International Journal of Progressive Education (IJPE)
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Predictive Power of Prospective Physical Education Teachers Attitudes towards Educational Technologies for Their Technological Pedagogical Content Knowledge
No full textThe aim of the research is to determine the predictive power of prospective physical education teachers attitudes towards educational technologies for their technological pedagogical content knowledge. In this study, a relational research model was used on a study group that consisted of 529 (Mage%253D21.49, SD%253D1.44) prospective physical education teachers. As a data collection tool, a technology attitude scale and a technological pedagogical content knowledge scale were used. Regarding analyses, inferential statistics as correlation and regression analyses were used, in addition to descriptive analyses. At the end of the research period, it was observed that attitudes towards educational technologies had a high-level effect on technological pedagogical content knowledge, and the variables that constituted a sub-dimension of the attitude scale for educational technologies explained 31%25 of the total variance in technological pedagogical content knowledge. In addition, it was established that attitudes towards educational technologies and the technological pedagogical content knowledge of prospective physical education teachers were at a high level
Creating Meaningful Experiences for Pre-Service Teachers%253A Thoughts and Experiences on an Elective Course
Get PDFThis study investigates the effectiveness of an elective course titled, Microteaching in Teacher Education (MiTEc) which is offered to the 3rd and 4th year pre-service science teachers. This course aims to provide pre-service teachers with meaningful experiences and prepare them for real-classroom settings. During the study, qualitative methodology was employed and face-to-face semi structured interviews and focus group discussions were used as the means of data collection with the participation of 23 pre-service science teachers. All the data was transcribed and content was analyzed to identify emerging themes. MiTEc was found to have a positive influence for pre-service teachers in improving their teaching skills, observations skills, self-confidence and self-awareness, which then also had a positive impact on other courses. The ability to connect theory with practice was one of the major benefits of the course
The limits of dialogue among teachers from different national contexts
Get PDFIn this study, the author investigates the dynamics of dialogue among teachers in different national contexts based on their responses to different cultural practices. Employing Pierre Bourdieus sociological theory of practice and his concept of habitus, the author shows that, as the teachers responses are not entirely context-specific, they are not autonomous either. In the final section, the author discusses the importance of attending to limits and barriers of dialogue across differences. Moreover, she further posits that recognizing the difficulties involved in productive dialogue is essential for achieving the transformative educational goals that promote a less dominating and less hierarchical approach. The assumptions implicit in this work are that the scholars and practitioners from diverse backgrounds bring unique perspectives to teaching and learning%253B and, therefore, productive dialogues among teachers from various backgrounds can open up a generative space that enables the active co-construction of new perspectives
From Monologue to Dialogue%253A Interpreting Social Constructivism with a Bakhtinian Perspective
Get PDFAt present it is a well established idea that the construction of knowledge is a process of co- construction of meanings through participation in socially negotiated and discursive activity. The pedagogic translation of this idea owes its root to a social constructivist perspective of development and learning. It envisages teaching-learning as a dialogic process. However it is identified that the idea of dialogue as used by proponents by social constructivist theorist is limited to its methodological implications as a pedagogic tool. The present paper argues that dialogue is not a pedagogic tool rather it is an ontological construct. Against this backdrop the paper argues that for developing a substantial theory of social constructivist pedagogy, Bakhtins ideas can be deployed. The paper elaborates the vistas of Bakhtins ideas of dialogue. Further with the help of this elaboration it tries to interpret the epistemological assumption of social constructivist approach to learning. This understanding will enable us to see the agency and the voices of individuals in teaching-learning process. Drawing upon the Bakhtinian perspective, the last section of the paper discusses tenets of dialogic pedagogy which will help us to transform the pervasive monologic discourse in to dialogic discourse
Interests of 5th through 10th Grade Students Regarding Enviromental Protection Issues
Get PDFThis study investigates the extent of interest among middle and high school students in environmental protection issues along with the sources of their interests and factors that impact their interests, namely people with whom they interact and courses that they take related to the environment, science and technology. In addition, it is confirmed that the greater the grade and the age of the students, the more their interest towards the protection of the environment diminishes. According to these results, from the 7th grade onward, male students show a consistent decrease and see these issues as not a necessity. The female students interests in the issues decrease at a lesser rate than their male counterparts, but also consistently. The 9th grade is the period when both the male and female students lose most concern about the environment. In 10th grade, female students concern increases%253B however, males students remains at the same level and does not progress. In this study, these results are analyzed and examined. What are the sources of interest in the environment and the factors leading students to be more environmentally conscious%253F We attempt to answer these questions and determine what can be done in order to increase students concern with these issues through creating concrete suggestions and offering ways in which they can be applied in public schools and transferred to classes
