Abstract Introduction: In the related literature, knowledge of vocabulary is mentioned to be crucial as one of the crucial parts of language learning. Measuring learners’ vocabulary knowledge is regarded to be essential in that it provides both teachers and learners knowledge of the problematic areas and suggests some practical ways to improve the vocabulary learning process. It could be said that an autonomous learner is a leading actor in his own language learning process because, as stated by Nation (1998), learning is performed by the individual learner. Little (1995) asserts that learner autonomy should be set as an explicit goal in language learning contexts in that autonomy on the part of the learners plays a vital role in student success. So, we hypothesize that vocabulary learning autonomy has a significant influence on the learners’ vocabulary size. Methods: This study aims to investigate Turkish ELT student teachers’ vocabulary learning autonomy, vocabulary size, and the potential relationships between these two variables. Ninety-five student teachers in an ELT teacher education program at a university in Turkey participated in the study. The data were collected via two quantitative data collection instruments: Vocabulary Learning Autonomy (VLA) questionnaire and The Vocabulary Size Test (VST). The data were analyzed using descriptive statistics and correlations. As for the VST, the correct answers were counted, and an overall score was found. The participants’ scores were multiplied by 100 to get their total vocabulary size up to the 14th 1000 word-family level. As for the questionnaire, descriptive statistics (mean, frequency, standard deviation) were conducted. Results: The findings revealed that student teachers held a moderate level of vocabulary learning autonomy. The vocabulary size mean score was 77.14, which means that the participants had approximately enough vocabulary to deal with unsimplified written texts, and enough vocabulary to deal with unsimplified spoken texts. Additionally, there were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. However, the findings revealed non-significant correlations among all the VLA’s dimensions and the vocabulary size. Discussion: The findings regarding the participants’ vocabulary learning autonomy showed that the participants held a moderate level of vocabulary learning autonomy. This finding is essential in that one of the most important goals of education is encouraging learners to work more independently both in and out of the classroom (Moir & Nation, 2002). There were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. This finding, which is in line with Koller (2015), suggests that the participants feel capable of learning vocabulary items when they perceive themselves as responsible people instead of a teacher. Based on the results regarding vocabulary size, it is rea
{"title":"Vocabulary Learning Autonomy and Vocabulary Size of Turkish ELT Student Teachers: A Correlational Study","authors":"Galip Kartal, Özgül Balcı","doi":"10.2478/atd-2021-0007","DOIUrl":"https://doi.org/10.2478/atd-2021-0007","url":null,"abstract":"Abstract Introduction: In the related literature, knowledge of vocabulary is mentioned to be crucial as one of the crucial parts of language learning. Measuring learners’ vocabulary knowledge is regarded to be essential in that it provides both teachers and learners knowledge of the problematic areas and suggests some practical ways to improve the vocabulary learning process. It could be said that an autonomous learner is a leading actor in his own language learning process because, as stated by Nation (1998), learning is performed by the individual learner. Little (1995) asserts that learner autonomy should be set as an explicit goal in language learning contexts in that autonomy on the part of the learners plays a vital role in student success. So, we hypothesize that vocabulary learning autonomy has a significant influence on the learners’ vocabulary size. Methods: This study aims to investigate Turkish ELT student teachers’ vocabulary learning autonomy, vocabulary size, and the potential relationships between these two variables. Ninety-five student teachers in an ELT teacher education program at a university in Turkey participated in the study. The data were collected via two quantitative data collection instruments: Vocabulary Learning Autonomy (VLA) questionnaire and The Vocabulary Size Test (VST). The data were analyzed using descriptive statistics and correlations. As for the VST, the correct answers were counted, and an overall score was found. The participants’ scores were multiplied by 100 to get their total vocabulary size up to the 14th 1000 word-family level. As for the questionnaire, descriptive statistics (mean, frequency, standard deviation) were conducted. Results: The findings revealed that student teachers held a moderate level of vocabulary learning autonomy. The vocabulary size mean score was 77.14, which means that the participants had approximately enough vocabulary to deal with unsimplified written texts, and enough vocabulary to deal with unsimplified spoken texts. Additionally, there were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. However, the findings revealed non-significant correlations among all the VLA’s dimensions and the vocabulary size. Discussion: The findings regarding the participants’ vocabulary