Recent years have witnessed an exponential growth in interest in teaching English to young learners (TEYL) across the world. Pivotally, there is some research focusing on in-class practices and teacher pedagogy on this issue, yet young learner teacher education has not been given much attention. Many teacher education programs in different countries prepare their pre-service teachers for young learners by offering TEYL courses without providing them with real classroom experiences. To this end, the researchers initiated a practicum project in which pre-service EFL teachers taught English to young learners besides taking the TEYL module at the university. Drawing on semi-structured interviews with 21 participants, it was aimed to examine the effectiveness of a practicum-integrated TEYL teacher education program. The findings revealed that practicum provided teacher candidates with a range of benefits in terms of putting young learner knowledge into practice, developing teaching skills, designing age-appropriate lessons and materials, and gaining confidence with TEYL. Different from previous practicum-related studies, the current study showed that practicum helped pre-service teachers have clearer minds on their future careers and teaching contexts in that some participants would choose to work with older learners considering the distinctive characteristics of children. This study offers implications for pre-service teachers and teacher education programs for training young learner English teachers more effectively.
{"title":"Teaching English to Young Learners: Combining Theory and Practice through Practicum in Pre-service Teacher Education","authors":"Serdar Tekin, Tuba Baykara","doi":"10.51535/tell.1278026","DOIUrl":"https://doi.org/10.51535/tell.1278026","url":null,"abstract":"Recent years have witnessed an exponential growth in interest in teaching English to young learners (TEYL) across the world. Pivotally, there is some research focusing on in-class practices and teacher pedagogy on this issue, yet young learner teacher education has not been given much attention. Many teacher education programs in different countries prepare their pre-service teachers for young learners by offering TEYL courses without providing them with real classroom experiences. To this end, the researchers initiated a practicum project in which pre-service EFL teachers taught English to young learners besides taking the TEYL module at the university. Drawing on semi-structured interviews with 21 participants, it was aimed to examine the effectiveness of a practicum-integrated TEYL teacher education program. The findings revealed that practicum provided teacher candidates with a range of benefits in terms of putting young learner knowledge into practice, developing teaching skills, designing age-appropriate lessons and materials, and gaining confidence with TEYL. Different from previous practicum-related studies, the current study showed that practicum helped pre-service teachers have clearer minds on their future careers and teaching contexts in that some participants would choose to work with older learners considering the distinctive characteristics of children. This study offers implications for pre-service teachers and teacher education programs for training young learner English teachers more effectively.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117167163","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}
The aim of this study is to examine the projects prepared by prospective secondary school mathematics teachers using Scratch for the learning outcomes in the Mathematics Course Curriculum (Secondary School 5th, 6th, 7th, and 8th grades) in terms of the proficiency level of programming concepts and computational thinking concepts. 73 prospective secondary school mathematics teachers participated in this research in which the case study design was used. Within the scope of the research, prospective teachers prepared Scratch projects related to the 5th, 6th, 7th, and 8th-grade level learning outcomes of the Mathematics Course Curriculum. A total of 292 Scratch projects were examined within the scope of the research. Scratch projects were evaluated through the "Scratch Projects Assessment Rubric" and the "Dr. Scratch Assessment Tool". The result of the research showed that most of the criteria in the "Scratch Projects Assessment Rubric" were provided in more projects than at the beginning as new projects were developed by the prospective teachers at different grade levels every week. Whereas, in the evaluation made with Dr. Scratch, it was seen that as the prospective teachers used the Scratch program, the proficiency level of the projects prepared was increased. With the increase in the experience of prospective teachers using the Scratch program, it is understood that this positive change has emerged.
