This study aims to determine the value preferences of preservice teachers and examine them in terms of different variables such as gender, class, place of residence, field of study, and reasons for choosing the teaching profession. In addition, the study investigates the preferences of preservice teachers for the primary values that a teacher should possess. The research was conducted with teacher candidates studying at Ağrı İbrahim Çeçen University Faculty of Education in the 2020-2021 Fall Semester. Care was taken to ensure that prospective teachers took part in the research voluntarily. In the research, the data of 836 teacher candidates were evaluated. Personal Information Form created by the researchers and Values Scale developed by Dilmaç, Arıcak and Cesur (2014) were used as data collection tools. In the research, firstly, the value preferences of teacher candidates were examined and the highest value areas were human dignity, social values, freedom values, intellectual values, career values, futuwwa values, spirituality and materialistic values; Romantic values were determined as the lowest value area. Teacher candidates’ value preferences generally did not show a significant difference according to gender, class, place of residence and reasons for choosing the teaching profession; It showed a significant difference according to the department variable. It has been determined that teacher candidates prioritize the values of justice, education and knowledge in their selection of the primary values that a teacher should have, and these are followed by the values of responsibility, tolerance, respect, helpfulness, personal development, mental health, consistency and effort, respectively. The findings of the study were discussed in the light of the literature.
{"title":"Determining Value Preferences in Teacher Identity","authors":"Hurızat Hande Turp, Büşra KOÇAK MACUN, Bilal Macun","doi":"10.33711/yyuefd.1378201","DOIUrl":"https://doi.org/10.33711/yyuefd.1378201","url":null,"abstract":"This study aims to determine the value preferences of preservice teachers and examine them in terms of different variables such as gender, class, place of residence, field of study, and reasons for choosing the teaching profession. In addition, the study investigates the preferences of preservice teachers for the primary values that a teacher should possess. The research was conducted with teacher candidates studying at Ağrı İbrahim Çeçen University Faculty of Education in the 2020-2021 Fall Semester. Care was taken to ensure that prospective teachers took part in the research voluntarily. In the research, the data of 836 teacher candidates were evaluated. Personal Information Form created by the researchers and Values Scale developed by Dilmaç, Arıcak and Cesur (2014) were used as data collection tools. In the research, firstly, the value preferences of teacher candidates were examined and the highest value areas were human dignity, social values, freedom values, intellectual values, career values, futuwwa values, spirituality and materialistic values; Romantic values were determined as the lowest value area. Teacher candidates’ value preferences generally did not show a significant difference according to gender, class, place of residence and reasons for choosing the teaching profession; It showed a significant difference according to the department variable. It has been determined that teacher candidates prioritize the values of justice, education and knowledge in their selection of the primary values that a teacher should have, and these are followed by the values of responsibility, tolerance, respect, helpfulness, personal development, mental health, consistency and effort, respectively. The findings of the study were discussed in the light of the literature.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"80 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138983672","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}
Hüseyin Köksal, Ebru Ergül, Zehra Üçel, Aslı Kandemi̇r
Bu araştırmanın amacı, kültüre dayalı günlük hayatta kullanılan söz kalıplarını içeren etkinliklerin öğrencilerin öznel iyi oluşlarına, arkadaşlık ilişkilerine ve akran zorbalığına yönelik etkisini nicel ve nitel boyutları ile birlikte incelemektir. Araştırmanın metadolojisi karma yöntem yaklaşımının içe içe gömülü desenidir. Araştırmanın katılımcılarını 22 ilkokul dördüncü sınıf öğrencisi, onların ebeveynleri ve bir sınıf öğretmeni oluşturmaktadır. Araştırmanın nicel verileri “İlköğretim Öğrencilerinin İyi Oluş Ölçeği”, “Arkadaş İlişkileri Ölçeği” ve “Akran Zorbalığı Belirleme Ölçeği” ile toplanmıştır. Nicel verilerin analizlerinde t-testi ve Wilcoxon işaretli sıralar testi analizleri yapılmıştır. Araştırmanın nitel verileri öğretmen günlükleri ve araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formundan elde edimiştir. Nitel verilerin içerik analizi yapılmıştır. Araştırmanın sonuçları, kültüre dayalı günlük hayatta kullanılan söz kalıpları kullanımının öğrencilerin öznel iyi oluşlarını arttırdığını, arkadaşlık ilişkilerini güçlendirdiğini ve akran zorbalığı zorba boyutu davranışlarında azalmanın sağlanabildiğini göstermiştir. Ancak akran zorbalığı kurban olma boyutunda önemli bir etki gözlenememiştir. Bu araştırma ile kültürel bir öğe olan söz kalıpları kullanımının öğrencilerin düşüncelerini ve kişiler arası iletişimini güçlendirerek istenen yöndeki davranışlarını arttırdığı, istenmeyen yöndeki davranışlarını ise büyük oranda azalttığı sonuca varılmıştır.
