This study aimed to determine the relationship between preservice English teachers' special field competencies and their possible selves regarding their first year in the profession. The study, adopted by the quantitative research approach, is an example of a relational screening model. The sample of the study consists of a total of 357 preservice teachers studying in the English language teaching department in Turkey in the 2017-2018 academic year. The data of the study were collected by the "English Teacher Special Field Competencies Assessment Scale" and the "New Teacher Possible Selves Questionnaire". Descriptive statistics, Pearson product moment correlation and linear regression methods were used to analyze the data. In the study, it was determined that there was a moderate and positive relationship between pre-service teachers' special field competencies and their expected possible selves, and a moderate negative relationship with their feared possible selves scores. It has been determined that there was a moderate and positive relationship between special field competencies and expected possible selves while there was a moderate and negative relationship between the competencies and feared possible selves. Besides, it has been revealed that special field competencies are significant predictors of expected and feared possible selves.
{"title":"A correlational study on preservice English teachers' special field competencies and possible selves","authors":"Kerem Aktaş, Mecit Aslan","doi":"10.5937/istrped2202298a","DOIUrl":"https://doi.org/10.5937/istrped2202298a","url":null,"abstract":"This study aimed to determine the relationship between preservice English teachers' special field competencies and their possible selves regarding their first year in the profession. The study, adopted by the quantitative research approach, is an example of a relational screening model. The sample of the study consists of a total of 357 preservice teachers studying in the English language teaching department in Turkey in the 2017-2018 academic year. The data of the study were collected by the \"English Teacher Special Field Competencies Assessment Scale\" and the \"New Teacher Possible Selves Questionnaire\". Descriptive statistics, Pearson product moment correlation and linear regression methods were used to analyze the data. In the study, it was determined that there was a moderate and positive relationship between pre-service teachers' special field competencies and their expected possible selves, and a moderate negative relationship with their feared possible selves scores. It has been determined that there was a moderate and positive relationship between special field competencies and expected possible selves while there was a moderate and negative relationship between the competencies and feared possible selves. Besides, it has been revealed that special field competencies are significant predictors of expected and feared possible selves.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74871048","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 collaborative project-based learning (CPBL) study concerns the design and development of educational material set by preservice teachers. During the study, Web 2.0 technologies were used as tools to support collaborative knowledge construction in terms of school health and safety. Based on the purpose of the study, mixed method was employed. Qualitative results indicated that CPBL was an appropriate choice for studies aiming to increase awareness and knowledge in a special context. Preparing an educational material set with a wide variety of Web 2.0 tools based on predetermined criteria through CPBL strategy can enable participants to enhance their problem-solving and critical-thinking skills. Moreover, CPBL was effective in increasing the participants' motivation and self-regulation towards technology learning.
{"title":"Learning mediation via Web 2.0 tools in the context of school health and safety","authors":"Arslantas Kamali, Tabak Yavuz, H. Tabak","doi":"10.5937/istrped2201127k","DOIUrl":"https://doi.org/10.5937/istrped2201127k","url":null,"abstract":"This collaborative project-based learning (CPBL) study concerns the design and development of educational material set by preservice teachers. During the study, Web 2.0 technologies were used as tools to support collaborative knowledge construction in terms of school health and safety. Based on the purpose of the study, mixed method was employed. Qualitative results indicated that CPBL was an appropriate choice for studies aiming to increase awareness and knowledge in a special context. Preparing an educational material set with a wide variety of Web 2.0 tools based on predetermined criteria through CPBL strategy can enable participants to enhance their problem-solving and critical-thinking skills. Moreover, CPBL was effective in increasing the participants' motivation and self-regulation towards technology learning.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78441374","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 explore the factors predicting curriculum literacy of preservice teachers in terms of some variables, such as gender, taking Curriculum Development in Education course, department, and critical thinking disposition. The research used a relational-correlational survey research design. The participants of the research were 336 seniors who were studying in various departments of the Education Faculty at Usak University. The research data were collected via the "Curriculum Literacy Perception Scale" and the "Critical Thinking Disposition Scale". The data were analyzed through descriptive statistics (mean, standard deviation), Pearson correlation analysis and Hierarchical Multiple Regression. The research findings indicated that a medium level correlation was identified between curriculum literacy and critical thinking. It was also revealed that gender, taking Curriculum Development in Education course and department comprising the first model were significant predictors of curriculum literacy and explained 8% of curriculum literacy. As for the critical thinking sub-dimensions comprising the second model, except tenacity-patience and open-mindedness sub-dimensions, metacognition, flexibility and systematicity were significant predictors of curriculum literacy and explained 25% of curriculum literacy. Based on the findings, the Curriculum Development in Education course may be suggested to be offered as a mandatory course for all departments of education faculty. It is also suggested that education faculty focus on enhancing the critical thinking of preservice teachers.
