Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.7
Zeynep Gülşah Kani, Hatice İğsen
Various language policies are implemented for foreign language teaching in educational institutions. One of these language policies is the monolingual approach called "English-only", which requires only the target language to be used in the classroom. This policy is largely implemented in private institutions in Turkey. Studies about teachers’ perspectives on the English-only policy are relatively less. Hence, this research aimed to explore what the perspectives of bilingual EFL teachers working in schools where the English only policy is implemented are and what the effects of such practices are on their teaching methods and professional identities. A case study research design under a qualitative approach was adopted to explore eight bilingual EFL teachers’ perspectives on language policies implemented in kindergarten and primary school of the private education institution where they worked. The results varied according to the professional background of the teachers and the department they worked. While language teachers who worked in kindergarten favoured the policy despite reacting negatively to the strict policies implemented by the school, primary school language teachers showed explicit resistance to the implementation of the English-only policy. Moreover, all the teachers expressed their uneasiness about being assigned fake English names and associated this with the impact of neoliberalism and other ideologies prevailing in the linguistic market on private institutions in Turkey.
{"title":"Bilingual English Teachers' Perspectives on 'English-only' Policies in an EFL Setting","authors":"Zeynep Gülşah Kani, Hatice İğsen","doi":"10.29329/epasr.2022.248.7","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.7","url":null,"abstract":"Various language policies are implemented for foreign language teaching in educational institutions. One of these language policies is the monolingual approach called \"English-only\", which requires only the target language to be used in the classroom. This policy is largely implemented in private institutions in Turkey. Studies about teachers’ perspectives on the English-only policy are relatively less. Hence, this research aimed to explore what the perspectives of bilingual EFL teachers working in schools where the English only policy is implemented are and what the effects of such practices are on their teaching methods and professional identities. A case study research design under a qualitative approach was adopted to explore eight bilingual EFL teachers’ perspectives on language policies implemented in kindergarten and primary school of the private education institution where they worked. The results varied according to the professional background of the teachers and the department they worked. While language teachers who worked in kindergarten favoured the policy despite reacting negatively to the strict policies implemented by the school, primary school language teachers showed explicit resistance to the implementation of the English-only policy. Moreover, all the teachers expressed their uneasiness about being assigned fake English names and associated this with the impact of neoliberalism and other ideologies prevailing in the linguistic market on private institutions in Turkey.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45578475","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.1
Numan Turan, Bediha Ipekci, Ezgi Alabucak Cinalioğlu, Mehmet Yilmaz
This qualitative research explored Syrian refugees’ self-determination and psychosocial adjustment in Turkey and teachers’ experience working with refugees. Data were collected through semi-structured interviews from 12 vocational and language teachers (M age = 34.27, SD age = 4.94) who had an average of 9.58-year teaching experience and at least one year of teaching Syrian forcibly displaced people and refugees. The content analysis revealed three overarching themes: i) the needs for autonomy, competence and relatedness facilitate refugees’ adjustment in dealing with resettlement stressors; ii) trauma experience interferes with refugees’ adjustment; iii) working with refugees transforms teachers to become more tolerant, resilient, patriotic, sensitive to diversity, and grateful for their relationships. The findings may stimulate psychosocial interventions and policies that would mitigate contextual barriers as well as create an inclusive psychosocial environment. Refugees are likely to benefıt from a nurturing environment and teachers are likely to benefit from trainings focusing on trauma informed teaching skills. sensitivity, resilience indirect trauma exposure,
{"title":"A Qualitative Analysis of Self-Determination and Psychological Adjustment of Syrian Refugees in Turkey: Teachers' Perspective","authors":"Numan Turan, Bediha Ipekci, Ezgi Alabucak Cinalioğlu, Mehmet Yilmaz","doi":"10.29329/epasr.2022.248.1","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.1","url":null,"abstract":"This qualitative research explored Syrian refugees’ self-determination and psychosocial adjustment in Turkey and teachers’ experience working with refugees. Data were collected through semi-structured interviews from 12 vocational and language teachers (M age = 34.27, SD age = 4.94) who had an average of 9.58-year teaching experience and at least one year of teaching Syrian forcibly displaced people and refugees. The content analysis revealed three overarching themes: i) the needs for autonomy, competence and relatedness facilitate refugees’ adjustment in dealing with resettlement stressors; ii) trauma experience interferes with refugees’ adjustment; iii) working with refugees transforms teachers to become more tolerant, resilient, patriotic, sensitive to diversity, and grateful for their relationships. The findings may stimulate psychosocial interventions and policies that would mitigate contextual barriers as well as create an inclusive psychosocial environment. Refugees are likely to benefıt from a nurturing environment and teachers are likely to benefit from trainings focusing on trauma informed teaching skills. sensitivity, resilience indirect trauma exposure,","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45465609","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.12