{"title":"Kültüre Dayalı Günlük Hayatta Kullanılan Söz Kalıpları Kullanımının Öğrencilerin Öznel İyi Oluşuna, Arkadaşlık İlişkisine ve Akran Zorbalığına Etkisi","authors":"Hüseyin Köksal, Ebru Ergül, Zehra Üçel, Aslı Kandemi̇r","doi":"10.33711/yyuefd.1341786","DOIUrl":"https://doi.org/10.33711/yyuefd.1341786","url":null,"abstract":"Bu araştırmanın amacı, kültüre dayalı günlük hayatta kullanılan söz kalıplarını içeren etkinliklerin öğrencilerin öznel iyi oluşlarına, arkadaşlık ilişkilerine ve akran zorbalığına yönelik etkisini nicel ve nitel boyutları ile birlikte incelemektir. Araştırmanın metadolojisi karma yöntem yaklaşımının içe içe gömülü desenidir. Araştırmanın katılımcılarını 22 ilkokul dördüncü sınıf öğrencisi, onların ebeveynleri ve bir sınıf öğretmeni oluşturmaktadır. Araştırmanın nicel verileri “İlköğretim Öğrencilerinin İyi Oluş Ölçeği”, “Arkadaş İlişkileri Ölçeği” ve “Akran Zorbalığı Belirleme Ölçeği” ile toplanmıştır. Nicel verilerin analizlerinde t-testi ve Wilcoxon işaretli sıralar testi analizleri yapılmıştır. Araştırmanın nitel verileri öğretmen günlükleri ve araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formundan elde edimiştir. Nitel verilerin içerik analizi yapılmıştır. Araştırmanın sonuçları, kültüre dayalı günlük hayatta kullanılan söz kalıpları kullanımının öğrencilerin öznel iyi oluşlarını arttırdığını, arkadaşlık ilişkilerini güçlendirdiğini ve akran zorbalığı zorba boyutu davranışlarında azalmanın sağlanabildiğini göstermiştir. Ancak akran zorbalığı kurban olma boyutunda önemli bir etki gözlenememiştir. Bu araştırma ile kültürel bir öğe olan söz kalıpları kullanımının öğrencilerin düşüncelerini ve kişiler arası iletişimini güçlendirerek istenen yöndeki davranışlarını arttırdığı, istenmeyen yöndeki davranışlarını ise büyük oranda azalttığı sonuca varılmıştır.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"1217 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139019092","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 adapt the 'Digital Addiction Scale for Children,' developed by Hawi, Samaha, and Griffiths (2019), into Turkish to create a valid and reliable measurement tool for determining the levels of digital addiction among 4th-grade primary school students. For the adaptation of the scale into Turkish, 771 4th-grade primary school students from the central districts of Mersin province were included in the study using a convenient sampling method. First, the translation of the scale into Turkish was carried out with the support of language and field experts. Subsequently, Confirmatory Factor Analysis (CFA) was applied to establish construct validity. According to the results of the conducted CFA, it was found that the structure of the 'Digital Addiction Scale for Children', consisting of 25 items and 9 subscales, had good model fit indices. The Cronbach's Alpha internal consistency coefficient for the reliability of the scale was calculated as .95 for the entire scale. Based on the findings obtained in the study, it can be stated that the 'Digital Addiction Scale for Children' is a valid and reliable measurement tool that can be used to determine the levels of digital addiction among primary school students in Turkey.