{"title":"Analysis of the factors predicting curriculum literacy of preservice teachers","authors":"Fatma Ozudogru","doi":"10.5937/istrped2201112o","DOIUrl":"https://doi.org/10.5937/istrped2201112o","url":null,"abstract":"This study aimed to explore the factors predicting curriculum literacy of preservice teachers in terms of some variables, such as gender, taking Curriculum Development in Education course, department, and critical thinking disposition. The research used a relational-correlational survey research design. The participants of the research were 336 seniors who were studying in various departments of the Education Faculty at Usak University. The research data were collected via the \"Curriculum Literacy Perception Scale\" and the \"Critical Thinking Disposition Scale\". The data were analyzed through descriptive statistics (mean, standard deviation), Pearson correlation analysis and Hierarchical Multiple Regression. The research findings indicated that a medium level correlation was identified between curriculum literacy and critical thinking. It was also revealed that gender, taking Curriculum Development in Education course and department comprising the first model were significant predictors of curriculum literacy and explained 8% of curriculum literacy. As for the critical thinking sub-dimensions comprising the second model, except tenacity-patience and open-mindedness sub-dimensions, metacognition, flexibility and systematicity were significant predictors of curriculum literacy and explained 25% of curriculum literacy. Based on the findings, the Curriculum Development in Education course may be suggested to be offered as a mandatory course for all departments of education faculty. It is also suggested that education faculty focus on enhancing the critical thinking of preservice teachers.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86282656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to examine the effects of activities developed on the subject of Moon Movements and Phases on the spatial skills and academic achievement of 5th-grade students. For this purpose, a mixed research method was used. In the quantitative dimension of the research, a quasi-experimental design with pretest-posttest control group was used, and in the qualitative dimension, interviews were conducted with the students in the experimental and control groups. The research was conducted with a total of 44 students attending 5th grade. The activities were prepared with the opinions of science teachers and field experts. In the research, two different measurement tools were used: Spatial Test Battery and The Achievement Test for Sun, Earth, Moon and Moon Movements and Phases. As a result of the analysis, no statistically significant difference was found between experimental and control groups in terms of achievement and spatial skills. In the analysis of qualitative data, content analysis was used. Accordingly, it was determined that the activities prepared for astronomy education by the researcher increased the spatial thinking skills of the students in the experimental group.
{"title":"Activities design of Movements and Phases of the Moon: Spatial skill and academic achievement development","authors":"Merve Taşcan, Ibrahim Ünal","doi":"10.5937/istrped2202375t","DOIUrl":"https://doi.org/10.5937/istrped2202375t","url":null,"abstract":"The aim of this study is to examine the effects of activities developed on the subject of Moon Movements and Phases on the spatial skills and academic achievement of 5th-grade students. For this purpose, a mixed research method was used. In the quantitative dimension of the research, a quasi-experimental design with pretest-posttest control group was used, and in the qualitative dimension, interviews were conducted with the students in the experimental and control groups. The research was conducted with a total of 44 students attending 5th grade. The activities were prepared with the opinions of science teachers and field experts. In the research, two different measurement tools were used: Spatial Test Battery and The Achievement Test for Sun, Earth, Moon and Moon Movements and Phases. As a result of the analysis, no statistically significant difference was found between experimental and control groups in terms of achievement and spatial skills. In the analysis of qualitative data, content analysis was used. Accordingly, it was determined that the activities prepared for astronomy education by the researcher increased the spatial thinking skills of the students in the experimental group.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82618573","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}
Aleksandra Gojkov-Rajić, Jelisaveta Šafranj, Jelena Prtljaga
The aim of this meta-analysis is to take a small step forward from the separate observation of the self-regulatory construct and the relationship of variables that seek to explain it, define its structure more clearly and make it available in practice. For this purpose, the question arises regarding the relationship between personality traits and motivation as variables, which are shown in a number of studies as important for self-regulation in terms of its contribution to success in mastering a foreign language (L2). As mentioned, metaanalysis was used as a method. The selection of studies included in the metaanalysis is as follows: Out of 175 research papers dealing with the topic of selfregulation in learning L2 that covered 49.821 students, 17 papers were selected in the second round, which covered 4.263 students who were academically gifted and learned L2. In the third step of selection, only three papers remained, which could be compared by characteristics (goals, sample, variables, respondents...), and which examined issues relevant to this paper, i.e. the relationship between personality traits, motivation to learn L2 and achievements in a language for