International Journal of Progressive Education (IJPE)
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Life Skills from the Perspectives of Classroom and Science Teachers
Get PDFThe aim of this study is to determine classroom and science teachers views about life skills. The study employed phenomenological method. The participants of the study were 24 teachers%253B twelve of them were classroom teachers and the remaining were science teachers. They were working at public schools in Turkey. The participants were selected using the maximum variation sampling technique. The data of the study was collected through focus group interviews. Six focus group interviews consisting of four participants per focus group were conducted. The findings of the research showed, teachers play a significant role in the process of acquiring life skills. Furthermore, teachers expressed that science courses were significant setting to teach life skills. In the current research it was found that the participants used some in class and extracurricular activities to teach life skills. In addition, teachers expressed that they experienced difficulty in teaching life skills due to problems related to teachers, parents, school, educational program, educational system, school management and society
Perceptions of Prospective Teachers About School Principals%253A Prejudice or Real%253F
No full textThe aim of this study is to reveal prospective teachers thoughts and observations about school principals. In the study, the qualitative and quantitative research methods were used together. In quantitative research method, a questionnaire was developed and survey research was conducted with the help of this questionnaire. In the qualitative method, the study of the phenomenology was preferred in order to reveal the experiences and meanings related to the phenomena. The sample of the study consists of 60 senior students at Bayburt University Faculty of Education departments of Primary Education and Science Education. The Questionnaire of Perceptions of Prospective Teachers About School Principals developed by researcher was used in this study. In addition, other data collection tool was the observation reports that prospective teachers observe and then write a day of school principals. SPSS package program was used in analysis of the quantitative data. Content analysis was used in analysis of the qualitative data. Perceptions of prospective teachers about school principals were found to be positive and the study showed that gender and department didnt affect the thoughts of prospective teachers
Examining The Prospective English Teachers’ Pedagogical Content Knowledge%253A Canakkale Case
Get PDFThe study aims to investigate the pedagogical content knowledge of the prospective language teachers in the English Language Teaching Department of Canakkale Onsekiz Mart University. The mixed research method, sequential explanatory research design was used to collect and analyze the data. Quantitative data obtained from 127 prospective teachers via the questionnaire were analyzed using descriptive and inferential statistics. The researchers made use of content analysis in order to analyze the qualitative data obtained from document analysis, observation procedures, and interviews of the three participants. Themes and codes were created from the transcriptions of the qualitative data collection instruments to conduct both within-case and cross-case analyses aiming to explain the quantitative results. Results reveal that prospective teachers of English believe they do not have required knowledge of the language they teach though they see themselves competent in other knowledge domains. Though they believed they would use communicative methods to language teaching, they preferred using grammar translation method while presenting the new vocabulary items. What they believed they could do and what they actually did were also different considering their knowledge on planning lessons, knowledge of their learners, and knowledge on assessment. Last but not least, their knowledge domain was shaped not only by the teaching experience they had during the Community Service Practices Course and the private courses they had given, but also by pre-service teacher education. Bearing these results in mind, some implications for teacher education were provided at the end of the study
Is It Possible to Teach Values Without Social Psychology%253F
Get PDFAlthough values are closely related to moral psychology, morality is a developmental problem in psychology. However, what the problem is, is to confine to reduce development and maturation to individual psychology. The fact that social-psychological characteristics of the values have not been emphasized, indicates concerns of the integrity of the development. All of the values in teaching approaches solely employ moral reasoning in schools. This paper articulates why theories of the social psychology, which explain social influence and process as determinants of the behaviour are not used in the context of value education
The Culture of the Independent Progressive School
Get PDFEven in this Age of Data, independent progressive schools have shown a remarkable persistence in offering an alternative educational model. As Traditional Public Schools (TPS) become even more committed to a testing model of achievement, there are schools that continue to operate on identified progressive educational principles. This paper uses observations and interviews at two upstate New York progressive schools to identify characteristics that define the resiliency of such institutions. The authors findings identify four characteristics common to a progressive educational culture%253A familial grouping, informality, play, and democracy. Four elements that are important to this progressive model of instruction tied to the culture at these schools are present%253A individualized child-centered instruction, curricular flexibility, and choice%252Fspace%252Ftime, The nature of and future for non-institutional schools is also considered here