{"title":"Çocuklar İçin Dijital Bağımlılık Ölçeğini Türkçeye Uyarlama Çalışması","authors":"Özcan Durmaz, Ali Gök, Erman Uzun","doi":"10.33711/yyuefd.1371486","DOIUrl":"https://doi.org/10.33711/yyuefd.1371486","url":null,"abstract":"The aim of this study is to adapt the 'Digital Addiction Scale for Children,' developed by Hawi, Samaha, and Griffiths (2019), into Turkish to create a valid and reliable measurement tool for determining the levels of digital addiction among 4th-grade primary school students. For the adaptation of the scale into Turkish, 771 4th-grade primary school students from the central districts of Mersin province were included in the study using a convenient sampling method. First, the translation of the scale into Turkish was carried out with the support of language and field experts. Subsequently, Confirmatory Factor Analysis (CFA) was applied to establish construct validity. According to the results of the conducted CFA, it was found that the structure of the 'Digital Addiction Scale for Children', consisting of 25 items and 9 subscales, had good model fit indices. The Cronbach's Alpha internal consistency coefficient for the reliability of the scale was calculated as .95 for the entire scale. Based on the findings obtained in the study, it can be stated that the 'Digital Addiction Scale for Children' is a valid and reliable measurement tool that can be used to determine the levels of digital addiction among primary school students in Turkey.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210933","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}
Bu çalışmanın amacı, ortaokul matematik öğretmeni adaylarının etkinlik geliştirme süreçlerinin gerçek hayatla ilişkilendirme açısından incelenmesi ve bu konuda görüşlerinin belirlenmesidir. Bu kapsamda öğretmen adaylarının geliştirdikleri etkinliklerin analizi, etkinliklerde kullandıkları bağlamlar, öğretmen adaylarının görüşlerine göre etkinlikleri gerçek hayatla ilişkilendirme durumları, gerçek hayatla ilişkilendirmenin nasıl ve hangi amaçla yapılacağına ilişkin görüşleri değerlendirilmiştir. Araştırmada durum çalışması yöntemi kullanılmıştır. Veri toplama aracı olarak öğretmen adaylarının geliştirdikleri etkinlikler ve yarı yapılandırılmış görüşme formundan yararlanılmıştır. Verilerin analizi aşamasında nitel analiz tekniklerinden doküman ve içerik analizi kullanılmıştır. Araştırmadan elde edilen bulgulara göre ortaokul matematik öğretmeni adaylarının geliştirdikleri etkinliklerde matematik konularını gerçek hayatla ilişkilendirebildikleri ve etkinliklerin gerçek hayatla ilişkilendirilmesi gerektiğini düşündükleri belirlenmiştir. Öğretmen adaylarının en fazla gerçek hayat problemi çözmeye yönelik türünde, pekiştirme amaçlı, grup çalışması şeklinde uygulanan ve öğretmenin rehber olduğu etkinlik tasarladıkları açığa çıkarılmıştır. Etkinlikleri en fazla mühendislik mimari ve uzunluk/alan/hacim ölçme bağlamlarını kullanarak ilişkilendirdikleri belirlenmiştir. Öğretmen adayları etkinlikleri gerçek hayatla ilişkilendirmenin en fazla dikkat çekme/güdüleme ve problem çözme amacıyla kullanıldığı konusunda görüş bildirmişlerdir.
