The increase in diversity in society and, thus, in schools brings the possibility of an increase in the number of students exposed to prejudice and discrimination due to their differences. Therefore, there is a need for teachers who can support students' perceptions of social justice. This study aims to examine the predictive power of CT disposition and SP responsibility on social justice attitudes in prospective social studies teachers. 341 prospective social studies teachers from universities in various cities of Turkey participated in the study. Multiple linear regression analysis was used to analyze the data. The results showed that CT disposition predicted social justice, while SP responsibility did not have a significant effect. The study's results underline the importance of increasing CT disposition to increase prospective teachers' social justice attitudes. It is necessary to include CT disposition development in studies on social justice.
{"title":"Predictors of Social Justice: Critical Thinking Disposition and Student Personal Responsibility","authors":"Filiz Gültekin","doi":"10.55236/tuara.1398560","DOIUrl":"https://doi.org/10.55236/tuara.1398560","url":null,"abstract":"The increase in diversity in society and, thus, in schools brings the possibility of an increase in the number of students exposed to prejudice and discrimination due to their differences. Therefore, there is a need for teachers who can support students' perceptions of social justice. This study aims to examine the predictive power of CT disposition and SP responsibility on social justice attitudes in prospective social studies teachers. 341 prospective social studies teachers from universities in various cities of Turkey participated in the study. Multiple linear regression analysis was used to analyze the data. The results showed that CT disposition predicted social justice, while SP responsibility did not have a significant effect. The study's results underline the importance of increasing CT disposition to increase prospective teachers' social justice attitudes. It is necessary to include CT disposition development in studies on social justice.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"43 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595335","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}
Mutlu Tahsin Üstündağ, Gizem Yıldız, Mustafa Tanriverdi, T. S. Bi̇rbudak
In this study, it is aimed to analyze the articles on Web3 and present the general situation about Web3 to researchers. Within the scope of this purpose, the trends of the studies published on Web3 according to years, the trends of the journals in which they were published, the institutions and countries that contributed the most, the keywords used in the studies, the topics and themes based on the studies, and the distribution of research areas were revealed. The research is based on bibliometric analysis. A total of 280 articles published in WoS and SCOPUS databases were analyzed. WoSViewer and Bibliometrix programs were used in data analysis. The findings were analyzed and interpreted separately in WoS and SCOPUS. As a result of the research, there was a significant increase in studies on Web3 in 2022, and the journals with the highest number of publications in WoS and SCOPUS differ. The countries that contributed the most to Web3 were China, The USA, India, England, Germany. The most cited countries are China, the USA, India, England, Iran and Canada. In general, it can be said that countries and institutions have conducted studies on Web3 by addressing many issues related to Web3. Within the scope of the results, Web3 studies address many different disciplines with many topics. However, there is a need to deepen the studies. The policies, practices and even the laws created by countries on Web3 are important for studies on Web3. Blockchain is one of the most studied topics, but it is understood that there are some hesitations about blockchain security. For this reason, Web3 studies can be conducted to increase blockchain security.