Understanding Students of Color and Power Relations Through Social and Community Inquiry
Get PDFThis paper examines the systems of power in schools and communities and the impact it has on student of color. I explore how the misuse and abuse of power act to shape the consciousness and identity of poor, urban, students of color, and the ways the technology, as an expression of a panopticon technique, acts to shape the phenomenological experience of place for students. Michel Foucault%252339%253Bs (1977, 1983) work on power relations along with my personal experiences with the system of power are used to understand students of color%252339%253Bs experience in spaces where there is the potential for an imbalance of power.The paper addresses the moral obligations of educators to be aware of their power in relation to working with marginalized groups
War, Peace and Peace Education%253A Experiences and Perspectives of Pre-service Teachers
No full textThe purpose of this study was to reveal the perceptions of preservice teachers with war experience regarding war, peace and peace education. In the study, the phenomenological design was applied. The participants of the study were individuals who experienced wars or conflicts for several reasons in their countries and who received teacher training in Turkey. In this respect, the causes of war were reported to include economic and political benefits and religious and ethnical discrimination. In addition, the participants mentioned the social, psychological and economic reflections of war. Also, peace was associated with the participants experiences and explained with such concepts as living together, freedom, confidence and happiness. In relation to peace education, the main focus was on respect to differences, and on prevention of discrimination. The preservice teachers also emphasized giving importance to childrens psychology in peace education, womens rights as well as to avoidance of discrimination
The Right to Rights%253A Education as the Problem and Solution to the Lack of Enforcement of International Human Rights Law%253A
No full textOne of the biggest criticisms of international law is the lack of effective enforcement, often compounded in human rights law by the system of treaty reservations that detracts from the main object and purpose of human rights protections. Ideally, once a country has ratified a treaty, it may create domestic law that provides an enforcement mechanism that may be lacking at the international level. However, in cases such as the Convention on the Rights of the Child, one can see the limits of such an indeterminate system. The two questions being posed are%253A Could the implementation of human rights education enhance enforcement within countries of international human rights accords%253F and How should one go about implementing a human rights education initiative%253FTo answer these questions, literature regarding human rights education initatives around the world were reviewed and focus was put on initaitves working to enforce international human rights law. From reviewing the literature, a major component of the effectivenss of a human rights education initiative is the quality of training the teachers recieved and the level of committment to the iniative by school administrations
What does it mean to teach%253F Redefining the teacher in an era of misconception
No full textIt seems that in the mind of the public, teachers have come to be defined by what they solicit (protection in the form of a union) and what they fail to elicit (passing scores for students on standardized tests) as opposed to what it is they do, which is teach. This misinterpretation may very well arise from the lack of clarity in defining the practice of teaching. Using the emerging recognition of non-human animals as social transmitters of information to provide insight into what teaching is from an evolutionary perspective, this paper explores the inextricable link between biology and educational philosophy. Using Deweys (1902, 1944, 1953) polymathic approach to investigating and understanding education as both a model and a foundation, this paper identifies nexus points between pedagogical theory, cognitive neuroscience, and ethology. The result is a redefinition of both the teacher and the act of teaching that has the potential to bring clarity to the purpose of a profession that has long suffered from publicmdash%253Band politicalmdash%253Bmisperception
School Principals%252339%253B Opinions about Public Relations Practices on Schools
No full textSchools are at the forefront of the institutions that need to be in close relations with the social environment. In this regard, practices of the public relations are prominent. This obligation is also responsibility of the school principals, as there are no public relations units in public schools. The purpose of this research is to reveal the opinions of school principals about public relations practices at school. Research is a case study in which qualitative data is used. Semi-structured interview form created by the researcher were used as data collection tool by reviewing the literature and taking expert opinions. This data collection tool was implemented by the researcher to 13 school principals working at different levels of education. As a result of the interviews it is revealed that school principals had enough awareness about public relations, statements of public relations were correctly understood by the school principals, but routine activities had carried out rather than planned activities. School principals are warmly committed to having a unit of planned and specialized people on public relations in their schools. In this direction, it is suggested that the schools should be supported by public relations units or public relations specialists so that they can carry out activities related to the people in a more qualified and planned way