learning autonomy showed that the participants held a moderate level of vocabulary learning autonomy. This finding is essential in that one of the most important goals of education is encouraging learners to work more independently both in and out of the classroom (Moir & Nation, 2002). There were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. This finding, which is in line with Koller (2015), suggests that the participants feel capable of learning vocabulary items when they perceive themselves as responsible people instead of a teacher. Based on the results regarding vocabulary size, it is rea","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128236046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Issues of urgency in learning include interest in reading and social skills in primary schools. Interest in reading and social skills are some of the basic things that are always integrated into all learning. Therefore, learning requires appropriate media to overcome these problems, one of which is a sociocultural-based reflective picture storybook (SRPS) media. Purpose: The purpose of this article is to know the importance of SRPS media to increase the reading interest and social skills of elementary school students. Methods: In the paper, the method of a comparative literature review is applied. Conclusion: This concludes that SRPS media is important to increase the reading interest and social skills of elementary school students. To improve social skills and reading fondness, a media that is suitable for the characteristics of students is needed. Students’ interest in pictorial stories can be used as a solution to overcome the problem of low social skills and students’ fondness of reading characters that need to be improved. SRPS media is important to be developed in future research.
{"title":"The Importance of Sociocultural-Based Reflective Picture Storybook Media to Increase Reading Interest and Social Skills of Elementary School Students","authors":"Citra Rahmawati, Suhardi, A. Mustadi","doi":"10.2478/atd-2021-0008","DOIUrl":"https://doi.org/10.2478/atd-2021-0008","url":null,"abstract":"Abstract Introduction: Issues of urgency in learning include interest in reading and social skills in primary schools. Interest in reading and social skills are some of the basic things that are always integrated into all learning. Therefore, learning requires appropriate media to overcome these problems, one of which is a sociocultural-based reflective picture storybook (SRPS) media. Purpose: The purpose of this article is to know the importance of SRPS media to increase the reading interest and social skills of elementary school students. Methods: In the paper, the method of a comparative literature review is applied. Conclusion: This concludes that SRPS media is important to increase the reading interest and social skills of elementary school students. To improve social skills and reading fondness, a media that is suitable for the characteristics of students is needed. Students’ interest in pictorial stories can be used as a solution to overcome the problem of low social skills and students’ fondness of reading characters that need to be improved. SRPS media is important to be developed in future research.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130740855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Parent involvement, which is defined as the attitudes, values and behaviors of parents supporting their children’s learning and education outcomes, has an important place in the education process of children. Many researchers acknowledge the important role that the strong positive link between home and school plays in children's development and education. However, many factors affect the participation of parents. School climate is one of these factors. Parent support and participation are considered important in a positive school climate. Thus, in schools with a healthy and open climate, school members can express their views more easily and contribute more actively to the educational process. Based on these thoughts, in this study, the extent to which parents’ participation in their children’s education is predicted by their perceptions of school climate. Methods: The research participants comprised 513 parents in Turkey, 413 women (80%) and 102 men (20%). Parental Participation Scale and Parents’ Perception of School Climate Scale were used in the study. Descriptive statistics, correlation and multiple regression (stepwise) analysis were used to analyze the data. Results: Findings obtained from the study showed that the level of parents’ participation in the educational processes of their children and their perception of school climate is high. As a result of the correlation analysis, it was found that only the Parent Participation Scale's “supporting child's socio-cultural development sub-dimension”, and School Climate Scale's “safety climate and academic climate” sub-dimensions had a significant and moderate relationship. In addition, as a result of the stepwise regression analysis, it was found that the safety climate and academic climate sub-dimensions significantly predicted the sub-dimension of supporting the socio-cultural development of the child. It was found that there were significant but low level relationships among the other sub-dimensions of the scales. Discussion: School climate refers to the