{"title":"Web3 Üzerine Yazılan Makalelerin Bibliyometrik Analizi","authors":"Mutlu Tahsin Üstündağ, Gizem Yıldız, Mustafa Tanriverdi, T. S. Bi̇rbudak","doi":"10.55236/tuara.1344352","DOIUrl":"https://doi.org/10.55236/tuara.1344352","url":null,"abstract":"In this study, it is aimed to analyze the articles on Web3 and present the general situation about Web3 to researchers. Within the scope of this purpose, the trends of the studies published on Web3 according to years, the trends of the journals in which they were published, the institutions and countries that contributed the most, the keywords used in the studies, the topics and themes based on the studies, and the distribution of research areas were revealed. The research is based on bibliometric analysis. A total of 280 articles published in WoS and SCOPUS databases were analyzed. WoSViewer and Bibliometrix programs were used in data analysis. The findings were analyzed and interpreted separately in WoS and SCOPUS. As a result of the research, there was a significant increase in studies on Web3 in 2022, and the journals with the highest number of publications in WoS and SCOPUS differ. The countries that contributed the most to Web3 were China, The USA, India, England, Germany. The most cited countries are China, the USA, India, England, Iran and Canada. In general, it can be said that countries and institutions have conducted studies on Web3 by addressing many issues related to Web3. Within the scope of the results, Web3 studies address many different disciplines with many topics. However, there is a need to deepen the studies. The policies, practices and even the laws created by countries on Web3 are important for studies on Web3. Blockchain is one of the most studied topics, but it is understood that there are some hesitations about blockchain security. For this reason, Web3 studies can be conducted to increase blockchain security.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"130 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599285","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 emphasis on well-being in mental health definitions and the impact of positive psychology studies, it is observed that the interest in the factors explaining the subjective well-being (happiness) of individuals is increasing day by day. Subjective well-being involves cognitive and emotional evaluation of life. These evaluations may vary from one area of life to another and may have positive or negative effects on happiness. For this reason, numerous studies have focused on the relationship between subjective well-being and various aspects of life domains including friendship, romantic relationships, and academic achievement. However, it is noteworthy that the extent and priority of how the dynamics of various life domains collectively contribute to individuals' subjective well-being have not yet to been sufficiently clarified. From this point of view, the present study aimed to investigate the predictive role of the subcomponents of university students' interpersonal sensitivity, academic self-perception and attachment-based experiences in close relationship in their subjective well-being and to determine the priority status of these factors. The participants of the study consisted of 410 (235 female, 175 male) university students between the ages of 18-25. As a result of the correlation analysis, statistically significant relationships were found between all of the sub-dimensions of interpersonal sensitivity, academic self and experiences in close relationship and subjective well-being. The results of the stepwise regression analysis revealed four statistically significant models to explain subjective well-being. At each stage, when the effects of the sub-dimensions included in the previous model were controlled, the explanatory levels of the variables included in the model for subjective well-being were 30% for lack of social self-confidence, 12% for academic effort, 3% for interpersonal anxiety and dependency, and 4% for non-assertive behaviors, respectively. The findings were discussed and supported by the explanations and findings in the literature.
{"title":"Predictors of Subjective Well-Being: Interpersonal Sensitivity, Close Relationship Experiences and Academic Self-Concept","authors":"Fatma Sapmaz","doi":"10.55236/tuara.1355458","DOIUrl":"https://doi.org/10.55236/tuara.1355458","url":null,"abstract":"The emphasis on well-being in mental health definitions and the impact of positive psychology studies, it is observed that the interest in the factors explaining the subjective well-being (happiness) of individuals is increasing day by day. Subjective well-being involves cognitive and emotional evaluation of life. These evaluations may vary from one area of life to another and may have positive or negative effects on happiness. For this reason, numerous studies have focused on the relationship between subjective well-being and various aspects of life domains including friendship, romantic relationships, and academic achievement. However, it is noteworthy that the extent and priority of how the dynamics of various life domains collectively contribute to individuals' subjective well-being have not yet to been sufficiently clarified. From this point of view, the present study aimed to investigate the predictive role of the subcomponents of university students' interpersonal sensitivity, academic self-perception and attachment-based experiences in close relationship in their subjective well-being and to determine the priority status of these factors. The participants of the study consisted of 410 (235 female, 175 male) university students between the ages of 18-25. As a result of the correlation analysis, statistically significant relationships were found between all of the sub-dimensions of interpersonal sensitivity, academic self and experiences in close relationship and subjective well-being. The results of the stepwise regression analysis revealed four statistically significant models to explain subjective well-being. At each stage, when the effects of the sub-dimensions included in the previous model were controlled, the explanatory levels of the variables included in the model for subjective well-being were 30% for lack of social self-confidence, 12% for academic effort, 3% for interpersonal anxiety and dependency, and 4% for non-assertive behaviors, respectively. The findings were discussed and supported by the explanations and findings in the literature.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139233176","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}
