International Journal of Progressive Education (IJPE)
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Learning Styles and Problem Solving Skills of Turkish Prospective Teachers
Get PDFGlobal changes in educational discourse have an impact on educational systems, so teacher education programs need to be transformed to better train teachers and to contribute to their professional development. In this process learning styles and problem solving skills should be considered as individual differences which have an impact in transformative and lifelong learning. In this context, this study aims to investigate the learning styles and problem solving skills of individuals training to become teachers. All participants (N%253D887) are education students at a state university in Turkey. This study revealed that the converging learning style was the most common among our sample of teacher candidates. Additionally, the learning styles of our participants did not differ in accordance with gender or academic department and the problem solving scores of all participants fell within the intermediate level range. Within this intermediate range, however, students who possessed the converging learning style tended to have higher scores on the problem solving measure than students possessing the other learning styles
Designing Adult Education Activities%253A A Case of Civic Education Programmes by National Commission for Civic Education in the Ashaiman Municipality in Ghana
Get PDFThis article discusses the efficiency of the design of educational activities of the National Commission for Civic Education (NCCE) in Ashaiman municipality in Ghana. Using a descriptive case study design, data was collected from seven (7) Community Based Groups in Ashaiman. The results of the study indicated that to a large extent, there was efficiency in terms of programmes relevance to context of participants, content of programme and processes adopted in programme design. However, there was little efficiency found in the area of developing and articulating objectives of the programme to participants
Women Educational Leaders%252339%253B Narratives%253A The Dynamics of Service Learning on Training and Transformation
No full textService learning strengthens all involved%253A Students, faculty members, the community, and higher education institutions. Benefits of service learning for students include gaining real world experiences, personal and transformative outcomes (Conway, Amel, amp%253B Gerwiens, 2009), as well as higher order thinking from reflection on the experience (Molee, Henry, Sessa, amp%253B McKinney-Prupis, 2010). To understand the dynamics of service learning upon students%252339%253B learning and transformation, this narrative case study chronicles women educational leaders%252339%253B service learning and transformative experiences during doctoral study. These personal narratives are contextualized by the faculty members service learning pedagogy and the types of service learning projects chosen. Data collection and analysis are achieved through reflective writing and journaling (Richardson amp%253B St. Pierre, 2005). A summary of results reveal the importance of service learning for students academic and professional growth at the doctoral level, as well as the possibility of long-term benefits of service for the community and the transformation of leaders. Results also give faculty members and higher education support services insight into the design and delivery of service learning courses
Analysis of the Relationship between Estimation Skills Based on Calculation and Number Sense of Prospective Classroom Teachers
Get PDFThe aim of this study are to examine the relationship between prospective classroom teachers estimation skills based on calculation and their number sense and to investigate whether their number sense and estimation skills change according to their class level and gender. The participants of the study are 125 prospective classroom teachers studying at faculty of education, department of classroom teaching, in a state university in Turkey. The findings of the study revealed that prospective teachers have a low level of scores in terms of number sense and estimation skills, the scores do not change according to gender but there is a statistically significant difference in terms of their grade levels in number sense test. Additionally, it wasnt indicated that there is a statistically significant difference between prospective teachers number sense and estimation skills scores
Prospective Mathematics Teachers Opinions about Mathematical Modeling Method and Applicability of This Method
No full textThe aim of this study is to identify prospective secondary mathematics teachers opinions about the mathematical modeling method and the applicability of this method in high schools. The case study design, which is among the qualitative research methods, was used in the study. The study was conducted with six prospective secondary mathematics teachers who were taking a teaching practice course. In the Teaching Practice course, mathematical modeling method was introduced to these selected prospective teachers and activity examples appropriate to this method were presented to them. Then, the prospective teachers prepared examples similar to the activity examples that were presented to them, and they implemented these examples in the schools where they served their internship. The semi-structured interview and observation forms were used as data collection tools in the study. An attempt was made to identify prospective secondary mathematics teachers opinions about mathematical modeling method and the applicability of this method via interviews, whereas an attempt was made to identify their efficacy in application the mathematical modeling method via observations. Descriptive analysis and