The purpose of this study is to contribute to the improvement of the applicationby revealing the difficulties of transported education application in a secondaryschool. In this study, single holistic case design was followed. Data was collected through semi-structured interview and semi-structured observation forms. 11 participants, determined by the maximal variation sampling, were interviewed and 14 weeks of participant observation was made. Data were analyzed by content analysis. Findings revealed that most important difficulties of transported education; for students, coming to school early and without having breakfast, waste of time and sleeplessness; for administrators, heavy workload. For educational programs, most serious difficulty for students is not to participate in out of school activities. Besides, it was determined that of theschool-families cooperation was not of the desired quality. It was proposed todevelop a new working order for school buses, to carry out an action researchaimed at strengthening families' commitment to school, and to conductmultiple case studies in schools to be determined by extreme case sampling.
|
This study aims to unify the effect size of experimental studies that werecarried out to determine the effect of teaching strategies, methods andtechniques on creative thinking skills, and to find out whether this effect sizewas of significant differences for certain variables. A meta-analysis of 19studies investigating the effect of teaching strategies, methods andtechniques published between 2005-2019 on students' creative thinking skillswas conducted. The study results revealed that teaching possessed amoderate effect on students’ creative thinking skills varying considerablybased on the grades the study group and the discipline dealt with in the studyyet no meaningful difference in terms of the country it was carried at and noexperimental effect for the applied teaching strategies, methods andtechniques.
|
The purpose of this study is to investigate the ethnopedagogy education in
the teacher education programs in Kyrgyzstan. Basic qualitative research
method was applied in the study. The data were collected through document
review and interviews with graduate students from Kyrgyz-Turkish Manas
University and instructors. The researcher stayed in Bishkek, Kyrgyzstan for
50 days to collect the data, the documents and to plan and conduct the
interviews. The data collected via document review and interviews, were
analyzed by content analysis method. As a result of the analysis, information
about the ethnopedagogy class at Kyrgyz-Turkish Manas University teacher
education program was reviewed and the instructors’ opinions about
ethnopedagogy education at teacher education programs and the graduate
students’ opinions about the ethnopedagogy class were identified. The most
important result can be seen as that instructors and students give great
importance to ethnopedagogy and adopt its ideas. They also indicated
further insight and concrete proposals. As a country with a deep and rich
history, it would be a great chance for Turkey to benefit from this
educational experience.
|
The aim of this research study is to analyze the critical attainments
determined by the Board of Education in the curriculum of the eighth-grade
basic lessons that is mathematics, Turkish, English, science, Atatürk and
Turkish revolution history and religious culture and moral knowledge which
are conducted online in this pandemic process according to P21, 21 century
skills. Document analysis method was used in the study. Totally 133 critical
attainments were examined and P21 was the criterion to analyze the critical
attainments according to 21st century skills. Descriptive analysis was used to
analyze the data. The distributions of frequencies for skills that are observed
most in each lesson are similar. They are as English, mathematics, Turkish,
science, religious culture and moral knowledge and Atatürk and Turkish
revolution history in order. Taken related critical attainments into
consideration, it is seen that each of them is related to life skills, however
the distribution of them is not the same in terms of subject areas/skills. In
general, and in terms of lesson level mostly learning, and innovation skills
are more related to critical attainments. Besides life and career skills both in
general and in terms of lesson level is not taken place frequently. Taken
lesson and subject areas/skills into consideration mostly critical thinking and
problem solving and information literacy skills are observed more. This study
can be repeated by considering different life skills and different grades. In
addition, a similar study can be carried out in other elements of the
curriculum.
|
It was aimed to investigate the effect of teacher candidates' self-efficacytowards science teaching and technological pedagogical content knowledgeon their self-confidence. In this study, pre-experimental design method wasused. Thirty prospective science teachers from different universitiesparticipated. The trainings were given by faculty members and continued foreight days. Two different scales were used as data collection tools. Whilethere was no significant difference in self efficacy towards science teachingscores of prospective science teachers of contemporary approacheseducation, there was a significant difference in TPACK self confidence in favorof post-test. It is considered that more importance should be given to theintegration of technology during university education.
|
The aim of this study is to reveal the metaphoric perceptions of academiciansand graduate students about curriculum, curriculum evaluation, curriculumevaluator and curriculum evaluation standards. The data were gatheredthrough the participants’ answers for the sentence “I think the curriculum(etc.) is like …; because…”. According to the results, there are five differentcategories for curriculum which are “consisting of consecutive processes,guiding, having harmonious components, being functional, beingindispensable”; three different categories for curriculum evaluation whichare “supervision and control, elimination, correction”; four differentcategories for the curriculum evaluator which are “selective, supervisor,brave, corrective”; and four different categories for the curriculum evaluationstandards which are “rules, guiding, criteria for comparison, beingindispensable”.
|
This qualitative case study was carried out to identify the strengths and weaknesses of face to face and online teaching. The study group of the research study consisted of a total of 47 students attending a public university, 36 of whom are female and 11 of whom are male students. In the study, semi-structured interview form was used as the data collection tool. The data obtained within the scope of the research were analyzed by means of content analysis. When the findings were evaluated in general, it was seen that students mostly prefer face to face teaching. Besides it was also seen that both online and face to face teaching have strengths and weaknesses relative to each other. However, it has emerged that face to face teaching has more strengths than online learning. Although this view comes into prominence, online applications which are one of the important tools of accessing information in today's conditions, should also be used in the learning and teaching process. Especially in situations where face to face teaching is not available, online applications can be used as an important tool in order to establish the communication link between the learner and teacher and also to maintain learning.
|
The purpose of this study is to develop a Teachers' Autonomy on CurriculumScale. For this aim, an item pool consisted of 50-item was prepared for thestudy. These scale items were reduced to 29 items after expert review andpilot implementation. This preliminary form was applied to 178 scienceteachers working in secondary schools in Izmir, Turkey. Validity and reliabilitystudies have been done and Cronbach's Alpha internal consistency coefficientwas calculated as .82. The scale is four-dimensional and reveals 67.4% of thetotal variance. The scale has four sub-scales (Professional Autonomy, ProcessAutonomy, Assessment Autonomy, and Planning Autonomy). Confirmatoryfactor analysis results support that the scale consisted of four subscales(RMSEA= .05, CFI= .98, AGFI= .89, RMR= .05, GFI= .93, SRMR= .06).
|
The purpose of this study was to determine the relationships among theprospective teachers’ teacher efficacy and their level of academic motivation,anxiety of PPSE academic procrastination levels. The research was designedas correlational survey method. The sample of the research was composed of187 prospective teachers. According to the results of the study, there was alow and positive correlation between teacher efficacy and academicprocrastination behaviors and also moderate and positive correlation withacademic motivation levels of the prospective teachers. In addition, teachercandidates' academic procrastination behaviors, academic motivations andPPSE concerns explained 22% of the teacher efficacy of candidates.
|
In this study, which utilized survey as the research design, it was aimed to find out the teachers’ perceptions of the middle school English languagecurriculum which was developed in 2012 and revised in 2016. Targetpopulation of this study included all teachers working in Turkish public middleschools in Ankara, while the sample was composed of 349 teachers selectedthrough clustered sampling method. A questionnaire developed by theresearchers was used as data collection instrument. Findings revealed thatmany problems with respect to the components of the curriculum developedin 2012 have been solved, while only a few but most crucial problems stillexist. It was concluded that this curriculum cannot develop students’autonomy, communicative competence, and their writing, listening, andspeaking skills. More research was suggested to be conducted to find outwhether this failure resulted from the design itself or implementationprocess.
|