Mathematics teaching has a special place in the process of implementing successful inclusion practices (SIP) for students with special needs (SWD). However, during the process of teaching mathematics skills to SWD, various learning problems are experienced for different reasons, and inclusion cannot be fully achieved. In order to eliminate or minimize this problem situation, effective mathematics teaching should be carried out. In order to achieve this goal, it is very important to make adaptations to SWD by using technological pedagogical content knowledge (TPACK) in mathematics teaching. Based on this importance, the aim of the study is to examine the TPACK of classroom teachers regarding their implementation of SIP in the process of teaching mathematics to SWD. The research has a qualitative research paradigm. In this context, the research model was determined as a multiple-case study. The participants of the study consisted of eight classroom teachers determined by criterion sampling method. The "Semi-structured Interview Form" developed by the researchers was used as a data collection tool. In this context, the answers given by the participants to the interview questions were subjected to descriptive analysis within the framework of themes, sub-themes, and common codes created by the researchers. As a result of the analysis, it was concluded that the classroom teachers' competencies in technology and content knowledge (mathematics and special education) varied. There are some positive aspects (advantages) and negative aspects (disadvantages) of using technology in both general education and mathematics education, they include the use of technology in different aspects of the presentation and evaluation processes of mathematics teaching within the scope of SIP, and they also need additional services such as developing TPACK competencies in the mathematics teaching process, providing devices, infrastructure facilities and training for this purpose. The findings obtained from the study were discussed within the framework of the literature, and limitations and suggestions for further research were stated.
{"title":"INVESTIGATION of CLASSROOM TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE in THE CONTEXT of MATHEMATICS TEACHING for INCLUSIVE STUDENTS","authors":"Emrah Bilgiç, Eminer Nur Ünveren Bilgiç","doi":"10.55236/tuara.1386021","DOIUrl":"https://doi.org/10.55236/tuara.1386021","url":null,"abstract":"Mathematics teaching has a special place in the process of implementing successful inclusion practices (SIP) for students with special needs (SWD). However, during the process of teaching mathematics skills to SWD, various learning problems are experienced for different reasons, and inclusion cannot be fully achieved. In order to eliminate or minimize this problem situation, effective mathematics teaching should be carried out. In order to achieve this goal, it is very important to make adaptations to SWD by using technological pedagogical content knowledge (TPACK) in mathematics teaching. Based on this importance, the aim of the study is to examine the TPACK of classroom teachers regarding their implementation of SIP in the process of teaching mathematics to SWD. The research has a qualitative research paradigm. In this context, the research model was determined as a multiple-case study. The participants of the study consisted of eight classroom teachers determined by criterion sampling method. The \"Semi-structured Interview Form\" developed by the researchers was used as a data collection tool. In this context, the answers given by the participants to the interview questions were subjected to descriptive analysis within the framework of themes, sub-themes, and common codes created by the researchers. As a result of the analysis, it was concluded that the classroom teachers' competencies in technology and content knowledge (mathematics and special education) varied. There are some positive aspects (advantages) and negative aspects (disadvantages) of using technology in both general education and mathematics education, they include the use of technology in different aspects of the presentation and evaluation processes of mathematics teaching within the scope of SIP, and they also need additional services such as developing TPACK competencies in the mathematics teaching process, providing devices, infrastructure facilities and training for this purpose. The findings obtained from the study were discussed within the framework of the literature, and limitations and suggestions for further research were stated.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139234987","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}
One of the first applications for teacher training, which was seen as the locomotive of development and progress, was the issue of training village teachers. In line with this aim, the first village teacher training school was opened in September 1926 in the town of Zincidere in Kayseri. Another village teacher training school was opened in Denizli in 1927. In Turkey, many teachers were trained in just 6 years of education, and these teachers worked in the remotest corners of the country. In line with the possibilities of the period, both theoretical and practical education was provided at the village teacher training schools, which set an example for the Village Institutes to be opened later. This research, which is an examination of the decision book of the Kayseri Zincidere Village Teacher Training School Council (1929-1932), is a qualitative study and was framed with the content analysis technique. Although the school opened in 1926, the existing decision book (1929-1932) was analyzed because the book belonging to the first years of the school could not be reached. Because of the examination, it was seen that topics such as "status of one-month education, actions to be followed, disciplinary situation, books and stationery, instructions, examinations, curriculum program, discussion of one of the lessons", which will set an example for today’s teachers’ council, were emphasized. In addition, in line with the information obtained, the structure, functioning, and practices of the teachers’ boards of that period also lead to the idea that the issues discussed are more effective and efficient than the structure, functioning, and practices of today’s teachers’ boards.