{"title":"Examination of Projects Prepared by Prospective Secondary School Mathematics Teachers Using Scratch","authors":"Selva Büşra Turan, A. Erdoğan","doi":"10.51535/tell.1250651","DOIUrl":"https://doi.org/10.51535/tell.1250651","url":null,"abstract":"The aim of this study is to examine the projects prepared by prospective secondary school mathematics teachers using Scratch for the learning outcomes in the Mathematics Course Curriculum (Secondary School 5th, 6th, 7th, and 8th grades) in terms of the proficiency level of programming concepts and computational thinking concepts. 73 prospective secondary school mathematics teachers participated in this research in which the case study design was used. Within the scope of the research, prospective teachers prepared Scratch projects related to the 5th, 6th, 7th, and 8th-grade level learning outcomes of the Mathematics Course Curriculum. A total of 292 Scratch projects were examined within the scope of the research. Scratch projects were evaluated through the \"Scratch Projects Assessment Rubric\" and the \"Dr. Scratch Assessment Tool\". The result of the research showed that most of the criteria in the \"Scratch Projects Assessment Rubric\" were provided in more projects than at the beginning as new projects were developed by the prospective teachers at different grade levels every week. Whereas, in the evaluation made with Dr. Scratch, it was seen that as the prospective teachers used the Scratch program, the proficiency level of the projects prepared was increased. With the increase in the experience of prospective teachers using the Scratch program, it is understood that this positive change has emerged.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"14 4 Pt 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123691597","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}
With the changing times, the traditional roles of schools are no longer enough to adequately prepare students. For this reason, Design Skill Labs have been established in Turkey to provide opportunities for students at all levels of education to discover and develop their talents. Nevertheless, the activities currently available in DSLs are not yet sufficient or diverse enough. The aim of this study is to exemplify the process of developing an activity that can be implemented in DSLs and to obtain the views of pre-service teachers about it. Two out of six pre-service chemistry teachers planned and participated in the activity as part of the study. The participants were senior pre-service chemistry teachers from a state university in Ankara. The data collected from the case study were analyzed using content analysis. According to the research findings, DSLs activities differ from other activities carried out in schools in terms of student and teacher roles, learning environment, research problem and process. Moreover, DSLs activities contribute to students in terms of skill acquisition, personality development, learning, socialization and mental development.
{"title":"An Activity for Design Skill Labs: Activity Planning Processes and Pre-Service Chemistry Teachers' Views","authors":"Ayşe YALÇIN ÇELİK","doi":"10.51535/tell.1280402","DOIUrl":"https://doi.org/10.51535/tell.1280402","url":null,"abstract":"With the changing times, the traditional roles of schools are no longer enough to adequately prepare students. For this reason, Design Skill Labs have been established in Turkey to provide opportunities for students at all levels of education to discover and develop their talents. Nevertheless, the activities currently available in DSLs are not yet sufficient or diverse enough. The aim of this study is to exemplify the process of developing an activity that can be implemented in DSLs and to obtain the views of pre-service teachers about it. Two out of six pre-service chemistry teachers planned and participated in the activity as part of the study. The participants were senior pre-service chemistry teachers from a state university in Ankara. The data collected from the case study were analyzed using content analysis. According to the research findings, DSLs activities differ from other activities carried out in schools in terms of student and teacher roles, learning environment, research problem and process. Moreover, DSLs activities contribute to students in terms of skill acquisition, personality development, learning, socialization and mental development.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120954309","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}
This study presents an examination of situations that drive preservice teachers to make new decisions in the teaching practice process and the criteria they use in evaluating the decisions they make. In the study, a basic qualitative research model was adopted, and the criterion sampling method was used to determine the study group. Ten preservice teachers studying in the final year of the classroom teaching programme constitute the participants of the study. A reflective evaluation form and semi-structured interview form were used in the data collection process of the study. The preservice teachers filled in the reflective evaluation form after each implementation process they carried out over a period of ten weeks. In addition, the semi-structured interviews based on the reflective evaluation forms were conducted with the participants in pairs every week. The research showed that there were 57 different situations that drove the candidates to make new decisions in the classroom. It was seen that the candidates used 14 criteria in evaluating their decisions. When these criteria were examined closely, it was observed that the participants evaluated their decisions mainly on the basis of teacher-oriented and teaching-oriented criteria. In teacher education, specialised situations that require prospective teachers to make decisions in the classroom environment should be focused on. Moreover, by creating opportunities for preservice teachers to evaluate their decisions, candidates should be directed towards being student-oriented and learning-oriented in evaluating their decisions.