social, physical and academic environments of the school, and in terms of school climate, activities in the school encourage students to feel comfortable and realize the learning process. In this respect, it is important that safety, and academic climate sub-dimensions are a significant predictor of the child's socio-cultural development support dimension. Limitations: The data in this study were collected from parents whose children are studying in primary schools in Pendik district of Istanbul/Turkey. In addition, variables with medium and higher correlation values were included in the regression analysis. Conclusion: School administrators and teachers should organize activities that will involve the parents in the education process in order to get the support of the parents during the education process. School administrators should create an open and healthy school climate while administrating the school, and shoul
{"title":"Parents’ Perceptions of School Climate as a Predictor of Parents’ Participation in Their Children’s Education","authors":"Semih Çayak","doi":"10.2478/atd-2021-0002","DOIUrl":"https://doi.org/10.2478/atd-2021-0002","url":null,"abstract":"Abstract Introduction: Parent involvement, which is defined as the attitudes, values and behaviors of parents supporting their children’s learning and education outcomes, has an important place in the education process of children. Many researchers acknowledge the important role that the strong positive link between home and school plays in children's development and education. However, many factors affect the participation of parents. School climate is one of these factors. Parent support and participation are considered important in a positive school climate. Thus, in schools with a healthy and open climate, school members can express their views more easily and contribute more actively to the educational process. Based on these thoughts, in this study, the extent to which parents’ participation in their children’s education is predicted by their perceptions of school climate. Methods: The research participants comprised 513 parents in Turkey, 413 women (80%) and 102 men (20%). Parental Participation Scale and Parents’ Perception of School Climate Scale were used in the study. Descriptive statistics, correlation and multiple regression (stepwise) analysis were used to analyze the data. Results: Findings obtained from the study showed that the level of parents’ participation in the educational processes of their children and their perception of school climate is high. As a result of the correlation analysis, it was found that only the Parent Participation Scale's “supporting child's socio-cultural development sub-dimension”, and School Climate Scale's “safety climate and academic climate” sub-dimensions had a significant and moderate relationship. In addition, as a result of the stepwise regression analysis, it was found that the safety climate and academic climate sub-dimensions significantly predicted the sub-dimension of supporting the socio-cultural development of the child. It was found that there were significant but low level relationships among the other sub-dimensions of the scales. Discussion: School climate refers to the social, physical and academic environments of the school, and in terms of school climate, activities in the school encourage students to feel comfortable and realize the learning process. In this respect, it is important that safety, and academic climate sub-dimensions are a significant predictor of the child's socio-cultural development support dimension. Limitations: The data in this study were collected from parents whose children are studying in primary schools in Pendik district of Istanbul/Turkey. In addition, variables with medium and higher correlation values were included in the regression analysis. Conclusion: School administrators and teachers should organize activities that will involve the parents in the education process in order to get the support of the parents during the education process. School administrators should create an open and healthy school climate while administrating the school, and shoul","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117067486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: This article examines the first level of the European higher education system, namely the short-cycle higher education trainings related to the ISCED 5 whose Hungarian characteristics, and its historical changes were described. Methods: We examined participation rates among OECD countries. As there are large differences in the short-cycle higher education trainings in Europe, we have relied on data that makes the different systems comparable. Results and discussion: The interpretation, definition and practical orientation of the trainings varies from country to country, we presented the Hungarian form in connection with the results of international comparative studies and data. To understand the role of trainings, it is essential to get to know their history, especially because short-term higher educational trainings were transformed in several European countries. Conclusions: Prioritising or effacing the social-political role of short-cycle higher education trainings depending on the political orientation of the government and as a part of this, prioritising the disadvantaged regions instead of the disadvantaged students.