{"title":"Kayserı Zincidere Vıllage Teachers' School (1926-1932) Teachers' Board Decision Book (Meclis-İ Muallimin) (1929-1932) Revıew","authors":"Savaş Karagöz","doi":"10.55236/tuara.1365350","DOIUrl":"https://doi.org/10.55236/tuara.1365350","url":null,"abstract":"One of the first applications for teacher training, which was seen as the locomotive of development and progress, was the issue of training village teachers. In line with this aim, the first village teacher training school was opened in September 1926 in the town of Zincidere in Kayseri. Another village teacher training school was opened in Denizli in 1927. In Turkey, many teachers were trained in just 6 years of education, and these teachers worked in the remotest corners of the country. In line with the possibilities of the period, both theoretical and practical education was provided at the village teacher training schools, which set an example for the Village Institutes to be opened later. This research, which is an examination of the decision book of the Kayseri Zincidere Village Teacher Training School Council (1929-1932), is a qualitative study and was framed with the content analysis technique. Although the school opened in 1926, the existing decision book (1929-1932) was analyzed because the book belonging to the first years of the school could not be reached. Because of the examination, it was seen that topics such as \"status of one-month education, actions to be followed, disciplinary situation, books and stationery, instructions, examinations, curriculum program, discussion of one of the lessons\", which will set an example for today’s teachers’ council, were emphasized. In addition, in line with the information obtained, the structure, functioning, and practices of the teachers’ boards of that period also lead to the idea that the issues discussed are more effective and efficient than the structure, functioning, and practices of today’s teachers’ boards.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139233080","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 determine the opinions of pre-service chemistry teachers on the applicability of laboratory strategies, the purposes of their use, and the factors influencing strategy preference. The research was conducted through a phenomenological design, one of the qualitative research styles. The study includes 20 pre-service chemistry teachers enrolled at a state university in Ankara. A written questionnaire comprising three queries exploring the suitability of laboratory approaches, their objectives, and the determinants influencing the selection of approaches was employed for data collection. The opinions of the pre-service chemistry teachers were collected with the data collection tool 5 times during the implementation. The data was analyzed by content and descriptive analysis of the written responses. According to the research findings, 98.7% of the pre-service teachers believe the strategies are applicable or partially applicable. The lack of materials, crowded classrooms, unsuitable laboratories, and student level, as well as difficulties in classroom management, time limitations, safety issues, problems in achieving learning outcomes, and students' unfamiliarity with laboratory strategies, were cited by pre-service teachers as factors affecting the practical use of laboratories. Additionally, pre-service teachers applied laboratory strategies for learning, learning about science, learning about research, and skill development. Meanwhile, the other result of the study was that the factors for pre-service teachers to prefer laboratory strategies vary according to the acquisition, learning environment, learning outcomes, students, and chemistry topics. The study's findings again highlight the importance of exploring pre-service teachers' opinions about teaching in the laboratory.