{"title":"Examining Preservice Teachers’ Decision-Making Processes","authors":"Emel Bayrak Özmutlu","doi":"10.51535/tell.1232731","DOIUrl":"https://doi.org/10.51535/tell.1232731","url":null,"abstract":"This study presents an examination of situations that drive preservice teachers to make new decisions in the teaching practice process and the criteria they use in evaluating the decisions they make. In the study, a basic qualitative research model was adopted, and the criterion sampling method was used to determine the study group. Ten preservice teachers studying in the final year of the classroom teaching programme constitute the participants of the study. A reflective evaluation form and semi-structured interview form were used in the data collection process of the study. The preservice teachers filled in the reflective evaluation form after each implementation process they carried out over a period of ten weeks. In addition, the semi-structured interviews based on the reflective evaluation forms were conducted with the participants in pairs every week. The research showed that there were 57 different situations that drove the candidates to make new decisions in the classroom. It was seen that the candidates used 14 criteria in evaluating their decisions. When these criteria were examined closely, it was observed that the participants evaluated their decisions mainly on the basis of teacher-oriented and teaching-oriented criteria. In teacher education, specialised situations that require prospective teachers to make decisions in the classroom environment should be focused on. Moreover, by creating opportunities for preservice teachers to evaluate their decisions, candidates should be directed towards being student-oriented and learning-oriented in evaluating their decisions.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131087070","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}
The aim of this research is to develop “Postgraduate Education Attitude Scale (PEAS)” to be used for determining attitudes of master’s and doctoral students toward graduate education. The data were collected from 441 participants via an online survey tool. For content validity, opinions of four experts were elicited while exploratory factor analysis (EFA) was performed for construct validity of the scale. As a result of the analysis, a 21-item scale consisting of three factors named "valuing graduate education, prioritizing graduate education, resistance to graduate education" was obtained. The total variance explained by the three-factor structure is 61.209%. Cronbach's alpha reliability coefficient was estimated for reliability analysis. The Cronbach's alpha reliability coefficient for the entire scale was found to be .94, and the reliability coefficients for the sub-dimensions were .91, .87, and .86, respectively. Item-total correlations and comparisons between upper and lower groups indicated that all items in the scale were discriminative. The correlation coefficients between the total scale score and the sub-dimensions ranged from 0.58 to 0.92, and a medium to high level positive relationship was found at α=0.01 significance level. Based on the obtained data, a valid and reliable measuring tool was developed to determine the attitudes of postgraduate students towards postgraduate education.
{"title":"Development of Postgraduate Education Attitude Scale: (PEAS) Validity and Reliability Study","authors":"S. Cetin, Kübra Eke, Hatice Büşra Yilmaz, Tülay Gül TAŞKIN GÖKÇE, Busra Gorkas","doi":"10.51535/tell.1268124","DOIUrl":"https://doi.org/10.51535/tell.1268124","url":null,"abstract":"The aim of this research is to develop “Postgraduate Education Attitude Scale (PEAS)” to be used for determining attitudes of master’s and doctoral students toward graduate education. The data were collected from 441 participants via an online survey tool. For content validity, opinions of four experts were elicited while exploratory factor analysis (EFA) was performed for construct validity of the scale. As a result of the analysis, a 21-item scale consisting of three factors named \"valuing graduate education, prioritizing graduate education, resistance to graduate education\" was obtained. The total variance explained by the three-factor structure is 61.209%. Cronbach's alpha reliability coefficient was estimated for reliability analysis. The Cronbach's alpha reliability coefficient for the entire scale was found to be .94, and the reliability coefficients for the sub-dimensions were .91, .87, and .86, respectively. Item-total correlations and comparisons between upper and lower groups indicated that all items in the scale were discriminative. The correlation coefficients between the total scale score and the sub-dimensions ranged from 0.58 to 0.92, and a medium to high level positive relationship was found at α=0.01 significance level. Based on the obtained data, a valid and reliable measuring tool was developed to determine the attitudes of postgraduate students towards postgraduate education.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122957430","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}
The aim of this study is to examine the opinions of the Special Education teacher candidates about the awareness activities organized in terms of the rights of children with special needs, their social participation, accessibility and contributing to the social inclusion climate. 56 pre-service teachers studying in the 2nd year of the Special Education Department of the Faculty of Education were included in this study. The data of the research carried out in a phenomenological design was collected through the analysis of the forms containing the written opinions of pre-service teachers in the fall term of 2022-2023. By analyzing the data with document analysis technique, it was gathered under five main themes: "Classification of Organized Awareness Activities, Description of Activities Serving Purpose, Importance of Awareness Activities, Activities That Pre-service Teachers Want to Organize and Suggestions for Activities”. In awareness activities, it is noteworthy that the pre-service teachers, who draw attention to social, legal, and physical regulations, emphasize the importance of content that reflects a rights-based view and the fundamental rights of individuals for this purpose. It was also seen that pre-service teachers emphasized the importance of including permanent and continuous awareness activities rather than containing a certain time interval and diversifying them in terms of being aimed at different disability groups. Based on the results of the research, it can be suggested that family and peer participation in awareness activities in inclusive environments, up-to-date and continuity of activities, and information sharing about individuals with special needs.