{"title":"Appearance and Development of Short-Term Higher Education Vocational Training in Hungary","authors":"Barbara Máté-Szabó, Dorina Anna Tóth","doi":"10.2478/atd-2021-0005","DOIUrl":"https://doi.org/10.2478/atd-2021-0005","url":null,"abstract":"Abstract Introduction: This article examines the first level of the European higher education system, namely the short-cycle higher education trainings related to the ISCED 5 whose Hungarian characteristics, and its historical changes were described. Methods: We examined participation rates among OECD countries. As there are large differences in the short-cycle higher education trainings in Europe, we have relied on data that makes the different systems comparable. Results and discussion: The interpretation, definition and practical orientation of the trainings varies from country to country, we presented the Hungarian form in connection with the results of international comparative studies and data. To understand the role of trainings, it is essential to get to know their history, especially because short-term higher educational trainings were transformed in several European countries. Conclusions: Prioritising or effacing the social-political role of short-cycle higher education trainings depending on the political orientation of the government and as a part of this, prioritising the disadvantaged regions instead of the disadvantaged students.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128873531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The current school is strongly focused on student performance. Each student faces a large number of learning tasks, which place considerable demands on them, arouse in them a different degree of interest, evoke a different degree of commitment to work, are associated with different expectations or have a different degree of attractiveness. Performance situations are associated with pleasant experiences but also with experiences of failure, which in their essence affect the activity or passivity of the student, and thereby affect the prioritization of the necessity to excel or the need to avoid failure. These needs are the basis of performance orientation, which is analysed in the paper. The aim is to verify whether the motivational orientation of students is related to their beneficial outcomes. Methods: The quantitative nature of the paper made it possible to use both indicators of descriptive statistics (mean, median, mode, standard deviation) and inductive statistics (Mann-Whitney U test, Pearson's Chi-square test, Shapiro-Wilk normality test). The surveyed sample of 363 respondents consisted of an available selection of students from 14 primary schools in five regions of the Czech Republic in 2019. The data were collected physically at schools using a standardized questionnaire. Students were acquainted with its purpose and content. Statistical analysis of the data was carried out electronically, both in terms of methodology in accordance with the research design of Hrabal and Pavelková (2011). Results: The analysis of the data of the sample of respondents revealed that the performance orientation of problem students differs statistically significantly from that of the performance motivation of non-problem students in two cases: 1) the need for successful performance, where differences were verified using hypothesis H1 and 2) in the ratio of performance needs, where the differences were verified using hypothesis H4. In other cases, no statistically significant difference was found between the two groups. Discussion: The presented findings correspond to current domestic (Krykorková & Váňová, 2010) and foreign research (Weiner, 2000). They draw attention to the importance of a positive motivation of the student in terms of his degree of involvement in the development of his own dispositions, which affects the benefit of the student. Positively motivated students achieve better results with a comparable intellect than non-motivated students (Man & Mareš, 2005). The role of the teacher and his knowledge of motivational types of students is of paramount importance in this respect. Limitations: The sample under examination of respondents does not bring a representative sample in terms of the representation of students according to school years, regions of the Czech Republic or according to the representation of so-called problem or non-problem students. The outcomes of the survey can thus be applied only to a given sample of