{"title":"Investigation of Laboratory Teaching Strategies in Chemistry Education: Opinions of Pre-service Chemistry Teachers","authors":"Funda EKİCİ, Ayşe YALÇIN ÇELİK","doi":"10.55236/tuara.1358835","DOIUrl":"https://doi.org/10.55236/tuara.1358835","url":null,"abstract":"This study aims to determine the opinions of pre-service chemistry teachers on the applicability of laboratory strategies, the purposes of their use, and the factors influencing strategy preference. The research was conducted through a phenomenological design, one of the qualitative research styles. The study includes 20 pre-service chemistry teachers enrolled at a state university in Ankara. A written questionnaire comprising three queries exploring the suitability of laboratory approaches, their objectives, and the determinants influencing the selection of approaches was employed for data collection. The opinions of the pre-service chemistry teachers were collected with the data collection tool 5 times during the implementation. The data was analyzed by content and descriptive analysis of the written responses. According to the research findings, 98.7% of the pre-service teachers believe the strategies are applicable or partially applicable. The lack of materials, crowded classrooms, unsuitable laboratories, and student level, as well as difficulties in classroom management, time limitations, safety issues, problems in achieving learning outcomes, and students' unfamiliarity with laboratory strategies, were cited by pre-service teachers as factors affecting the practical use of laboratories. Additionally, pre-service teachers applied laboratory strategies for learning, learning about science, learning about research, and skill development. Meanwhile, the other result of the study was that the factors for pre-service teachers to prefer laboratory strategies vary according to the acquisition, learning environment, learning outcomes, students, and chemistry topics. The study's findings again highlight the importance of exploring pre-service teachers' opinions about teaching in the laboratory.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973327","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 aimed to adapt the Career Influence Inventory to Turkish and examine its psychometric properties. It is a 4-point Likert-type scale consisting of 35 items and six subscales (Teachers’ Influence, Negative Social Events, Parents’ Influence, High School Academic Experiences and Self-Efficacy, Ethnic-Gender Expectations, and Friends’ Influence). The participants of this study were 386 university students (205 female, and 181 male) studying at different faculties of a state university in Turkey. The confirmatory factor analysis results showed that the Turkish version of the Career Influence Inventory comprises six subscales, as does the original scale (χ² (542)=1217.45, p=.00; χ²/df-ratio=2.25; CFI=.96, NNFI=95; SRMR=.061; RMSEA=.057). The internal consistency coefficient of the entire scale was found to be .86. The internal consistency coefficients of the subscales Teachers’ Influence, Negative Social Events, Parents’ Influence, High School Academic Experiences and Self-Efficacy, Ethnic-Gender Expectations, and Friends’ Influence were .90, .85, .85, .78, .83, and .75, respectively. As a result, the obtained findings indicate that the Turkish version of the Career Influence Inventory is a valid and reliable measurement tool that can be used to determine the influential factors on career development and planning of university students.