specific purposes. The total number of respondents was 1.263, with 711 of them being academically gifted students who were learning a Language for Specific Purposes (LSP). The theoretical context of the research is the Self-Determination Theory, i.e., an understanding of the spontaneous development of the individual's predispositions (intrinsic motivation and internalization) when basic psychological needs are met in the function of interpersonal dynamics and social settings (Deci & Ryan, 1985) and Sternberg's Theory of Mental Self-Government. Previous reflections and comparisons with theoretical assumptions and research findings are partly the basis for answering the questions posed in this analysis, as they provide a framework for understanding the structure of the self-regulatory construct. Thus, the quest for the state of relations between the observed variables, which are important for self-regulation and sufficient to formulate a model of self-regulation, did not provide sufficient indications that they could be considered safe in assessing the effects of defining self-regulation constructs. Also, the relationships between the gifted and others were researched, starting from the observation of the relationship between personality traits and motivation. The intention was to determine how many personality traits have proven to be good predictors for self-regulation of learning (success - average and in L2) of gifted and other students. Related to the above is the observation of the issue of their mutual relationship and scope in terms of their predictive value for opportunities to encourage the gifted and other students to realize achievements in learning a language for specific purposes. Thus, it could be concluded, that the dimensions of motivation generally achieve correlations of th
{"title":"Predictive values of the structure of the self-regulatory construct in L2 learning of the gifted","authors":"Aleksandra Gojkov-Rajić, Jelisaveta Šafranj, Jelena Prtljaga","doi":"10.5937/istrped2201186g","DOIUrl":"https://doi.org/10.5937/istrped2201186g","url":null,"abstract":"The aim of this meta-analysis is to take a small step forward from the separate observation of the self-regulatory construct and the relationship of variables that seek to explain it, define its structure more clearly and make it available in practice. For this purpose, the question arises regarding the relationship between personality traits and motivation as variables, which are shown in a number of studies as important for self-regulation in terms of its contribution to success in mastering a foreign language (L2). As mentioned, metaanalysis was used as a method. The selection of studies included in the metaanalysis is as follows: Out of 175 research papers dealing with the topic of selfregulation in learning L2 that covered 49.821 students, 17 papers were selected in the second round, which covered 4.263 students who were academically gifted and learned L2. In the third step of selection, only three papers remained, which could be compared by characteristics (goals, sample, variables, respondents...), and which examined issues relevant to this paper, i.e. the relationship between personality traits, motivation to learn L2 and achievements in a language for specific purposes. The total number of respondents was 1.263, with 711 of them being academically gifted students who were learning a Language for Specific Purposes (LSP). The theoretical context of the research is the Self-Determination Theory, i.e., an understanding of the spontaneous development of the individual's predispositions (intrinsic motivation and internalization) when basic psychological needs are met in the function of interpersonal dynamics and social settings (Deci & Ryan, 1985) and Sternberg's Theory of Mental Self-Government. Previous reflections and comparisons with theoretical assumptions and research findings are partly the basis for answering the questions posed in this analysis, as they provide a framework for understanding the structure of the self-regulatory construct. Thus, the quest for the state of relations between the observed variables, which are important for self-regulation and sufficient to formulate a model of self-regulation, did not provide sufficient indications that they could be considered safe in assessing the effects of defining self-regulation constructs. Also, the relationships between the gifted and others were researched, starting from the observation of the relationship between personality traits and motivation. The intention was to determine how many personality traits have proven to be good predictors for self-regulation of learning (success - average and in L2) of gifted and other students. Related to the above is the observation of the issue of their mutual relationship and scope in terms of their predictive value for opportunities to encourage the gifted and other students to realize achievements in learning a language for specific purposes. Thus, it could be concluded, that the dimensions of motivation generally achieve correlations of th","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78379135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to examine the different aspects of national articles and postgraduate theses on the quantum learning model conducted in Turkiye between 2010-2021. This study is a study conducted with content analysis and includes research on the quantum learning model, which can be accessed from the TR index and YOK Thesis Center databases. The data were analyzed in reference to the type of publication, year of publication, research model, research design, sample group, number of samples, data collection tools, data analysis method, and study subject. The results of the analyzed studies are indicated with graphs and tables. It is thought that this study will provide a general perspective to researchers who will study the quantum learning model.
