic lesson.quot%253B The teacher produces metaphors for physical education teachers under the themes of quot%253Bhard-working and versatile,quot%253B quot%253Bphysical strength element,quot%253B quot%253Bexploring and guiding,quot%253B quot%253Bproviding control and discipline,quot%253B quot%253Bsavior,quot%253B quot%253Bstudent-friendly,quot%253B quot%253Bcomfortable and active personality,quot%253B and quot%253Bhealth-giving.quot%253B Consequently, the metaphors that the branch teachers produced both for the physical education lessons and physical education teachers were similar, and it was seen that the branch teachers had positive perceptions about both the lesson and teacher
An Analysis of the Relationship between the Metaphorical Perceptions of Classroom Teacher Candidates Towards Computer-Assisted Mathematics Instruction and Their Learning Approaches
Get PDFThis study aims to reveal the perceptions that classroom teacher candidates have regarding the concept of computer-assisted mathematics instruction (CAMI), with the help of metaphors. Furthermore, the another aim of the study of this study consists of an analysis of whether these metaphors differed based on the teacher candidates learning approaches. The descriptive and relational survey model was employed in the study. The study group was comprised of 90 teacher candidates, who were first-year students at the Department of Primary Education of a Faculty of Education in the Aegean Region. In order to determine the metaphoric perceptions of the teacher candidates, they were initially asked to complete the sentence Computer-assisted mathematics instruction is like ........, because ....... The data were interpreted, using the content analysis technique. Moreover, they were subjected to a scale for the purpose of analyzing whether there were any differences between the metaphors at different levels of learning approaches. The metaphors were found to be included in the categories CAMI with positive aspects, CAMI with negative aspects, CAMI in terms of structural aspects and CAMI with neutral aspects. Upon the comparison of these categories to the learning approaches, it was found that teachers, who adopted the deep and strategic learning approach, had a much more positive perception, while those adopting the surface learning approach had a negative perception. Additionally, it was observed that teacher candidates, who rather put emphasis on the structural aspects and conditions of CAMI, were the ones to adopt the strategic learning approach. Thus, determination of the learning approaches adopted by teacher candidates and an analysis of their perceptions towards a number of concepts are considered to be significant as they could be effective in the course of their educational lives and in the processes of becoming role models when they start the profession
Difficulties and Achievements Throughout Career Stages%253A Vice Principles Perspectives
No full textThis research aims to study vice-principals%252339%253B career stages and determine their difficulties and achievements in these stages. The data in the study were obtained with semi-structured interview questions. As a result of our research, twenty school vice-principals were interviewed. As a consequence of the interviews, our data were gathered under three themes in line with qualitative research methods and techniques%253B sub-themes suitable for the themes were created and interpreted by content analysis. According to the results, the vice principals%252339%253B main challenges in their career stages are professional competence, lack of sharing information from colleagues, sense of belonging, need for mentors, working conditions, lack of experience, inefficiency, and time management. It was revealed that some vice-principals developed and kept themselves up-to-date with in-service training to overcome the difficulties. At the same time, some received support from experienced and older administrators. Based on the interviews%252339%253B data, it was resolved that the past encounters and experiences in the challenges faced affected the vice principals. It was assumed that these difficulties were easily overcome by the experienced vice directors, who worked as a principal for a long time
Creating Learning Environments in Preschool Classrooms%253A Perspectives of Pre-service Preschool Teachers
Get PDFThe aim of the research is to determine pre-service preschool teachers%252339%253B views on creating learning environments in preschool classrooms. Qualitative research methods were used in the research. The study group was composed of 35 pre-service preschool teachers. In this study, a semi-structured interview form was chosen as data collection tool. The data of the research was evaluated using content analysis. As a result of the research, pre-service preschool teachers stated that some physical and educational features should be taken into account while creating the learning environment. Pre-service preschool teachers also state that learning centers are the most important elements in the preschool learning environment. Pre-service preschool teachers consider the existence of learning centers to be important in preschool classroom. Also, pre-service preschool teachers stated that there are points to be considered while creating learning centers. In conclusion, pre-service preschool teachers have sufficient information about creating an effective learning environment
The Mediating Role of Mindfullnes in the Relationship between School Burnout and Problematic Smartphone and Social Media Use
Get PDFThe aim of this study is to examine the mediating role of the mindfullness in the relationship between the school burnout and problematic smart phone (PSU) and social media use (SMA). The participants of the research consists of 411 students studying in the high schools in the city centre Erzurum in Turkey in 2020. Research data were obtained through the Smart phone Addiction Scale-short version, The Social Media Addiction Scale short form, the awareness scale for children and adolescents, and the Student form of the Maslach Burnout Inventory. The relationship between the variables of the research was examined by Pearson coorelation analyses. The SPSS-22 program was used for correlation analysis and the Jamovi 1.0.7 program was used for analyses on the mediating role of mindfullness. At the end of the study, it was found out that there is a mediating role in the relationship between mindfullness, exhaustion sub-size of the school burnout scale, and PSU and SMA. In the other result of the research, it has been found out that mindfullness mediated the relationship between the depersonalization dimension of the school burnout and SMA In another conclusion obtained from the study, mindfullness has been found not to mediate the relationship between the competence dimension of the school burnout, PSU and SMA. Also, in another similar conclusion, mindfullness has been found not mediate the relationship between the competence dimension of the school burnout and PSU