The aim of this phenomenology research is to define
the perceptions of middle school mathematics teachers about internship
trainers (mentor teachers and university supervisors). The perceptions of
participant teachers about internship trainers are examined under three main
themes: (i) the importance and contributions of internship trainers in their
professional development, (ii) internship trainers' approach to internships
and prospective mathematics teachers, (iii) characteristics that internship
trainers must have. The results indicate that middle school mathematics
teachers have very negative experiences and perceptions about internship
trainers.
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Teacher agency, considered as an element of teacher identity, has become a concept upon which studies have elaborated recently. However, academic research studies on this concept carried out in Turkey is highly limited. Indeed, there is not a compromise even on the Turkish equivalent of the concept. In this study, in which ‘öğretmen etkenliği’ is adopted, the issues of Turkish meaning of teacher agency, its relation with teacher identity, emergence of the concept and its definitions, its theoretical foundations, characteristics of agentic teachers, related areas of research such as educational changes and professional development, and research studies on teacher agency carried out in Turkey are elaborated on based on an extensive literature review. In addition, in the conclusion, how teacher agency can be developed is discussed in the contexts of arrangement of teachers’ work contexts, in service training and pre-service teacher education. With this study, it is aimed to offer a comprehensive source about teacher agency in Turkish to form a basis for future studies to be carried out in Turkey.
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Memet KARAKUŞ, Nihan ARSLAN NAMLI, Ali Kemal UĞUR, Nilgün SAKAR, Seray DOĞRU ORAL
Memet KARAKUŞ, Nihan ARSLAN NAMLI, Ali Kemal UĞUR, Nilgün SAKAR, Seray DOĞRU ORAL
The aim of this
study is to analyze the Curriculum and Education Departments (CED) offering
postgraduate education in Turkey and the subjects of postgraduate and
doctorate theses written in this field between 1974 and 2017. The lectures
given in 28 universities with postgraduate and doctorate programs, the
academic personnel, and the terms of acceptance to and graduation from the
postgraduate education were taken into consideration. Written until 2017,
totally 1599 theses (1162 postgraduate theses and 437 doctorate theses) were
examined. Among 28 universities, the ones employing highest number of
academic personnel were determined to be Gazi, Middle East Technical, and
Hacettepe Universities. The most frequently offered courses were found to be
related with “Curriculum Development” and “Curriculum Assessment”. The
general average of score required to pass to these phase was determined to be
minimum 2.00 for postgraduate and 2.50 for doctorate. Examining the theses
from the aspects of themes, it was determined that the fields, on which the
theses were written most frequently, were “Curriculum”, “Approach, strategy,
and method”, “Attitude and value education”, and “Thinking Education and
Learning Strategies”. Based on the study results, it is recommended to carry
out the qualitative studies on this subject on a wider sample.
© 2019 AUJES. All rights reserved
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Canan YILDIZ ÇİÇEKLER, Maİde ORÇAN KAÇAN, Ersoy ERDEMİR, Neriman ARAL
Canan YILDIZ ÇİÇEKLER, Maİde ORÇAN KAÇAN, Ersoy ERDEMİR, Neriman ARAL
The present comparative study has investigated whether the fact that EC teachers in the U.S. and Turkey do the same job in different conditions exerts a positive and/or negative influence on their state of job satisfaction and burnout. The study was structured within correlational survey methodology. Participants were EC teachers recruited from the province of Konya in Turkey and Buffalo in New York State. When looked at job satisfaction and burnout levels of the participants in the U.S. and Turkey, results point to a significant difference in the mental burnout and internal satisfaction sub-dimensions in favor of the participants in Turkey. When job satisfaction and burnout levels were examined according to the number of years of occupational seniority, emotional burnout score averages, total burnout scores and external satisfaction score averages of the participants in Turkey were found to be higher than the participants in the U.S
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Bu çalışmanın amacı okul öncesi öğretmenlerinin matematik eğitimini nasıl
gerçekleştirdiklerini saptamaktır. Bu amaç kapsamında ele aldıkları
matematik beceri ve kazanımların düzeyi ile matematik etkinliklerindeki
pedagojik yaklaşımlarının ortaya çıkarılması hedeflenmiştir. Araştırmanın
çalışma grubunu iki farklı anaokulunda görev yapmakta olan 16 öğretmen
oluşturmuştur. Nitel yöntem kullanılan çalışmada veriler gözlem ve
görüşmeler yoluyla toplanmış ve içerik analizi yapılmıştır. Verilerin analizi
sonucunda öğretmenler tarafından öğrencilerinin bireysel farklılıklarının,
informal kanallarla edindikleri matematik deneyim, bilgi ve becerilerinin göz
ardı edildiği tespit edilmiştir. Çocukların, manipulatif ya da teknoloji
kullanımının pek söz konusu olmadığı, öğretmen merkezli gerçekleştirilen
çalışma kâğıdı etkinlikleriyle saatlerce meşgul tutuldukları görülmüştür.