{"title":"Opinions on Awareness Activities Regarding Inclusive Community Life: Experiences of Pre-Service Teachers","authors":"Necla Işıkdoğan Uğurlu","doi":"10.51535/tell.1252024","DOIUrl":"https://doi.org/10.51535/tell.1252024","url":null,"abstract":"The aim of this study is to examine the opinions of the Special Education teacher candidates about the awareness activities organized in terms of the rights of children with special needs, their social participation, accessibility and contributing to the social inclusion climate. 56 pre-service teachers studying in the 2nd year of the Special Education Department of the Faculty of Education were included in this study. The data of the research carried out in a phenomenological design was collected through the analysis of the forms containing the written opinions of pre-service teachers in the fall term of 2022-2023. By analyzing the data with document analysis technique, it was gathered under five main themes: \"Classification of Organized Awareness Activities, Description of Activities Serving Purpose, Importance of Awareness Activities, Activities That Pre-service Teachers Want to Organize and Suggestions for Activities”. In awareness activities, it is noteworthy that the pre-service teachers, who draw attention to social, legal, and physical regulations, emphasize the importance of content that reflects a rights-based view and the fundamental rights of individuals for this purpose. It was also seen that pre-service teachers emphasized the importance of including permanent and continuous awareness activities rather than containing a certain time interval and diversifying them in terms of being aimed at different disability groups. Based on the results of the research, it can be suggested that family and peer participation in awareness activities in inclusive environments, up-to-date and continuity of activities, and information sharing about individuals with special needs.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122716757","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}
Utilizing literary elements for teaching mathematics is gaining importance nowadays because it is claimed that integrating literature and mathematics supports learning process in different ways. Before using this integration in educational settings, we, teachers, and researchers, need to know that what the research tells us about this integration. Therefore, the goal of this research is to review the literature on literary elements employed in mathematics instruction. In order to accomplish this, a literature search covering the years 1951-2021 was conducted using subject-related keywords including "children's literature," "story," and "mathematics." The studies obtained from the journals which are indexed in the Scopus using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) diagram. The studies about the topic were investigated in terms of title, keywords, and abstracts before the analysis. As a result, 484 articles that met the inclusion criteria of the research were investigated by bibliometric analysis and descriptive analysis. The most influential authors, articles, journals, institutions, the trend of the publications by years, cooperation between institutions and cooperation between authors were determined. As a result, this study has revealed the conceptual, intellectual, and social structure of the literary elements used in mathematics instruction.
{"title":"The Use of Literary Elements in Teaching Mathematics: A Bibliometric Analysis","authors":"Burcu Durmaz","doi":"10.51535/tell.1232736","DOIUrl":"https://doi.org/10.51535/tell.1232736","url":null,"abstract":"Utilizing literary elements for teaching mathematics is gaining importance nowadays because it is claimed that integrating literature and mathematics supports learning process in different ways. Before using this integration in educational settings, we, teachers, and researchers, need to know that what the research tells us about this integration. Therefore, the goal of this research is to review the literature on literary elements employed in mathematics instruction. In order to accomplish this, a literature search covering the years 1951-2021 was conducted using subject-related keywords including \"children's literature,\" \"story,\" and \"mathematics.\" The studies obtained from the journals which are indexed in the Scopus using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) diagram. The studies about the topic were investigated in terms of title, keywords, and abstracts before the analysis. As a result, 484 articles that met the inclusion criteria of the research were investigated by bibliometric analysis and descriptive analysis. The most influential authors, articles, journals, institutions, the trend of the publications by years, cooperation between institutions and cooperation between authors were determined. As a result, this study has revealed the conceptual, intellectual, and social structure of the literary elements used in mathematics instruction.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"242 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134403156","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}
The aim of this research is to determine whether water literacy levels of secondary school students in Turkey varies in terms of different variables. The research is designed within the survey model. The sampling of the research consists of 408 secondary school students enrolled in schools in Turkish cities of Istanbul, Ankara, Trabzon, Kutahya, and Yozgat. Data is collected via 3 sub-dimensional water literacy scale developed by Sözcü and Türker, (2020a) as well as personal information sheet developed to determine water literacy levels of secondary school students. As a result of the research, when the scores of the secondary school students from the sub-dimensions of the water literacy scale were evaluated, it was found that the gender variable did not make a significant difference on the water literacy, but there was a significant difference in terms of the class level variable, advantaging class’ 5 and 6. There was a significant different in the parent education variable, disadvantaging illiterate parents. Likewise, the significant difference was in advantage of those with lower family income in the family income variable; in advantage of internet users in internet usage variable; in advantage of city dweller students for the sub-dimension of water conservation in the variable of the settlement they live in; in advantage of villager students for the sub-dimension of water sensitivity; in advantage of those who had less time to be in nature for the sub-dimension of water sensitivity in the variable of being in the natural environment.