Zeki Öğdem
{"title":"Principal Authorized Teacher as a Management Form","authors":"Zeki Öğdem","doi":"10.29329/epasr.2022.248.12","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.12","url":null,"abstract":"","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44980630","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.11
Nazike Karagözoğlu, U. Gezer
The relationship between the digital literacy levels of Social Studies teacher candidates and their attitudes towards distance education was investigated in this study. In addition, attitudes of teacher candidates towards distance education and their digital literacy levels were compared in terms of gender, year of education and income variables. The sample of this study, in which the general screening model was used, consisted of 260 social studies teacher candidates studying at state universities in the Central Anatolia Region of Turkey in the 2020-2021 academic year. “Digital Literacy Scale” developed by Bayrakçı (2020) and “Distance Education Attitude Scale” developed by Ağır (2007) were used in the data collection process. Kolmogorov-Smirnov normality test was run for data normality and after data normality was provided, regression and Pearson correlation analyzes, independent sample t-test, one-way ANOVA test and Post Hoc analysis were performed. The findings of the current study showed that the digital literacy levels of teacher candidates did not differ significantly depending on gender and grade levels, but the digital literacy levels of male teacher candidates were higher. It was observed that the attitudes of teacher candidates towards distance education significantly differed based on gender and year of education. It was determined that teacher candidates with high-income had a more positive attitude towards distance education and had higher levels of digital literacy compared to teacher candidates with low- and middle-income levels. The findings of the present study also showed that there was a positive and moderately significant relationship between digital literacy levels of teacher candidates and their attitudes towards distance education, and it was concluded that digital literacy levels of teacher candidates significantly predicted their attitude scores toward distance education. relationship between digital literacy and distance education perceptions in the literature. This study is important to fill this gap in the literature. Based on the observation that the efficiency of distance education, which started at all levels of education rapidly and compulsorily due to the pandemic, varied especially because of the digital competencies of teachers and students, this study aims to investigate the relationship between digital literacy levels of teacher candidates and their attitudes towards distance education. For this purpose, the answers of the following research questions were sought:
{"title":"An Investigation of the Relationship Between Digital Literacy Levels of Social Studies Teacher Candidates and Their Attitudes Towards Distance Education","authors":"Nazike Karagözoğlu, U. Gezer","doi":"10.29329/epasr.2022.248.11","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.11","url":null,"abstract":"The relationship between the digital literacy levels of Social Studies teacher candidates and their attitudes towards distance education was investigated in this study. In addition, attitudes of teacher candidates towards distance education and their digital literacy levels were compared in terms of gender, year of education and income variables. The sample of this study, in which the general screening model was used, consisted of 260 social studies teacher candidates studying at state universities in the Central Anatolia Region of Turkey in the 2020-2021 academic year. “Digital Literacy Scale” developed by Bayrakçı (2020) and “Distance Education Attitude Scale” developed by Ağır (2007) were used in the data collection process. Kolmogorov-Smirnov normality test was run for data normality and after data normality was provided, regression and Pearson correlation analyzes, independent sample t-test, one-way ANOVA test and Post Hoc analysis were performed. The findings of the current study showed that the digital literacy levels of teacher candidates did not differ significantly depending on gender and grade levels, but the digital literacy levels of male teacher candidates were higher. It was observed that the attitudes of teacher candidates towards distance education significantly differed based on gender and year of education. It was determined that teacher candidates with high-income had a more positive attitude towards distance education and had higher levels of digital literacy compared to teacher candidates with low- and middle-income levels. The findings of the