Ayrıca çalışma grubundaki öğretmenlerin, tavsiye edilen eğitim
uygulamalarının değerini fark etmelerini sağlayacak; iyi uygulamaları
gözlemleme, deneyimleme ve uygulamaları için fırsatlar sunan; geri bildirim
alma ve vermelerine imkân veren bir mesleki ağa erişimlerini sağlayacak
sürekli ve kapsamlı bir hizmet içi eğitim programına ihtiyaçları olduğu
sonucuna ulaşılmıştır.
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In the scope of the study, augmented reality activities for the fifth-grade
mathematics were designed and administrated with students during
mathematics lesson. Sixty, fifth grade, students from a middle school in
Marmaris - Muğla participated to this study. This study was designed as
pretest - posttest experimental research method without control group. An
achievement test about fractions was applied as pre-test and post-test to
students. In addition, Mathematics attitude scale developed by Aşkar
(1986) was also administrated as pre-test and post-test to observe the
change in attitudes of students towards mathematics. As a result of the
study, it was found that there was a significant difference between the
scores of the pre-test and the post-test application of the achievement test.
The students' attitudes towards mathematics were also found to be
significantly different between pre-test and post-test applications.
Moreover, it was also observed that there was no significant difference in
gender-based attitudes after the study while the positive attitudes of male
students were more favorable than that of girls before the study, and that
positive attitudes were balanced among male and female students during
this study.
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The purpose of this research is to analyze religious education teachers’
metacognitive awareness and to find out whether a significant difference
exists according to gender, education level, professional tenure, and age.
The sample group of this research which designed by correlational survey
model is the 471 religious education teachers working in Ankara. For the
sample group, the Metacognitive Awareness Inventory developed by
Schraw and Dennison (1994) was applied. According to the results of the
research, teachers were found to have moderate cognitive awareness.
While educational level, professional tenure and age variables were
changing significantly with metacognitive awareness, gender was not. Also,
whereas education status, professional tenure, and age were found to have
an important effect on metacognitive awareness levels, gender does not
have such an effect. This study is important in that the Turkish educational
sciences studying the concept of metacognition on the sample of religious
education teachers and it is a pioneering work in the literature. It is hoped
that the results obtained in the research will contribute to the efforts of more
qualified teachers by establishing the levels of cognitive awareness of
religious education teachers and to provide guidance for future research.