{"title":"Examination of Water Literacy Levels Secondary School Students in Terms of Different Variables","authors":"Sadettin Erbaş, Gökçe Kiliçoğlu, B. Aksoy","doi":"10.51535/tell.1244043","DOIUrl":"https://doi.org/10.51535/tell.1244043","url":null,"abstract":"The aim of this research is to determine whether water literacy levels of secondary school students in Turkey varies in terms of different variables. The research is designed within the survey model. The sampling of the research consists of 408 secondary school students enrolled in schools in Turkish cities of Istanbul, Ankara, Trabzon, Kutahya, and Yozgat. Data is collected via 3 sub-dimensional water literacy scale developed by Sözcü and Türker, (2020a) as well as personal information sheet developed to determine water literacy levels of secondary school students. As a result of the research, when the scores of the secondary school students from the sub-dimensions of the water literacy scale were evaluated, it was found that the gender variable did not make a significant difference on the water literacy, but there was a significant difference in terms of the class level variable, advantaging class’ 5 and 6. There was a significant different in the parent education variable, disadvantaging illiterate parents. Likewise, the significant difference was in advantage of those with lower family income in the family income variable; in advantage of internet users in internet usage variable; in advantage of city dweller students for the sub-dimension of water conservation in the variable of the settlement they live in; in advantage of villager students for the sub-dimension of water sensitivity; in advantage of those who had less time to be in nature for the sub-dimension of water sensitivity in the variable of being in the natural environment.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"497 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113997659","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}
In this study, Turkey and German state of North Rhine-Westphalia mathematics curriculum have been examined in the context of the algebra learning area. The learning outcomes have been investigated similarities and differences of the in terms of quantity and quality; classified in terms of knowledge and cognitive process dimensions of the revised Bloom's taxonomy. This study, in which the qualitative research approach was adopted, was carried out with the descriptive screening. Document analysis technique has been used in the data collection process. As a result of the analysis, it is determined that the learning outcomes are similar in terms of knowledge dimension; difference in terms of cognitive process dimension. While it is seen that the outcomes in the Turkey curriculum are in the analyze step as the highest cognitive level; Germany curriculum also includes outcomes for higher level skills such as evaluate and create. Moreover, it is seen that the outcomes are mainly included in the procedural knowledge and apply step for both curriculums. Although it is seen that the outcomes in the Turkey curriculum are quantitatively higher than the outcomes in the Germany curriculum, it has been determined that the outcomes in terms of content are of a nature to cover each other. When the implementation suggestions were examined, it was seen that they were included in both curriculums in a detailed and rich way. On the other hand, when the distribution of the themes used in comparative education studies in the literature according to the countries was investigated, it was determined that the studies mostly focused on the elements of the curriculum (aim/goal, content, educational situations and testing situations). In the process of making sense of basic mathematical concepts and acquisition of high-level cognitive skills, teaching environments and programs can be designed by considering real life problems and process-based teaching models. On the other hand, since technology is a part of life, the education process can be integrated with digital games and/or stories, and programs and learning outcomes can be prepared in a way that includes teaching materials with digital content. In addition, different types of representation can be used in the mathematics teaching process and activities can be designed.