present study also showed that there was a positive and moderately significant relationship between digital literacy levels of teacher candidates and their attitudes towards distance education, and it was concluded that digital literacy levels of teacher candidates significantly predicted their attitude scores toward distance education. relationship between digital literacy and distance education perceptions in the literature. This study is important to fill this gap in the literature. Based on the observation that the efficiency of distance education, which started at all levels of education rapidly and compulsorily due to the pandemic, varied especially because of the digital competencies of teachers and students, this study aims to investigate the relationship between digital literacy levels of teacher candidates and their attitudes towards distance education. For this purpose, the answers of the following research questions were sought:","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43617908","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.16
Aslı Fişekcioğlu
Linguistics studies have always influenced the field of foreign language teaching. In the 20th century, structuralism prevailed in linguistics. While language is a communication tool, language is also a structure that is formed and developed within the framework of its system. A great deal of important research has been done on these ideas. In addition, new methods and approaches inspired by the same ideas have emerged in foreign language teaching, influenced by linguistics and sub-fields of linguistics. However, the anthropological perspective observed in all fields of science in the last years of the 20th century paved the way for important studies focusing on the cultural studies approach. An applied scientific field of study inspired by the cultural studies approach is cultural linguistics. Country linguistics, a sub-field of cultural linguistics, is an applied field that researches the methods used in teaching a language as a foreign language. In this context, country linguistics has been studied based on the language worldview. Afterwards, the definition of national folklore elements in teaching Turkish as a foreign language was examined within the studies carried out in Western Europe. As a result, teaching Turkish as a foreign language is also accepted as cultural diplomacy. In order to reach a unique approach in this field, the basic principles of the action-oriented approach to national folklore elements were discussed.
{"title":"Language Worldview and Action-Oriented National Folklore Elements Approach for Teaching Turkish as a Foreign Language","authors":"Aslı Fişekcioğlu","doi":"10.29329/epasr.2022.248.16","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.16","url":null,"abstract":"Linguistics studies have always influenced the field of foreign language teaching. In the 20th century, structuralism prevailed in linguistics. While language is a communication tool, language is also a structure that is formed and developed within the framework of its system. A great deal of important research has been done on these ideas. In addition, new methods and approaches inspired by the same ideas have emerged in foreign language teaching, influenced by linguistics and sub-fields of linguistics. However, the anthropological perspective observed in all fields of science in the last years of the 20th century paved the way for important studies focusing on the cultural studies approach. An applied scientific field of study inspired by the cultural studies approach is cultural linguistics. Country linguistics, a sub-field of cultural linguistics, is an applied field that researches the methods used in teaching a language as a foreign language. In this context, country linguistics has been studied based on the language worldview. Afterwards, the definition of national folklore elements in teaching Turkish as a foreign language was examined within the studies carried out in Western Europe. As a result, teaching Turkish as a foreign language is also accepted as cultural diplomacy. In order to reach a unique approach in this field, the basic principles of the action-oriented approach to national folklore elements were discussed.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":"1 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41308101","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.4
Sezen Apaydın, Sibel Güven
Creativity is recognized as an integral skill of the 21 st century. For this reason, it is important for educators to learn how to nurture their students’ creativity and find means of evoking it in the classroom. It is believed that creativity, a trademark of this age of innovation, can be developed with a suitable educational environment and can be taught when appropriate conditions are provided. The role and importance of universities, especially faculties of education, which elicit the development and application of new ideas, cannot be denied. This study aimed to help pre-service teachers define creativity and evaluate their undergraduate education processes in terms of gaining and using creativity-based skills. In accordance with the nature of the qualitative research, the study group of the research was selected using a random sampling strategy. The study group of the research consisted of 197 pre-service teachers being educated in the faculty of education of a state university in their final year. The data collected and entered into the online data collection form was acquired using content analysis.