{"title":"Ortaokul Matematik Öğretmeni Adaylarının Etkinlik Geliştirme Süreçlerinin Gerçek Hayatla İlişkilendirme Açısından İncelenmesi","authors":"M. Ünlü","doi":"10.33711/yyuefd.1337838","DOIUrl":"https://doi.org/10.33711/yyuefd.1337838","url":null,"abstract":"Bu çalışmanın amacı, ortaokul matematik öğretmeni adaylarının etkinlik geliştirme süreçlerinin gerçek hayatla ilişkilendirme açısından incelenmesi ve bu konuda görüşlerinin belirlenmesidir. Bu kapsamda öğretmen adaylarının geliştirdikleri etkinliklerin analizi, etkinliklerde kullandıkları bağlamlar, öğretmen adaylarının görüşlerine göre etkinlikleri gerçek hayatla ilişkilendirme durumları, gerçek hayatla ilişkilendirmenin nasıl ve hangi amaçla yapılacağına ilişkin görüşleri değerlendirilmiştir. Araştırmada durum çalışması yöntemi kullanılmıştır. Veri toplama aracı olarak öğretmen adaylarının geliştirdikleri etkinlikler ve yarı yapılandırılmış görüşme formundan yararlanılmıştır. Verilerin analizi aşamasında nitel analiz tekniklerinden doküman ve içerik analizi kullanılmıştır. Araştırmadan elde edilen bulgulara göre ortaokul matematik öğretmeni adaylarının geliştirdikleri etkinliklerde matematik konularını gerçek hayatla ilişkilendirebildikleri ve etkinliklerin gerçek hayatla ilişkilendirilmesi gerektiğini düşündükleri belirlenmiştir. Öğretmen adaylarının en fazla gerçek hayat problemi çözmeye yönelik türünde, pekiştirme amaçlı, grup çalışması şeklinde uygulanan ve öğretmenin rehber olduğu etkinlik tasarladıkları açığa çıkarılmıştır. Etkinlikleri en fazla mühendislik mimari ve uzunluk/alan/hacim ölçme bağlamlarını kullanarak ilişkilendirdikleri belirlenmiştir. Öğretmen adayları etkinlikleri gerçek hayatla ilişkilendirmenin en fazla dikkat çekme/güdüleme ve problem çözme amacıyla kullanıldığı konusunda görüş bildirmişlerdir.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236973","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 was conducted to determine the effects of learning activities carried out in different environments through digital learning tools - (computer and mobile app) supported activities on students' academic achievement and attitudes towards science. This study, which used a pretest-posttest, control group, and quasi-experimental design as its research model, was conducted with 45 students who were enrolled in the seventh grade of a public school during the academic year of 2020-2021 on the topic of "Reproduction, Growth, and Development in Plants and Animals." In the research, blended learning was applied to the control group, enriched face-to-face learning dimension of blended learning to the experimental-1 group, and enriched e-learning dimension of blended learning to the experimental-2 group. In all groups, the activities were designed in accordance with the 5E learning model. Quantitative data obtained using the “Academic Achievement Test” and the “Science Attitude Scale” were analyzed with the SPSS package program. As a consequence, a statistically significant difference was found between the experimental-2 group and the control group in terms of academic achievement, and between the experimental-1 group and the control group in terms of attitude.
{"title":"Farklı Öğrenme Ortamlarında Kullanılan Bilgisayar ve Mobil Uygulama Destekli Etkinliklerin Etkililiğinin Araştırılması","authors":"Kenan Öztürk, Yeter Şi̇mşekli̇","doi":"10.33711/yyuefd.1261653","DOIUrl":"https://doi.org/10.33711/yyuefd.1261653","url":null,"abstract":"This study was conducted to determine the effects of learning activities carried out in different environments through digital learning tools - (computer and mobile app) supported activities on students' academic achievement and attitudes towards science. This study, which used a pretest-posttest, control group, and quasi-experimental design as its research model, was conducted with 45 students who were enrolled in the seventh grade of a public school during the academic year of 2020-2021 on the topic of \"Reproduction, Growth, and Development in Plants and Animals.\" In the research, blended learning was applied to the control group, enriched face-to-face learning dimension of blended learning to the experimental-1 group, and enriched e-learning dimension of blended learning to the experimental-2 group. In all groups, the activities were designed in accordance with the 5E learning model. Quantitative data obtained using the “Academic Achievement Test” and the “Science Attitude Scale” were analyzed with the SPSS package program. As a consequence, a statistically significant difference was found between the experimental-2 group and the control group in terms of academic achievement, and between the experimental-1 group and the control group in terms of attitude.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241661","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 investigates the effects of ability-based and opinion-based social comparisons on interpersonal problems and concurrently explores the mediating roles of self-esteem and emotion dysregulation within these relational dynamics. A demographic information form, the Inventory of Interpersonal Problems-Circumplex Scales Short Form (IIP-C), the Iowa-Netherlands Comparison Orientation Measure (INCOM), the Rosenberg Self-Esteem Scale (RSES), and the Difficulties in Emotion Regulation Scale (DERS) were administered to 549 volunteer undergraduates. Structural equation modeling (SEM) was employed to analyze the study data. The test results of the proposed model indicated that ability-based social comparison has significant direct and indirect effects on interpersonal problems. In contrast, opinion-based social comparison has no significant direct or indirect effects on interpersonal problems. To clarify, comparing their abilities with others is a significant factor in undergraduates’ interpersonal problems. Moreover, self-esteem and emotion dysregulation significantly mediate this association. Conversely, comparing their opinions with others is not a significant factor in their experiences of interpersonal problems, and this remained consistent in the mediation of self-esteem and emotion dysregulation. Expected and differentiated findings of the study about the associations of distinct comparison types were discussed in light of the current literature. Presented recommendations for further research included diversifying the sample and considering sub-dimensions of interpersonal problems.