{"title":"A Comparison of the Mathematics Curriculums in Turkey and Germany in the Context of Algebra Learning Domain","authors":"Okan Kuzu, Yasemin Çi̇çek, Zeynep İğdeli̇","doi":"10.51535/tell.1222957","DOIUrl":"https://doi.org/10.51535/tell.1222957","url":null,"abstract":"In this study, Turkey and German state of North Rhine-Westphalia mathematics curriculum have been examined in the context of the algebra learning area. The learning outcomes have been investigated similarities and differences of the in terms of quantity and quality; classified in terms of knowledge and cognitive process dimensions of the revised Bloom's taxonomy. This study, in which the qualitative research approach was adopted, was carried out with the descriptive screening. Document analysis technique has been used in the data collection process. As a result of the analysis, it is determined that the learning outcomes are similar in terms of knowledge dimension; difference in terms of cognitive process dimension. While it is seen that the outcomes in the Turkey curriculum are in the analyze step as the highest cognitive level; Germany curriculum also includes outcomes for higher level skills such as evaluate and create. Moreover, it is seen that the outcomes are mainly included in the procedural knowledge and apply step for both curriculums. Although it is seen that the outcomes in the Turkey curriculum are quantitatively higher than the outcomes in the Germany curriculum, it has been determined that the outcomes in terms of content are of a nature to cover each other. When the implementation suggestions were examined, it was seen that they were included in both curriculums in a detailed and rich way. On the other hand, when the distribution of the themes used in comparative education studies in the literature according to the countries was investigated, it was determined that the studies mostly focused on the elements of the curriculum (aim/goal, content, educational situations and testing situations). In the process of making sense of basic mathematical concepts and acquisition of high-level cognitive skills, teaching environments and programs can be designed by considering real life problems and process-based teaching models. On the other hand, since technology is a part of life, the education process can be integrated with digital games and/or stories, and programs and learning outcomes can be prepared in a way that includes teaching materials with digital content. In addition, different types of representation can be used in the mathematics teaching process and activities can be designed.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131901065","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}
This research aims to develop a perception scale for the challenges faced by teachers in distance education applied during the Covid-19 pandemic outbreak and by using that scale to propound the perceptions of teachers about the challenges they face in this process, both in general and in terms of age, gender, branch, teaching level, and settlement variables. A descriptive survey, one of the quantitative research designs, was used in the research. First, a semi-structured interview form was applied to 40 teachers from different branches and age groups, who were determined voluntarily to create an item pool. The draft measurement form thus obtained was applied to 955 teachers who were working in public schools in Turkey, giving live lessons from all levels and branches, and selected by the convenience sampling method. The data were collected over the internet with the "Perceptions Scale towards the Challenges Faced by Teachers in Distance Education (DE)" prepared by the researcher, and validity and reliability analyzes of the scale were made. The scale was examined in terms of suitability and content validity by three field experts who have a Ph.D. in Computer Education and Instructional Technologies and a Turkish Language expert. According to the results of the pilot scheme, the scale has a two-factor and valid structure. According to the results of the research, it was determined that teachers' perceptions towards the challenges they faced in distance education applied during the pandemic period were at a high level. This study is important in that it will open the door to research on the challenges faced by teachers in distance education in the future.
{"title":"Challenges Faced by Teachers during the Covid-19 Pandemic","authors":"M. Özdemir, Özgen Korkmaz","doi":"10.51535/tell.1229312","DOIUrl":"https://doi.org/10.51535/tell.1229312","url":null,"abstract":"This research aims to develop a perception scale for the challenges faced by teachers in distance education applied during the Covid-19 pandemic outbreak and by using that scale to propound the perceptions of teachers about the challenges they face in this process, both in general and in terms of age, gender, branch, teaching level, and settlement variables. A descriptive survey, one of the quantitative research designs, was used in the research. First, a semi-structured interview form was applied to 40 teachers from different branches and age groups, who were determined voluntarily to create an item pool. The draft measurement form thus obtained was applied to 955 teachers who were working in public schools in Turkey, giving live lessons from all levels and branches, and selected by the convenience sampling method. The data were collected over the internet with the \"Perceptions Scale towards the Challenges Faced by Teachers in Distance Education (DE)\" prepared by the researcher, and validity and reliability analyzes of the scale were made. The scale was examined in terms of suitability and content validity by three field experts who have a Ph.D. in Computer Education and Instructional Technologies and a Turkish Language expert. According to the results of the pilot scheme, the scale has a two-factor and valid structure. According to the results of the research, it was determined that teachers' perceptions towards the challenges they faced in distance education applied during the pandemic period were at a high level. This study is important in that it will open the door to research on the challenges faced by teachers in distance education in the future.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131880220","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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