{"title":"Primary School Students’ Performance Orientation - The Czech Republic Research","authors":"Helena Vomáčková, V. Chytrý","doi":"10.2478/atd-2021-0006","DOIUrl":"https://doi.org/10.2478/atd-2021-0006","url":null,"abstract":"Abstract Introduction: The current school is strongly focused on student performance. Each student faces a large number of learning tasks, which place considerable demands on them, arouse in them a different degree of interest, evoke a different degree of commitment to work, are associated with different expectations or have a different degree of attractiveness. Performance situations are associated with pleasant experiences but also with experiences of failure, which in their essence affect the activity or passivity of the student, and thereby affect the prioritization of the necessity to excel or the need to avoid failure. These needs are the basis of performance orientation, which is analysed in the paper. The aim is to verify whether the motivational orientation of students is related to their beneficial outcomes. Methods: The quantitative nature of the paper made it possible to use both indicators of descriptive statistics (mean, median, mode, standard deviation) and inductive statistics (Mann-Whitney U test, Pearson's Chi-square test, Shapiro-Wilk normality test). The surveyed sample of 363 respondents consisted of an available selection of students from 14 primary schools in five regions of the Czech Republic in 2019. The data were collected physically at schools using a standardized questionnaire. Students were acquainted with its purpose and content. Statistical analysis of the data was carried out electronically, both in terms of methodology in accordance with the research design of Hrabal and Pavelková (2011). Results: The analysis of the data of the sample of respondents revealed that the performance orientation of problem students differs statistically significantly from that of the performance motivation of non-problem students in two cases: 1) the need for successful performance, where differences were verified using hypothesis H1 and 2) in the ratio of performance needs, where the differences were verified using hypothesis H4. In other cases, no statistically significant difference was found between the two groups. Discussion: The presented findings correspond to current domestic (Krykorková & Váňová, 2010) and foreign research (Weiner, 2000). They draw attention to the importance of a positive motivation of the student in terms of his degree of involvement in the development of his own dispositions, which affects the benefit of the student. Positively motivated students achieve better results with a comparable intellect than non-motivated students (Man & Mareš, 2005). The role of the teacher and his knowledge of motivational types of students is of paramount importance in this respect. Limitations: The sample under examination of respondents does not bring a representative sample in terms of the representation of students according to school years, regions of the Czech Republic or according to the representation of so-called problem or non-problem students. The outcomes of the survey can thus be applied only to a given sample of ","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130201299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: This study analysed Turkish instructors’ metaphors identifying learners in terms of learner autonomy. Methods: In the present study we proposed a mixed methods approach to the investigation of the images created by the participants. Results: The metaphors produced by the participants showed that instructors see both themselves and learners as active agents in teaching and learning process. Discussion: The variety of metaphors grouped into eight categories reflected the broad range of perception of instructors have for learners. Limitations: 80 non-native English-speaking Turkish instructors were the participants of the study. Their qualifications were varied from graduate degree to doctoral degree on ELL or ELT and their teaching experience varied from recent graduates with one year of experience to considerable veteran instructors with 27 years of experience in teaching English. Conclusion: We observed that instructors perceive learner autonomy in many perspectives while they assign themselves some main roles in teaching and learning process. The findings also revealed a variety of teacher conceptualization of learner metaphors such as sponge, tree, traveller, puppet, cone, and empty canvas most of which are positive. The information may shed light on the attempts to promote learner autonomy, to understand teachers in practice better and to support teacher development.
{"title":"Exploring Turkish EFL Instructors’ Perceptions on Learner Autonomy through Metaphor Elicitation Technique","authors":"Sevgi Erel, H. Bedir","doi":"10.2478/atd-2021-0004","DOIUrl":"https://doi.org/10.2478/atd-2021-0004","url":null,"abstract":"Abstract Introduction: This study analysed Turkish instructors’ metaphors identifying learners in terms of learner autonomy. Methods: In the present study we proposed a mixed methods approach to the investigation of the images created by the participants. Results: The metaphors produced by the participants showed that instructors see both themselves and learners as active agents in teaching and learning process. Discussion: The variety of metaphors grouped into eight categories reflected the broad