{"title":"Testing the Effects of Ability-Based and Opinion-Based Social Comparisons on Interpersonal Problems through the Mediating Roles of Self-Esteem and Difficulties in Emotion Regulation","authors":"Selçuk Aslan, Ayhan Demi̇r","doi":"10.33711/yyuefd.1367697","DOIUrl":"https://doi.org/10.33711/yyuefd.1367697","url":null,"abstract":"This study investigates the effects of ability-based and opinion-based social comparisons on interpersonal problems and concurrently explores the mediating roles of self-esteem and emotion dysregulation within these relational dynamics. A demographic information form, the Inventory of Interpersonal Problems-Circumplex Scales Short Form (IIP-C), the Iowa-Netherlands Comparison Orientation Measure (INCOM), the Rosenberg Self-Esteem Scale (RSES), and the Difficulties in Emotion Regulation Scale (DERS) were administered to 549 volunteer undergraduates. Structural equation modeling (SEM) was employed to analyze the study data. The test results of the proposed model indicated that ability-based social comparison has significant direct and indirect effects on interpersonal problems. In contrast, opinion-based social comparison has no significant direct or indirect effects on interpersonal problems. To clarify, comparing their abilities with others is a significant factor in undergraduates’ interpersonal problems. Moreover, self-esteem and emotion dysregulation significantly mediate this association. Conversely, comparing their opinions with others is not a significant factor in their experiences of interpersonal problems, and this remained consistent in the mediation of self-esteem and emotion dysregulation. Expected and differentiated findings of the study about the associations of distinct comparison types were discussed in light of the current literature. Presented recommendations for further research included diversifying the sample and considering sub-dimensions of interpersonal problems.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"37 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279036","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 aims to examine the relationship between lifelong learning tendencies and research literacy levels of teachers working in Türkiye. The sample of the study, which was designed as correlational research model, consisted of 455 teachers selected by convenient sampling. The “Teachers’ Research Literacy Skills Scale”, and “Lifelong Learning Tendency Scale” were used to collect the data. In the analysis of the data, descriptive statistics such as arithmetic mean, standard deviation, minimum and maximum were used to determine the teachers’ research literacy and lifelong learning tendency levels. Pearson correlation analysis was conducted to determine the relationship between teachers’ research literacy and lifelong learning tendencies. Simple linear regression analysis was used to determine to what extent teachers’ research literacy predicted their lifelong learning tendencies. The findings showed that teachers’ research literacy levels were at high level and their lifelong learning tendency levels were at very high level. It was determined that the research literacy and lifelong learning tendency levels of the teachers did not differ significantly in terms of gender variable while they differed significantly in terms of education level variable. There was a positive, significant, and moderate level relationship between teachers’ research literacy and lifelong learning tendencies.