{"title":"Pre-Service Teachers' Evaluations of Creativity in Higher Education","authors":"Sezen Apaydın, Sibel Güven","doi":"10.29329/epasr.2022.248.4","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.4","url":null,"abstract":"Creativity is recognized as an integral skill of the 21 st century. For this reason, it is important for educators to learn how to nurture their students’ creativity and find means of evoking it in the classroom. It is believed that creativity, a trademark of this age of innovation, can be developed with a suitable educational environment and can be taught when appropriate conditions are provided. The role and importance of universities, especially faculties of education, which elicit the development and application of new ideas, cannot be denied. This study aimed to help pre-service teachers define creativity and evaluate their undergraduate education processes in terms of gaining and using creativity-based skills. In accordance with the nature of the qualitative research, the study group of the research was selected using a random sampling strategy. The study group of the research consisted of 197 pre-service teachers being educated in the faculty of education of a state university in their final year. The data collected and entered into the online data collection form was acquired using content analysis.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48419074","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.14
Esra Nur Ti̇ryaki
This research was conducted as a case study, which is one of the qualitative research methods, to determine how prospective Turkish teachers explain the concepts in their minds about writing skills. The study group consists of 60 3rd-grade prospective teachers studying at the Department of Turkish Language Education of Hatay Mustafa Kemal University in the 2018-2019 academic year. Research data were collected through a word association test. In order to reach the concepts that best describe the writing skill, first of all, ten concepts were determined by the researcher within the scope of the relevant course. Then, the test prepared with these concepts was presented to the expert opinion, and the word association test was designed with the remaining six concepts (writing, text, text types, narrative text, informative text, and argumentative text). In the data analysis, the answers of the prospective teachers to the word test were examined in detail and independently with an expert to ensure reliability. Frequency distribution was created with the frequency of repetition of the concepts related to key concepts. According to the frequency of the concepts, the breakpoint technique (Bahar, Johnstone & Sutcliffe, 1999) was used. In this study, breakpoint points between 20 concepts and above, 15-19 concepts, 10-14 concepts, and 5-9 concepts were applied. Concept networks were created separately according to the pre-test and post-test. According to the data obtained, the concept in the pre-test (f =1.636) increased to (f=1.732) in the last test. While the least increase was observed in the “writing” key concept (f=299-302), the highest increase was found in the “text” concept (f=263-292). The number of sentences containing academic information about key concepts increased from pre-test to post-test (f=116; f=179). The number of sentences without academic information (f=189-f=115) decreased. Moreover, the decrease in sentences containing misconceptions (f=29-f=13) supports this situation. When the sentences were examined in terms of including scientific information, it was found that academic expressions were used more accurately, and misconceptions were reduced. A total of 16 words were added at this breakpoint: writing (class, thought, notebook), text (story, sentence, lettering), argumentative text (thesis, discussion), text types (novel, descriptive, essay, and article); narrative text (novel, child, and event), and informative text (objective, essay) concepts were produced. A common relationship was established in the concepts of essay, novel, and story.