range of perception of instructors have for learners. Limitations: 80 non-native English-speaking Turkish instructors were the participants of the study. Their qualifications were varied from graduate degree to doctoral degree on ELL or ELT and their teaching experience varied from recent graduates with one year of experience to considerable veteran instructors with 27 years of experience in teaching English. Conclusion: We observed that instructors perceive learner autonomy in many perspectives while they assign themselves some main roles in teaching and learning process. The findings also revealed a variety of teacher conceptualization of learner metaphors such as sponge, tree, traveller, puppet, cone, and empty canvas most of which are positive. The information may shed light on the attempts to promote learner autonomy, to understand teachers in practice better and to support teacher development.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132092940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study. Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data. Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectiv
全球化为曾经与世隔绝的人们提供了一系列民主类型和国际原则。世界各国的传统、习俗、社会、种族和文化差异越来越大，这促使教育当局重新审视他们当代的习惯、习俗、原则和公民行为。考察教育环境中文化民主的假设和方法是批判教育学的基础。因此，通过阐明公民身份的变革本质，在对民主和多样性的批判观点的基础上，形成了一种批判性的多元文化教学法。因此，本研究在现象学传统中探究班主任的概念基础，即探讨班主任在多样性和民主概念上的概念。本研究的数据是通过问卷调查的方式收集的，此外还有研究者设计的半结构化访谈问题。本研究采用混合方法研究设计，采用定性和定量相结合的方法收集所需数据。在土耳其不同地区正式工作的160名班主任自愿参与研究(问卷调查N=150，访谈N=10)。在研究的最后，提出了提高班主任多样性和民主意识的相关启示。方法:本研究在现象学传统中寻找班主任的概念基础(Marton, 1981)。就像将哲学现象学应用于社会科学的其他方法一样(Entwistle, 1997)，现象学研究的解释过程与扎根理论的解释过程非常相似，后者指的是一套系统的归纳方法来实践定性研究(Richardson, 1999)。本研究采用混合方法研究设计，采用定性和定量相结合的方法收集数据。结果:班主任对新观点、宗教信仰和性别持开放态度。因此，可以说班主任采用了一种批判的视角。此外，课程和教学大纲的设计应包括班主任，而课程和教学大纲的设计完全由政策制定者执行。否则，班主任的关键技能可能会在教育过程中被破坏。因此，小学课程和教科书需要关注民主和多样性的重要性。政策制定者、国家教育部、土耳其和高等教育委员会需要将批判理论和批判教学法纳入课程。未来的研究应该关注新手和专业班主任的观点。此外，关于民主和来自不同文化的多样性的观点需要在未来的研究中加以审查。直接民主、代议制民主、性别多样性、文化多样性和多元视角需要相关的教科书出版商、课堂教学部门、管理者和决策者采取。讨论:研究结果表明，参与者对民主和多样性形成了积极的看法，尽管土耳其背景下的一些问题几乎没有被提及或批评(Dodd, 1992)。在审查民主和多样性时最重要的问题是宗教，因为参与者表示他们尊重宗教，在他们的情况下是伊斯兰教，因为他们在某种程度上不想在伊斯兰教的土地上听到教堂的钟声(Bader, 2007)。多样性已被概念化为研究中的一个积极因素。由于民主和多样性是相互关联和交织的，参与者普遍采用这些术语(Banks et al.， 2005)。结论:调查结果表明，被调查者对个体和文化多样性持积极态度。此外，他们对文化民主形成了良好的态度，他们相信通过个体差异实现融合的力量。批判教育学是一种教育理论，旨在通过批判性探究形成一种进步和民主的文化，从而导致重视和尊重个人和文化差异。批判教学法将教学视为一种自然的政治事件，拒绝知识的中立性，并断言社会正义和民主问题不能仅从教育活动中得到认可。
{"title":"Conceptions of Class Teachers on Democracy and Diversity","authors":"Lütfi Üredi","doi":"10.2478/atd-2020-0027","DOIUrl":"https://doi.org/10.2478/atd-2020-0027","url":null,"abstract":"Abstract Introduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study. Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data. Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectiv","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124912971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: In this article, we want to point out what kind of pedagogical and didactic change is being recorded in Slovakia’s education system and we will point out where it could go and develop to achieve positive results. This article is one of the upcoming outputs in the form of paper and study on the provision of structured, analytical and critical thinking (SAC). In the article, it is shown how the situation has changed and how we perceive the attitude of students during the educational process. Next, it is described current problems and inadequacies in the educational process and define how to use a change of thinking to increase motivation and improve access to knowledge. Purpose: In general, there is a consensus that it is important for teachers to be able to guide their students to problem-solving skills (Aktaş & Ünlü, 2013). It is pointed out that, with the right educational tools, such skills can be stimulated, developed and improved (Jordaan & Jordaan, 2005). This article is designed for all levels of education, but we are mostly concerned with educating future educators. Methods: In this paper, there are described methods that can help to improve the quality of thinking of students and thus increase the level of thinking of the whole society. This article take inspiration from important historical personalities as well as relevant current personalities in their professions. Critical, analytical and creative thinking, also based on logical and structured thinking, is our main method of our educational process. Conclusion: In conclusion, it is pointed out the need to develop SAC as a whole. It is important for the general publica to have better skills in SAC, for example, from the point of view of cognitive mistakes in experts, in the field of political literacy, recognition of misinformation and a better general awareness of rational thinking. As can be seen, SAC is not only about education, but it also closely affects society as a whole. It can thus influence the operation of the company, prevent the development of the first-class solutions offered and raise the whole company to a higher level.