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Çalışmanın amacı, Sürdürülebilir Kalkınma ve Eğitim alanında 2009-2018
yılları arasında yayımlanan 7000 çalışmayı bibliyometrik açıdan inceleyerek,
alanda son 10 yıldaki eğilim ve trendleri ortaya koymaktır. Bu kapsamda,
Web of Science Core Collection veri tabanında “Sustainable Development”
ve “Education” konu başlıklarında tarama gerçekleştirilmiş ve çalışmalara ait
bibliyometrik verilere ulaşılmıştır. Sürdürülebilir Kalkınma ve Eğitim ile
ilgilenen akademisyen ve araştırmacılara katkı sağlamak amacıyla,
sürdürülebilir kalkınma kavramıyla ilgili güncel konular, bu çalışma ile birlikte
ortaya çıkarılmıştır. Çalışmalar; yıllara göre yayın sayıları, yayın türleri, yayın
dilleri, atıf analizleri, ülke işbirliktelikleri, ortak atıf ağları ile kavram-konu
yönelimleri bağlamında incelenmiştir. Ayrıca ortak atıf ağları ile kavram-konu
yönelimlerinin belirlenmesinde sosyal ağ analizi kullanılmıştır. Analiz
sonuçlarına göre, hem yayın hem de atıf sayıları bağlamında alana olan
ilginin 2015 yılından sonra çarpıcı bir şekilde arttığı söylenebilir. Çalışmalar
ağırlıklı olarak makale-bildiri türünde ve İngilizce dilinde gerçekleştirilmiştir.
Amerika Birleşik Devletleri (ABD) ülke işbirlikteliklerinde kilit rol oynadığı, en
fazla atıf sayısına sahip derginin Journal of Cleaner Production, yazarın ise
Anonymous adı altındaki ismi belirlenemeyen yazarlar olduğu belirlenmiştir.
Öte yandan Arnim Wiek, Lauren Withycombe ve Charles L. Redman (2011)
ise alanda en çok atıf alan kaynaktır. Eğitim, sürdürülebilirlik ve Endonezya
alanda en çok çalışılan konulardır.
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The purpose of this study is to develop a highly valid and reliable scale
which determines pre-service mathematics teachers’ beliefs towards the
nature of mathematics. The study was carried out using the exploratory
mixed methods. The qualitative research design of the study was conducted
with a single case study and the quantitative research design was carried
out with a descriptive survey study. The participants of the qualitative part of
the study are 53 senior pre-service mathematics teachers, selected by
convenient sampling method. The quantitative part of the study comprises
499 participants, who are pre-service mathematics teachers, selected by
convenient sampling method. The data in the qualitative part of the study
were collected through a feedback form which has two open-ended
questions. The analysis of qualitative data was conducted by means of
semantic content analysis. The results of the qualitative analysis of the study
revealed that the mathematical beliefs of pre-service teachers are divided
into four categories: tool-oriented, aim-oriented, progress-oriented, and
function-oriented mathematical beliefs. Scale items were written based on
these four categories and other relevant scale items in the literature were not
used at this stage. Validity-reliability studies, exploratory factor analysis,
27% upper and lower group comparisons, item-total correlation and
Cronbach's Alpha values were calculated by applying the scale items
obtained from this process to the pre-service teachers. The results of the
study reveal a two-factor scale with a high validity and reliability.
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New developments in the field of computer science have allowed the
development and dissemination of the systems that universities use to
support their educational processes. Among these systems, learning
management systems are at the top of the tools faculty members use to
carry out online learning processes. Today, with the increase in learning
management systems, meeting the need for usability testing is becoming
more important both for ensuring user satisfaction and for revealing
appropriate software solutions. This study seeks to understand how faculty
members perceive the usability of a cloud-based learning management
system that is widely used in many universities. The study adopted the
convenience sampling method of purposeful sampling strategies. In the
quantitative part of the study, the perceived usability was examined with
the System Usability Scale by 12 faculty members. In the qualitative part
of the study, the data about the usability issues that faculty members face
in the software were collected by semi-structured interviews and
investigated using content analysis method. Findings have shown that the
web application side of the learning management system got an above
average perceived usability. Besides, some issues that affect perceived
usability were found regarding to system loading speed, site structure,
assignment management and grading mechanism, Turkish language
support, content filtering and labeling, and finally the badge system. The
findings of this study are intended to provide guidance to software
developers and decision makers to better understand the perceived
usability of faculty members and to identify the need for improvement of the
software usability.
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