{"title":"Öğretmenlerin Yaşam boyu Öğrenme Eğilimleri ile Araştırma Okuryazarlığı Düzeyleri Arasındaki İlişkinin İncelenmesi","authors":"Burcu Karafi̇l","doi":"10.33711/yyuefd.1353489","DOIUrl":"https://doi.org/10.33711/yyuefd.1353489","url":null,"abstract":"This study aims to examine the relationship between lifelong learning tendencies and research literacy levels of teachers working in Türkiye. The sample of the study, which was designed as correlational research model, consisted of 455 teachers selected by convenient sampling. The “Teachers’ Research Literacy Skills Scale”, and “Lifelong Learning Tendency Scale” were used to collect the data. In the analysis of the data, descriptive statistics such as arithmetic mean, standard deviation, minimum and maximum were used to determine the teachers’ research literacy and lifelong learning tendency levels. Pearson correlation analysis was conducted to determine the relationship between teachers’ research literacy and lifelong learning tendencies. Simple linear regression analysis was used to determine to what extent teachers’ research literacy predicted their lifelong learning tendencies. The findings showed that teachers’ research literacy levels were at high level and their lifelong learning tendency levels were at very high level. It was determined that the research literacy and lifelong learning tendency levels of the teachers did not differ significantly in terms of gender variable while they differed significantly in terms of education level variable. There was a positive, significant, and moderate level relationship between teachers’ research literacy and lifelong learning tendencies.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"184 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139287706","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}
English education programs are updated to keep up with the new trends and approaches. Curriculum designers introduce the changes into the curriculum. Since the teachers are expected to prepare students for the high-stakes exams, these exams are one of the problems that teachers face during their classes because of the preparation process. This study is therefore set out to determine the effects of high-school entrance exams on the implementation of the English curriculum. The methodological approach taken in this study is a mixed methodology based on the teachers’ views. 201 EFL teachers working at lower secondary schools filled the questionnaire regarding their in-class practices. Among the teachers, 10 teachers are interviewed by taking ample notes. To collect the quantitative data, web tools are utilized due to the vexatious process of Covid-19 days. The results of the study reveal that the high-school entrance test has negative effects regarding the approaches and methods employed in the classes. Furthermore, the classroom practices differ in different grades. The negative washback effects of high-stakes tests outweigh the positive ones in terms of the use of English language in a communicative way.
{"title":"An Investigation of the Impact of the High School Entrance Exam on the Teaching of English","authors":"Seray İrem Kütük, Hayriye Avara","doi":"10.33711/yyuefd.1257007","DOIUrl":"https://doi.org/10.33711/yyuefd.1257007","url":null,"abstract":"English education programs are updated to keep up with the new trends and approaches. Curriculum designers introduce the changes into the curriculum. Since the teachers are expected to prepare students for the high-stakes exams, these exams are one of the problems that teachers face during their classes because of the preparation process. This study is therefore set out to determine the effects of high-school entrance exams on the implementation of the English curriculum. The methodological approach taken in this study is a mixed methodology based on the teachers’ views. 201 EFL teachers working at lower secondary schools filled the questionnaire regarding their in-class practices. Among the teachers, 10 teachers are interviewed by taking ample notes. To collect the quantitative data, web tools are utilized due to the vexatious process of Covid-19 days. The results of the study reveal that the high-school entrance test has negative effects regarding the approaches and methods employed in the classes. Furthermore, the classroom practices differ in different grades. The negative washback effects of high-stakes tests outweigh the positive ones in terms of the use of English language in a communicative way.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139287870","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 article analyses the concept of internationalizing teacher education curricula in Turkish higher education. It relies on the data collected from the prospective teachers with an international experience during their pre-service teacher education process. The eleven participants from different teacher education programs of a state university in the west part of Türkiye explain their opinions on internationalization through comparisons between their university in Türkiye and the host university abroad, focusing on the curriculum used in each country. The findings mainly show that the prospective teachers have a favourable viewpoint regarding internationalization and agree with the necessity to add an international aspect to the teacher education curricula. However, they find the curricula in their countries insufficient for internationalization and for providing prospective teachers with a global perspective. Furthermore, they have more optimistic perceptions about the curricula used in the host countries and desire that teacher educators use more interactive teaching methods in their countries, too. These findings suggest that teacher education must include an international aspect in the curriculum, and this process must be integrative and multi-faceted.