{"title":"Structured, Analytical and Critical Thinking in the Educational Process of Future Teachers","authors":"P. Beno, Patrik Havan, Sandra Sprinková","doi":"10.2478/atd-2020-0024","DOIUrl":"https://doi.org/10.2478/atd-2020-0024","url":null,"abstract":"Abstract Introduction: In this article, we want to point out what kind of pedagogical and didactic change is being recorded in Slovakia’s education system and we will point out where it could go and develop to achieve positive results. This article is one of the upcoming outputs in the form of paper and study on the provision of structured, analytical and critical thinking (SAC). In the article, it is shown how the situation has changed and how we perceive the attitude of students during the educational process. Next, it is described current problems and inadequacies in the educational process and define how to use a change of thinking to increase motivation and improve access to knowledge. Purpose: In general, there is a consensus that it is important for teachers to be able to guide their students to problem-solving skills (Aktaş & Ünlü, 2013). It is pointed out that, with the right educational tools, such skills can be stimulated, developed and improved (Jordaan & Jordaan, 2005). This article is designed for all levels of education, but we are mostly concerned with educating future educators. Methods: In this paper, there are described methods that can help to improve the quality of thinking of students and thus increase the level of thinking of the whole society. This article take inspiration from important historical personalities as well as relevant current personalities in their professions. Critical, analytical and creative thinking, also based on logical and structured thinking, is our main method of our educational process. Conclusion: In conclusion, it is pointed out the need to develop SAC as a whole. It is important for the general publica to have better skills in SAC, for example, from the point of view of cognitive mistakes in experts, in the field of political literacy, recognition of misinformation and a better general awareness of rational thinking. As can be seen, SAC is not only about education, but it also closely affects society as a whole. It can thus influence the operation of the company, prevent the development of the first-class solutions offered and raise the whole company to a higher level.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115355827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Inquiry-based teaching is a constructivist-based method that has become popular in recent years. In this method, students work in a systematic way like a scientist during the research process, actively participate in the learning process, solve problems and learn in practice. The aim of this study is to reveal the opinions of prospective teachers about inquiry based teaching practices. Methods: The study was designed in a qualitative research design. The participants of the study are primary mathematics teacher candidates. Data were collected through semi-structured interviews conducted face-to-face with the students. The data were analyzed using content analysis. The findings obtained from the analysis of the prospective teachers’ views were presented with the relevant themes and codes under the titles. Results: Some of the findings of the prospective teachers’ opinions about the process in which inquiry-based teaching method is applied are as follows. It provides permanent learning, is suitable for real life, develops skills such as research, problem solving, leadership, motivates and gives experience to the profession, is learned actively by doing and experiencing in the process, unexpected difficulties are encountered, the traditional method is easier, not suitable for every course, the lecturer should give more feedback and guidance, communication and coordination in group work is required. Discussion: Prospective teachers stated many positive opinions about the process in which the course content was taught using inquiry-based method. It can be said that the application process positively influences the practical knowledge and skills of teacher candidates. However, it is seen that some prospective teachers find the process tiring and time consuming. It is understood that teacher candidates have intense concerns about Public Personnel Selection Examination (KPSS) and this affects the process. KPSS is a test in Turkey for prospective teachers where they should get enough points to be appointed as teachers after graduation. Although the participants of this study are 3rd grade prospective teachers and they take the KPSS exam after graduation; it is understood that KPSS affects them and their motivation. Limitations: This research is limited to the measurement and evaluation course and to the 3rd grade mathematics teacher candidates who are the participants of this study. Conclusions: Prospective teachers mostly have positive opinions about the inquiry-based teaching process. It can be said that it would be beneficial to use this method in teacher education.