An Action Research on Employing Constructivist Multi-Assessment Strategy in Teacher Education
Get PDFThe purpose of this study was to investigate the effectiveness of utilizing the multi-assessment strategy through a constructivist learning atmosphere with regard to perceptions of the pre-service teachers. The participants were 98 third year (junior) pre-service teachers attending to classroom management course in a public university in Turkey. Action research methodology and mixed method were utilized to collect data in this study. The results showed that classroom management field was acknowledged very positively by the most of the pre-service teachers. The authentic activities utilized during the authentic instructions were positively recognized, although they admitted that all process was tiring and took long time. Although open ended questions yielded both positive and negative aspects, utilizing multi-assessment strategy was indicated mostly by the participants as highly effective. Findings indicated that employing constructivist assessment in teacher education may yield positive impacts especially when doing it learning by doing
Assessing E-Learning Tools in an Academic Environment%253A A Study of Availability and Use among Undergraduate Students in a Nigerian University
Get PDFThis study investigated the availability and use of e-learning tools as emerging paradigms in Covenant University, Nigeria. The study population comprise of 7000 undergraduate students, out of which 1000 was used as sample. Questionnaire was used as data collecting tool for the study. A total of five hundred and eleven questionnaires were filled and returned. The study revealed that an appreciable number of e-learning tools were available and in use in the University. Notable among them is an electronic learning management system ndash%253B Moodle. Most of the respondents (61.8%25) indicated that they used the e-learning tools mostly for downloading lecture notes. The study further revealed that there was no significant relationship between students level of study (class) and their use of e- learning tools. Also, no significant relationship between use of e-learning tools and academic performance was established. Majority of the respondents (54%25) identified inadequate internet access as the biggest challenge to students use of e-learning platforms. The study was concluded with recommendations that could enhance the use of e-learning platforms in Universities in Nigeria
Comprehending Elementary School Teachers Classroom Management Approaches
No full textThis study intends to determine elementary school teachers degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows%253A Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)%253F The study design was based on descriptive and causal- comparative research methods. Research data were collected from 119 elementary school teachers. Results revealed that, in general, elementary school teachers adopted medium-level control. There was no statistically significant difference found between teachers control approach and their age, gender, experience, marital status and subject area. If teachers are aware of the philosophy underlying their level of control and if they internalize it, their teaching behaviour is affected. Therefore, teachers can become informed and follow studies about their control approach
Qualities of Pre-Service Social Studies Teachers who will Educate the Citizens of Future in Turkey
Get PDFWith the incorporation of a constructivist approach into social studies curriculum to give direction to social life, people have started to wonder what kind of changes should be made in pre-service and in- service teacher training programs. The current study aims to determine the qualifications of social studies pre-service teachers who will contribute to the social studies education of the future and their expectations from teacher education. The study used the semi-structured interview method based on a qualitative research approach. The participants of the present study are 20 fourth-year students from the social studies teacher education program of the education faculty of a state university. In the analysis of the data, an inductive analysis technique was employed. Within the context of the study, the qualifications a social studies teacher should possess are explained in terms of personal characteristics, subject area knowledge, general knowledge, and professional knowledge. The expectations from social studies teacher education are discussed in terms of content, the teachingndash%253B learning process, evaluation and qualifications of teacher educators, and teacher appointments. In light of the present studys findings, it can be argued that social studies teacher education needs to be improved and new regulations for teacher education programs established in line with the constructivist theory put into effect in Turkey in 2005
Reasons of Teachers for Applying for Graduate Programs and Their Expectations from Programs
Get PDFThis study aims to find out teachers motivation for applying for graduate programs and to explore their expectations from the programs and their ideas regarding the necessity of such programs for teachers. The paper is based on a qualitative research method and draws its data from focus group interviews. The study used the criterion sampling method which is categorized under purposive sampling for the selection of participants. The participants are 20 teachers who wish to apply for graduate programs in the Institute of Education Sciences. Descriptive analysis has been used for the interviews whereas for the quantitative expression of the data, content analysis has been employed. The findings show that teachers want to pursue graduate education for reasons of professional and personal development as well as for personal%252Fsocial reasons. Teachers also believe that they could compensate the insufficient in-service training with graduate programs and state that they could access higher quality training and education through graduate programs. The study also reveals that teachers are not only interested in courses of their own specialized field but they also want to take broader courses such as management, research methods, and history or philosophy