{"title":"Determination of Cognitive Structures in Concepts Related to Writing Education With the Word Association Test","authors":"Esra Nur Ti̇ryaki","doi":"10.29329/epasr.2022.248.14","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.14","url":null,"abstract":"This research was conducted as a case study, which is one of the qualitative research methods, to determine how prospective Turkish teachers explain the concepts in their minds about writing skills. The study group consists of 60 3rd-grade prospective teachers studying at the Department of Turkish Language Education of Hatay Mustafa Kemal University in the 2018-2019 academic year. Research data were collected through a word association test. In order to reach the concepts that best describe the writing skill, first of all, ten concepts were determined by the researcher within the scope of the relevant course. Then, the test prepared with these concepts was presented to the expert opinion, and the word association test was designed with the remaining six concepts (writing, text, text types, narrative text, informative text, and argumentative text). In the data analysis, the answers of the prospective teachers to the word test were examined in detail and independently with an expert to ensure reliability. Frequency distribution was created with the frequency of repetition of the concepts related to key concepts. According to the frequency of the concepts, the breakpoint technique (Bahar, Johnstone & Sutcliffe, 1999) was used. In this study, breakpoint points between 20 concepts and above, 15-19 concepts, 10-14 concepts, and 5-9 concepts were applied. Concept networks were created separately according to the pre-test and post-test. According to the data obtained, the concept in the pre-test (f =1.636) increased to (f=1.732) in the last test. While the least increase was observed in the “writing” key concept (f=299-302), the highest increase was found in the “text” concept (f=263-292). The number of sentences containing academic information about key concepts increased from pre-test to post-test (f=116; f=179). The number of sentences without academic information (f=189-f=115) decreased. Moreover, the decrease in sentences containing misconceptions (f=29-f=13) supports this situation. When the sentences were examined in terms of including scientific information, it was found that academic expressions were used more accurately, and misconceptions were reduced. A total of 16 words were added at this breakpoint: writing (class, thought, notebook), text (story, sentence, lettering), argumentative text (thesis, discussion), text types (novel, descriptive, essay, and article); narrative text (novel, child, and event), and informative text (objective, essay) concepts were produced. A common relationship was established in the concepts of essay, novel, and story.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46748469","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.15
Davut Köğce
This study was conducted to identify mathematical errors and mistakes made by preservice elementary mathematics teachers in the calculus course. To that end, the document analysis method of qualitative research models was used in the research. The sample of the research included a total of 75 preservice teachers who were attending the Department of Elementary Mathematics Education in the Faculty of Education at a public university and taking the calculus I course during the fall term of 2016-2017 academic year. Accordingly, written documents including the participant preservice teachers’ papers of interim exams, practice exams, and general exams constituted the data source. The exam papers were scanned with a scanner and transformed into the electronic environment. A content analysis was performed with the data by using MAXQDA 12 qualitative data analysis program, and “data coding” of data analysis techniques was utilized. It was concluded that the preservice teachers made procedural and conceptual errors and mistakes, mathematical errors and mistakes such as recalling generalizations incompletely or incorrectly. Some recommendations were made in light of these results. this development and Thus, this aimed to identify mathematical errors and mistakes made by preservice elementary mathematics teachers in the calculus course. The following main research problem was asked to that end: mathematical errors and mistakes are made by preservice elementary mathematics teachers in calculus course?”
{"title":"Examination of Mathematical Errors and Mistakes in Calculus Course","authors":"Davut Köğce","doi":"10.29329/epasr.2022.248.15","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.15","url":null,"abstract":"This study was conducted to identify mathematical errors and mistakes made by preservice elementary mathematics teachers in the calculus course. To that end, the document analysis method of qualitative research models was used in the research. The sample of the research included a total of 75 preservice teachers who were attending the Department of Elementary Mathematics Education in the Faculty of Education at a public university and taking the calculus I course during the fall term of 2016-2017 academic year. Accordingly, written documents including the participant preservice teachers’ papers of interim exams, practice exams, and general exams constituted the data source. The exam papers were scanned with a scanner and transformed into the electronic environment. A content analysis was performed with the data by using MAXQDA 12 qualitative data analysis program, and “data coding” of data analysis techniques was utilized. It was concluded that the preservice teachers made procedural and conceptual errors and mistakes, mathematical errors and mistakes such as recalling generalizations incompletely or incorrectly. Some recommendations were made in light of these results. this development and Thus, this aimed to identify mathematical errors and mistakes made by preservice elementary mathematics teachers in the calculus course. The following main research problem was asked to that end: mathematical errors and mistakes are made by preservice elementary mathematics teachers in calculus course?”","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44415893","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.2
A. Acar
The Common European Framework of Reference for Languages (CEFR) introduces a new goal for language teaching, that of training social actors rather than mere communicators. Thus, social action as a new reference action corresponding to this new reference goal in English language teaching necessitates a departure from taking interaction or communication as the ultimate goal in an ELT curriculum. This paper argues that mini-projects, which are the best models of social action compatible with the constraints of school education, should be the basic units in an action-oriented curriculum. Syllabus in such an action-oriented curriculum functions primarily as linguistic resources needed by the students to be able to carry out the proposed mini-projects. Thus, the task of the syllabus designer is to select and grade the language content according to the mini-projects proposed in an action-oriented curriculum, even in a second phase, a posteriori control of this content and its progression must be carried out, which may lead, in a third phase, to modify the mini-projects or even their chronological order.