{"title":"The Process of Inquiry-Based Teaching Practices from the Perspective of Prospective Mathematics Teachers","authors":"R. Sarica, B. Çetin","doi":"10.2478/atd-2020-0018","DOIUrl":"https://doi.org/10.2478/atd-2020-0018","url":null,"abstract":"Abstract Introduction: Inquiry-based teaching is a constructivist-based method that has become popular in recent years. In this method, students work in a systematic way like a scientist during the research process, actively participate in the learning process, solve problems and learn in practice. The aim of this study is to reveal the opinions of prospective teachers about inquiry based teaching practices. Methods: The study was designed in a qualitative research design. The participants of the study are primary mathematics teacher candidates. Data were collected through semi-structured interviews conducted face-to-face with the students. The data were analyzed using content analysis. The findings obtained from the analysis of the prospective teachers’ views were presented with the relevant themes and codes under the titles. Results: Some of the findings of the prospective teachers’ opinions about the process in which inquiry-based teaching method is applied are as follows. It provides permanent learning, is suitable for real life, develops skills such as research, problem solving, leadership, motivates and gives experience to the profession, is learned actively by doing and experiencing in the process, unexpected difficulties are encountered, the traditional method is easier, not suitable for every course, the lecturer should give more feedback and guidance, communication and coordination in group work is required. Discussion: Prospective teachers stated many positive opinions about the process in which the course content was taught using inquiry-based method. It can be said that the application process positively influences the practical knowledge and skills of teacher candidates. However, it is seen that some prospective teachers find the process tiring and time consuming. It is understood that teacher candidates have intense concerns about Public Personnel Selection Examination (KPSS) and this affects the process. KPSS is a test in Turkey for prospective teachers where they should get enough points to be appointed as teachers after graduation. Although the participants of this study are 3rd grade prospective teachers and they take the KPSS exam after graduation; it is understood that KPSS affects them and their motivation. Limitations: This research is limited to the measurement and evaluation course and to the 3rd grade mathematics teacher candidates who are the participants of this study. Conclusions: Prospective teachers mostly have positive opinions about the inquiry-based teaching process. It can be said that it would be beneficial to use this method in teacher education.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129555313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Leadership is part of the educational process, nevertheless, it has not been fully surveyed. Successful teaching and good results usually depend on an educator, as well as on the way s/he organizes the educational process. There are a lot of various educators who organize the educational process in a different way. As a result of that, three prevailing leadership styles appear - coaching, instructional and educational. In the scientific literature, it is possible to find a huge amount of information about these three styles, however, little research has been carried on the comparison of differences and similarities between them. Therefore, the purpose of this research is to derive and compare parameters (criteria) in leadership, distinguishing and summarizing their differences and similarities in tables. Purpose: The purpose of the paper is to compare the particular leadership styles according to formulated original parameters (criteria). Methods: In the paper, the method of a comparative literature review is applied. Conclusion: Comparing leadership styles, coaching leadership is focused on helping the learner and the improvement of the educational process; instructional leadership aims for effective and academic teaching when the educator is the leader; while educational leadership is focused on distributing education when the teacher, student and school environment are involved in the educational process.
{"title":"Differences and Similarities between Coaching, Instructional and Educational Leadership Styles","authors":"Agnė Daučianskaitė, V. Žydžiūnaitė","doi":"10.2478/atd-2020-0022","DOIUrl":"https://doi.org/10.2478/atd-2020-0022","url":null,"abstract":"Abstract Introduction: Leadership is part of the educational process, nevertheless, it has not been fully surveyed. Successful teaching and good results usually depend on an educator, as well as on the way s/he organizes the educational process. There are a lot of various educators who organize the educational process in a different way. As a result of that, three prevailing leadership styles appear - coaching, instructional and educational. In the scientific literature, it is possible to find a huge amount of information about these three styles, however, little research has been carried on the comparison of differences and similarities between them. Therefore, the purpose of this research is to derive and compare parameters (criteria) in leadership, distinguishing and summarizing their differences and similarities in tables. Purpose: The purpose of the paper is to compare the particular leadership styles according to formulated original parameters (criteria). Methods: In the paper, the method of a comparative literature review is applied. Conclusion: Comparing leadership styles, coaching leadership is focused on helping the learner and the improvement of the educational process; instructional leadership aims for effective and academic teaching when the educator is the leader; while educational leadership is focused on distributing education when the teacher, student and school environment are involved in the educational process.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131474609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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