{"title":"Adaptation and Validation of Career Influence Inventory in Turkish Context","authors":"Tansu MUTLU ÇAYKUŞ","doi":"10.55236/tuara.1347761","DOIUrl":"https://doi.org/10.55236/tuara.1347761","url":null,"abstract":"This study aimed to adapt the Career Influence Inventory to Turkish and examine its psychometric properties. It is a 4-point Likert-type scale consisting of 35 items and six subscales (Teachers’ Influence, Negative Social Events, Parents’ Influence, High School Academic Experiences and Self-Efficacy, Ethnic-Gender Expectations, and Friends’ Influence). The participants of this study were 386 university students (205 female, and 181 male) studying at different faculties of a state university in Turkey. The confirmatory factor analysis results showed that the Turkish version of the Career Influence Inventory comprises six subscales, as does the original scale (χ² (542)=1217.45, p=.00; χ²/df-ratio=2.25; CFI=.96, NNFI=95; SRMR=.061; RMSEA=.057). The internal consistency coefficient of the entire scale was found to be .86. The internal consistency coefficients of the subscales Teachers’ Influence, Negative Social Events, Parents’ Influence, High School Academic Experiences and Self-Efficacy, Ethnic-Gender Expectations, and Friends’ Influence were .90, .85, .85, .78, .83, and .75, respectively. As a result, the obtained findings indicate that the Turkish version of the Career Influence Inventory is a valid and reliable measurement tool that can be used to determine the influential factors on career development and planning of university students.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135365790","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 araştırmanın temel amacı ilköğretime öğretmen yetiştiren kurumlara öğrenci kaynağı seçimi ile ataması yapılmayan sınıf öğretmenleri problemine yönelik alan uzmanı öğretim üyelerinin görüşlerinin belirlenmesidir. Çalışmada nitel araştırma geleneği içerisinde yer alan fenomenoloji deseninden yararlanılmıştır. Çalışmanın örneklemini, bünyesinde ilköğretim anabilim dalı barındıran yirmi dokuz eğitim fakültesinden ölçüt örnekleme tekniği ile belirlenen otuz öğretim üyesi oluşturmaktadır. Çalışmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin çözümlenmesine yönelik ise içerik analizi yönteminden faydalanılmıştır. Analizler sonucunda ilköğretime öğretmen yetiştiren kurumlara öğrenci kaynağı seçiminde alan uzmanı öğretim üyelerinin görüşlerini temsilen beş tema oluşturulmuştur. Bu kapsamda ‘öğrenci seçme usulleri’, ‘öğrenci özellikleri’, ‘kontenjanlar’, ‘öğrenci kaynağı’ ve ‘teşvik’ temalarının altında bir takım kodlar sıralanmıştır. Ataması yapılmayan sınıf öğretmenlerine yönelik alan uzmanı öğretim üyelerinin görüşlerini temsilen ise üç tema belirlenmiştir. Bu bağlamda ‘istihdam olanağı’, ‘nicelik’ ve ‘atama usulleri’ temalarının altında bir takım kodlar sıralanmıştır. Araştırma bulguları ile alan uzmanı öğretim üyelerine göre sınıf öğretmeni yetiştiren kurumlara öğrenci seçiminde izlenmesi gereken temel politikaların, öğrenci kaynağının ortaöğretim kademesi itibariyle planlanıp, merkezi sınavlara ek olarak objektif mülakatlar ile mesleğe yatkın kişilerin seçilmesi olduğu belirlenmiştir. Ayrıca katılımcılara göre ataması yapılmayan sınıf öğretmeni probleminin çözümüne ilişkin izlenmesi gereken temel politikaların ise eğitim fakültelerinin kontenjanlarının ihtiyaçlara göre düzenlenip yeterli sayıda mezun vermesini sağlamak bununla birlikte emeklilik şartlarının iyileştirilip emekliye ayrılan öğretmenlerden oluşan istihdam imkânı ile alan dışından atama olmadan, liyakat esaslı öğretmen atamalarının yapılması olduğu sonucuna ulaşılmıştır.