{"title":"Öğretmen Adaylarının Uluslararası Deneyimleri Bağlamında Hizmet Öncesi Öğretmen Eğitimi Programlarının Uluslararasılaşma Açısından İncelenmesi","authors":"Kadriye Di̇mi̇ci̇","doi":"10.33711/yyuefd.1329056","DOIUrl":"https://doi.org/10.33711/yyuefd.1329056","url":null,"abstract":"This article analyses the concept of internationalizing teacher education curricula in Turkish higher education. It relies on the data collected from the prospective teachers with an international experience during their pre-service teacher education process. The eleven participants from different teacher education programs of a state university in the west part of Türkiye explain their opinions on internationalization through comparisons between their university in Türkiye and the host university abroad, focusing on the curriculum used in each country. The findings mainly show that the prospective teachers have a favourable viewpoint regarding internationalization and agree with the necessity to add an international aspect to the teacher education curricula. However, they find the curricula in their countries insufficient for internationalization and for providing prospective teachers with a global perspective. Furthermore, they have more optimistic perceptions about the curricula used in the host countries and desire that teacher educators use more interactive teaching methods in their countries, too. These findings suggest that teacher education must include an international aspect in the curriculum, and this process must be integrative and multi-faceted.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"180 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139289504","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}
Araştırmanın amacı, özel yetenek potansiyeli olan çocukların eğitim süreçlerinin değerlendirilmesi ve eğitim ortamlarındaki mevcut durumlarının ortaya koyulmasıdır. Araştırma durum çalışması deseninde yürütülmüştür. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılı içinde Antalya ili merkez ilçelerinde bulunan resmi bağımsız anaokullarında görevli 74 okul öncesi öğretmeni oluşturmaktadır. Araştırmanın verileri araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırmadan elde edilen veriler içerik analizi ve betimsel analiz yöntemleri ile analiz edilmiştir. Araştırmada yapılan analizler sonucunda okul öncesi öğretmenlerinin özel yetenek potansiyeli olan çocukların ayırt edici özelliklerini tespit edebildikleri belirlenmiştir. Okul öncesi öğretmenlerinin özel yetenek potansiyeli olan çocukların akran ilişkileri ve sınıfa uyumlarına ilişkin mevcut durumdaki gözlemlerinin özel yetenekli çocukların akran ilişkileri ile tutarlılık gösterdiği sonucuna ulaşılmıştır. Araştırmada bazı okul öncesi öğretmenlerinin özel yetenek potansiyeli olan çocukların eğitim süreçleri için sınıf içi düzenlemeler yaptıkları görülmüştür. Okul öncesi öğretmenlerinin çoğunluğunun özel yetenek potansiyeli olan çocukların eğitim süreçlerine dair kendilerini yetersiz gördüklerini özel yetenek potansiyeli olan çocukların eğitim süreçlerine dair desteğe ihtiyaçları olduğunu ifade etmişlerdir.
{"title":"Okul Öncesi Dönem Özel Yetenek Potansiyeli Olan Çocukların Eğitim Süreçlerinin Değerlendirilmesi","authors":"Aybüke Koçbay, Ayperi DİKİCİ SIĞIRTMAÇ","doi":"10.33711/yyuefd.1298748","DOIUrl":"https://doi.org/10.33711/yyuefd.1298748","url":null,"abstract":"Araştırmanın amacı, özel yetenek potansiyeli olan çocukların eğitim süreçlerinin değerlendirilmesi ve eğitim ortamlarındaki mevcut durumlarının ortaya koyulmasıdır. Araştırma durum çalışması deseninde yürütülmüştür. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılı içinde Antalya ili merkez ilçelerinde bulunan resmi bağımsız anaokullarında görevli 74 okul öncesi öğretmeni oluşturmaktadır. Araştırmanın verileri araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırmadan elde edilen veriler içerik analizi ve betimsel analiz yöntemleri ile analiz edilmiştir. Araştırmada yapılan analizler sonucunda okul öncesi öğretmenlerinin özel yetenek potansiyeli olan çocukların ayırt edici özelliklerini tespit edebildikleri belirlenmiştir. Okul öncesi öğretmenlerinin özel yetenek potansiyeli olan çocukların akran ilişkileri ve sınıfa uyumlarına ilişkin mevcut durumdaki gözlemlerinin özel yetenekli çocukların akran ilişkileri ile tutarlılık gösterdiği sonucuna ulaşılmıştır. Araştırmada bazı okul öncesi öğretmenlerinin özel yetenek potansiyeli olan çocukların eğitim süreçleri için sınıf içi düzenlemeler yaptıkları görülmüştür. Okul öncesi öğretmenlerinin çoğunluğunun özel yetenek potansiyeli olan çocukların eğitim süreçlerine dair kendilerini yetersiz gördüklerini özel yetenek potansiyeli olan çocukların eğitim süreçlerine dair desteğe ihtiyaçları olduğunu ifade etmişlerdir.","PeriodicalId":23699,"journal":{"name":"Yuzunci Yil Universitesi Egitim Fakultesi Dergisi","volume":"488 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139313883","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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