{"title":"Syllabus Design in the Action-oriented Curriculum","authors":"A. Acar","doi":"10.29329/epasr.2022.248.2","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.2","url":null,"abstract":"The Common European Framework of Reference for Languages (CEFR) introduces a new goal for language teaching, that of training social actors rather than mere communicators. Thus, social action as a new reference action corresponding to this new reference goal in English language teaching necessitates a departure from taking interaction or communication as the ultimate goal in an ELT curriculum. This paper argues that mini-projects, which are the best models of social action compatible with the constraints of school education, should be the basic units in an action-oriented curriculum. Syllabus in such an action-oriented curriculum functions primarily as linguistic resources needed by the students to be able to carry out the proposed mini-projects. Thus, the task of the syllabus designer is to select and grade the language content according to the mini-projects proposed in an action-oriented curriculum, even in a second phase, a posteriori control of this content and its progression must be carried out, which may lead, in a third phase, to modify the mini-projects or even their chronological order.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365333","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}
Pub Date : 2021-12-02DOI: 10.29329/epasr.2021.383.9
Satı Burhanlı, Gülgün Bangir-Alpan
YouTube has over 2 billion users who watch YouTube videos regularly. It is one of the social media platforms that increase its popularity in the last years with its use in educational purposes in various grade levels. The purpose of this study is to investigate the factors that make university students use YouTube for learning and studying. Firstly, it looks into the reasons that make university students prefer YouTube for learning and studying. Secondly, it examines the factors that university students consider during content selection on YouTube. The qualitative research design methodology is used in the design of the study. Data is collected through the interviews that held on face to face. The study emerged that the reasons that motive university students to use YouTube in the learning process are individual learning needs, manageability, limitations of face to face education, and availability of conditions. Besides, the study showed that university students also consider some criteria while selecting content on YouTube. They mostly consider the appropriateness of content to their interest, popularity, thumbnail image, and reliability of sources. The results of the study can be helpful for content developers to understand the needs of university students in digital platforms. Furthermore, the results can give feedback to instructors on universities to understand the gaps in face-to-face education. Besides, the results also help to understand the mindset of university students during content selection in social media.
{"title":"Why Do University Students Prefer YouTube to Learn and Study?","authors":"Satı Burhanlı, Gülgün Bangir-Alpan","doi":"10.29329/epasr.2021.383.9","DOIUrl":"https://doi.org/10.29329/epasr.2021.383.9","url":null,"abstract":"YouTube has over 2 billion users who watch YouTube videos regularly. It is one of the social media platforms that increase its popularity in the last years with its use in educational purposes in various grade levels. The purpose of this study is to investigate the factors that make university students use YouTube for learning and studying. Firstly, it looks into the reasons that make university students prefer YouTube for learning and studying. Secondly, it examines the factors that university students consider during content selection on YouTube. The qualitative research design methodology is used in the design of the study. Data is collected through the interviews that held on face to face. The study emerged that the reasons that motive university students to use YouTube in the learning process are individual learning needs, manageability, limitations of face to face education, and availability of conditions. Besides, the study showed that university students also consider some criteria while selecting content on YouTube. They mostly consider the appropriateness of content to their interest, popularity, thumbnail image, and reliability of sources. The results of the study can be helpful for content developers to understand the needs of university students in digital platforms. Furthermore, the results can give feedback to instructors on universities to understand the gaps in face-to-face education. Besides, the results also help to understand the mindset of university students during content selection in social media.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47595517","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：