{"title":"A Phenomenological Study on Student Selection for Departments of Primary Education and Appointment of Primary School Teachers in Türkiye","authors":"Ömer Faruk ABİDE","doi":"10.55236/tuara.1339784","DOIUrl":"https://doi.org/10.55236/tuara.1339784","url":null,"abstract":"Bu araştırmanın temel amacı ilköğretime öğretmen yetiştiren kurumlara öğrenci kaynağı seçimi ile ataması yapılmayan sınıf öğretmenleri problemine yönelik alan uzmanı öğretim üyelerinin görüşlerinin belirlenmesidir. Çalışmada nitel araştırma geleneği içerisinde yer alan fenomenoloji deseninden yararlanılmıştır. Çalışmanın örneklemini, bünyesinde ilköğretim anabilim dalı barındıran yirmi dokuz eğitim fakültesinden ölçüt örnekleme tekniği ile belirlenen otuz öğretim üyesi oluşturmaktadır. Çalışmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin çözümlenmesine yönelik ise içerik analizi yönteminden faydalanılmıştır. Analizler sonucunda ilköğretime öğretmen yetiştiren kurumlara öğrenci kaynağı seçiminde alan uzmanı öğretim üyelerinin görüşlerini temsilen beş tema oluşturulmuştur. Bu kapsamda ‘öğrenci seçme usulleri’, ‘öğrenci özellikleri’, ‘kontenjanlar’, ‘öğrenci kaynağı’ ve ‘teşvik’ temalarının altında bir takım kodlar sıralanmıştır. Ataması yapılmayan sınıf öğretmenlerine yönelik alan uzmanı öğretim üyelerinin görüşlerini temsilen ise üç tema belirlenmiştir. Bu bağlamda ‘istihdam olanağı’, ‘nicelik’ ve ‘atama usulleri’ temalarının altında bir takım kodlar sıralanmıştır. Araştırma bulguları ile alan uzmanı öğretim üyelerine göre sınıf öğretmeni yetiştiren kurumlara öğrenci seçiminde izlenmesi gereken temel politikaların, öğrenci kaynağının ortaöğretim kademesi itibariyle planlanıp, merkezi sınavlara ek olarak objektif mülakatlar ile mesleğe yatkın kişilerin seçilmesi olduğu belirlenmiştir. Ayrıca katılımcılara göre ataması yapılmayan sınıf öğretmeni probleminin çözümüne ilişkin izlenmesi gereken temel politikaların ise eğitim fakültelerinin kontenjanlarının ihtiyaçlara göre düzenlenip yeterli sayıda mezun vermesini sağlamak bununla birlikte emeklilik şartlarının iyileştirilip emekliye ayrılan öğretmenlerden oluşan istihdam imkânı ile alan dışından atama olmadan, liyakat esaslı öğretmen atamalarının yapılması olduğu sonucuna ulaşılmıştır.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"24 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135365789","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}
Önemli bir hedef için ani dürtülerden vazgeçmekle ilgili olan öz kontrolün, gelecekte başına iyi şeyler geleceğini beklemek anlamına gelen iyimserlik eğiliminin ve kısaca niyet ile eylem arasındaki boşluk olarak tanımlanan erteleme eğiliminin bireylerin iyilik hali üzerinde önemli etkileri bulunmaktadır. Bu araştırmada, üniversite öğrencilerinde öz kontrol ve genel erteleme arasındaki ilişkide iyimserliğin aracı rolünün incelenmesi amaçlanmıştır. Araştırma ilişkisel tarama modelindedir. Türkiye’deki bir devlet üniversitesinin eğitim fakültesinde lisans öğrenimine devam eden toplam 327 üniversite öğrencisi araştırmanın örneklemini oluşturmuştur. Araştırmanın verileri Kısa Öz Kontrol Ölçeği, Genel Erteleme Ölçeği ve İyimserlik ve Kötümserlik Ölçeği-Yetişkin Formu kullanılarak toplanmıştır. Betimsel veriler ve Pearson korelasyon analizi için SPSS 21, Doğrulayıcı Faktör Analizi için AMOS 23 ve yordayıcı ve aracı ilişkilerin analizi için Process Macro 4.1 programı (model 4) kullanılmıştır. Araştırmada öz kontrol ile genel erteleme arasında negatif yönde, öz kontrol ile iyimserlik arasında pozitif yönde, iyimserlik ile genel erteleme arasında negatif yönde anlamlı ilişkilerin olduğu sonucuna ulaşılmıştır. Ayrıca, öz kontrol ile genel erteleme arasındaki ilişkide iyimserliğin kısmi aracılık etkisi saptanmıştır. Öz kontrol, iyimserlik aracılığıyla genel erteleme üzerinde anlamlı dolaylı etkiye sahiptir ve iyimserlik bu ilişkiye aracılık etmektedir.