content analysis methods were used in analyzing the data. In view of the study, it was found that many of the prospective teachers correctly understood what mathematical modeling meant, but they were not able to fully implement this method in classrooms. When the prospective teachers opinions about classroom applications of the mathematical modeling method were examined, it was observed that the reasons for the experienced difficults are the fact that there was not enough time and classroom management was difficult. As for the positive aspects of mathematical modeling, the prospective teachers stated that the mathematical modeling set forth the applicability of mathematics in daily life. Furthermore, all prospective teachers stated that they consider featuring problems that involve this method in their own courses in the future, but some of them stated that they would not be able to use it since its application is difficult and time consuming
Hope, Rage and Inequality%253A A Critical Humanist Inclusive Education
No full textIn this paper we examine challenges faced by students of color in an intervention program [Opportunity] in a socially stratified community on Californias Central Coast. The purpose of this paper is to name and discuss the problems students face%253A lack of support from the teaching community, the school staff and the administration of the parent district. We further identify challenges experienced by students and their teachers while highlighting strengths and weaknesses of educational programs and their reciprocal effects on participants. Finally, we seek to share a narrative overview of a teachers experience in creating the conditions for an inclusive education
Pre-Service Teachers%252339%253B Retrospective and Prospective Evaluations%253A Program, Self, and Teaching Profession
No full textThis study aimed to investigate teacher candidates%252339%253B retrospective and prospective evaluations about the classroom teacher education program, self, and the teaching profession. Observations, interviews, focus group interviews, and surveys were used to collect data from the 240 subjects. Teacher candidates believed that the teaching profession is the best fit to their characters and the profession is the best job for females. The data analysis showed that 95%25 of the teacher candidates indicated at least two or more program related issues, and only 5%25 of them found the quality of the program satisfactory. The results also revealed that pre-service teachers experience burnout problem, and 90%25 of the male subjects do not have a plan to stay in the teaching profession. It is recommended that the classroom teacher education department should offer teacher candidates more student-centered and constructivist teaching with adequate field experiences
Pre-service teachers conceptions on use of social media in social studies education
No full textThe use of social media is tremendously increasing trend for personal use. At the same time, social media are penetrating to the educational settings as well. Thus purpose of this study is to investigate pre-service social studies teachers conceptions on use of social media in social studies education%253B it is possible implications on social studies teacher education, social studies classroom and consequently citizenship education. Data were collected through open- ended interviews with 12 (6 female, 6 male) in a north western Turkish University. Designed as a qualitative study, data were analyzed inductively. Pre-service social studies perceptions regarding use of social media in social studies instruction were analyzed. According to data analysis, participants perceptions on use of social media differ both positive and negative. While some participants supported use of social media in social media instruction, some of them indicated some drawbacks to use it since possible negative effects on social studies and disadvantages for the students in social studies classrooms. Found negative and positive aspects and their probable implications to the social studies teacher education were discussed
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
Natural Sciences Teachers Skills of Managing the Constructivist Learning Environment
No full textThe quality of education and instruction is related to effective execution of educational and instructional activities and efficiency of these activities is related to how the class is managed. Considered to be the manager of the classroom processes and program, teachers are expected to effectively direct and manage various material and human resources for the accomplishment of the goals. The purpose of the current study employing survey method is to determine the effect of gender, the type of the faculty graduated and length of service on teachers skills of managing the constructivist learning environment. The sampling of the study consists of 85 Life Sciences, Physics, Chemistry and Biology teachers working in schools located in the city of Muğla in the second term of 2014-2015 school year. As a data collection tool, The Scale of Management Skills of The Constructivist Learning Environment (SMSCLE) developed by Yıldırım (2012) was used. The teachers skills of managing constructivist learning environments were examined through frequencies and percentages, whether these skills vary depending on gender and the type of the faculty graduated was investigated with t-test and whether these skills vary depending on their length of service was investigated through one-way variance analysis. At the end of the study, it was concluded that the teachers skills of managing the constructivist learning environment are high and gender and the type of the faculty graduated do not significantly affect their skills. Yet, their managing skills vary significantly depending on their length of servic