{"title":"Üniversite Öğrencilerinde Öz Kontrol ve Genel Erteleme Arasındaki İlişkide İyimserliğin Aracı Rolü","authors":"Çağla KARADEMİR","doi":"10.55236/tuara.1345561","DOIUrl":"https://doi.org/10.55236/tuara.1345561","url":null,"abstract":"Önemli bir hedef için ani dürtülerden vazgeçmekle ilgili olan öz kontrolün, gelecekte başına iyi şeyler geleceğini beklemek anlamına gelen iyimserlik eğiliminin ve kısaca niyet ile eylem arasındaki boşluk olarak tanımlanan erteleme eğiliminin bireylerin iyilik hali üzerinde önemli etkileri bulunmaktadır. Bu araştırmada, üniversite öğrencilerinde öz kontrol ve genel erteleme arasındaki ilişkide iyimserliğin aracı rolünün incelenmesi amaçlanmıştır. Araştırma ilişkisel tarama modelindedir. Türkiye’deki bir devlet üniversitesinin eğitim fakültesinde lisans öğrenimine devam eden toplam 327 üniversite öğrencisi araştırmanın örneklemini oluşturmuştur. Araştırmanın verileri Kısa Öz Kontrol Ölçeği, Genel Erteleme Ölçeği ve İyimserlik ve Kötümserlik Ölçeği-Yetişkin Formu kullanılarak toplanmıştır. Betimsel veriler ve Pearson korelasyon analizi için SPSS 21, Doğrulayıcı Faktör Analizi için AMOS 23 ve yordayıcı ve aracı ilişkilerin analizi için Process Macro 4.1 programı (model 4) kullanılmıştır. Araştırmada öz kontrol ile genel erteleme arasında negatif yönde, öz kontrol ile iyimserlik arasında pozitif yönde, iyimserlik ile genel erteleme arasında negatif yönde anlamlı ilişkilerin olduğu sonucuna ulaşılmıştır. Ayrıca, öz kontrol ile genel erteleme arasındaki ilişkide iyimserliğin kısmi aracılık etkisi saptanmıştır. Öz kontrol, iyimserlik aracılığıyla genel erteleme üzerinde anlamlı dolaylı etkiye sahiptir ve iyimserlik bu ilişkiye aracılık etmektedir.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858019","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 Turkish teacher candidates' attitudes towards e-learning, e-learning readiness, digital literacy, and their academic achievement in distance education process. The study was conducted using a survey model. The study group consists of 271 teacher candidates studying at the Department of Turkish Language Teaching in the 2021-2022 academic year. The study used e-learning readiness scale, attitude towards e-learning scale and digital literacy scale as data collection tools. As a result of the study, it was found that Turkish teacher candidates' attitudes towards e-learning and digital literacy levels were moderate, while their e-learning readiness were high. No significant relationship was found between Turkish teacher candidates' attitude towards e-learning and their academic achievement, and no significant relationship was found between attitude towards e-learning and digital literacy. There is a significant negative relationship between attitude towards e-learning and e-learning readiness. It was revealed that there is a significant positive relationship between digital literacy and academic achievement and between readiness and attitude towards e-learning. There is also a positive relationship between readiness for e-learning and digital literacy. Academic achievement of Turkish teacher candidates was significantly predicted by readiness for e-learning; however, academic achievement was not significantly predicted by attitude towards e-learning and e-learning readiness.
{"title":"Investigating The Relationship Between Turkish Teacher Candidates’ Attitudes Towards E-Learning, E-Learning Readiness, Digital Literacy Levels and Academic Achievement in Distance Education Process","authors":"Gürbüz ÇALIŞKAN","doi":"10.55236/tuara.1348274","DOIUrl":"https://doi.org/10.55236/tuara.1348274","url":null,"abstract":"This study aims to examine the relationship between Turkish teacher candidates' attitudes towards e-learning, e-learning readiness, digital literacy, and their academic achievement in distance education process. The study was conducted using a survey model. The study group consists of 271 teacher candidates studying at the Department of Turkish Language Teaching in the 2021-2022 academic year. The study used e-learning readiness scale, attitude towards e-learning scale and digital literacy scale as data collection tools. As a result of the study, it was found that Turkish teacher candidates' attitudes towards e-learning and digital literacy levels were moderate, while their e-learning readiness were high. No significant relationship was found between Turkish teacher candidates' attitude towards e-learning and their academic achievement, and no significant relationship was found between attitude towards e-learning and digital literacy. There is a significant negative relationship between attitude towards e-learning and e-learning readiness. It was revealed that there is a significant positive relationship between digital literacy and academic achievement and between readiness and attitude towards e-learning. There is also a positive relationship between readiness for e-learning and digital literacy. Academic achievement of Turkish teacher candidates was significantly predicted by readiness for e-learning; however, academic achievement was not significantly predicted by attitude towards e-learning and e-learning readiness.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858460","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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