{"title":"A meta-synthesis study for studies adopting the quantum learning model","authors":"Merve Köroğlu, Esra Kızılay, E. Güneri","doi":"10.5937/istrped2202358k","DOIUrl":"https://doi.org/10.5937/istrped2202358k","url":null,"abstract":"The aim of this study is to examine the different aspects of national articles and postgraduate theses on the quantum learning model conducted in Turkiye between 2010-2021. This study is a study conducted with content analysis and includes research on the quantum learning model, which can be accessed from the TR index and YOK Thesis Center databases. The data were analyzed in reference to the type of publication, year of publication, research model, research design, sample group, number of samples, data collection tools, data analysis method, and study subject. The results of the analyzed studies are indicated with graphs and tables. It is thought that this study will provide a general perspective to researchers who will study the quantum learning model.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"150 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83148512","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 exploratory mixed method research aimed to develop parent and child forms of a scale to measure parents' practices to reward and punish their children. For the qualitative strand, semi-structured interviews were conducted with parents (n = 54) and their children (n = 39). The qualitative analysis revealed four major themes regarding parental rewarding practices (material rewards, activity-based rewards, permission, and verbal and emotional rewards) and three major themes regarding parental punishment practices (response cost, verbal and emotional punishment, and corporal punishment), which were used to develop two sets of prospective items. At the quantitative strand, EFA and CFA analysis were performed using data obtained from a total of 701 parents and 620 children to test the psychometric properties. As a result of the research, both Parent (PRPS-P) and Child (PRPS-C) forms of Parental Reward and Punishment Scale (PRPS) were developed for use at the K-12 level with favorable psychometric properties.
{"title":"A mixed methods approach to developing a scale on parents' practices to reward and punish their children","authors":"A. Atlı, S. Şad, Niyazi Özer","doi":"10.5937/istrped2202339a","DOIUrl":"https://doi.org/10.5937/istrped2202339a","url":null,"abstract":"This exploratory mixed method research aimed to develop parent and child forms of a scale to measure parents' practices to reward and punish their children. For the qualitative strand, semi-structured interviews were conducted with parents (n = 54) and their children (n = 39). The qualitative analysis revealed four major themes regarding parental rewarding practices (material rewards, activity-based rewards, permission, and verbal and emotional rewards) and three major themes regarding parental punishment practices (response cost, verbal and emotional punishment, and corporal punishment), which were used to develop two sets of prospective items. At the quantitative strand, EFA and CFA analysis were performed using data obtained from a total of 701 parents and 620 children to test the psychometric properties. As a result of the research, both Parent (PRPS-P) and Child (PRPS-C) forms of Parental Reward and Punishment Scale (PRPS) were developed for use at the K-12 level with favorable psychometric properties.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83813173","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 negativities experienced during the Covid 19 pandemic process had an impact not only on families but also on children. In this process, to eliminate the negativities in the field of education, distance education has been directed and online learning has become even more important. The use of media communication tools used for online learning has become widespread. This study aims to reveal the effect of media communication tools on children during the pandemic period with the views of families. It was carried out in accordance with the qualitative research approach. The case study technique was used as the research design. The study group of the research consists of 35 parents who have preschool children. Data were collected from the participants through a semi-structured interview form and the collected data was analyzed through content analysis. As a result of the research, it was revealed that the duration of use of media tools by parents and children increased with the pandemic. Parents stated that they generally found themselves competent in using media tools to support their children's education during the pandemic process. It turns out that parents often use media for news, social media and, research. It was concluded that children mostly use media for education, playing games and, watching cartoons. Finally, parents generally think that media tools are used efficiently in the education process of children. As a suggestion, informative broadcasts about the use of media by children and parents and media-based intervention programs for parents and children in early childhood can be recommended.
{"title":"The effect of media communication tools on children during the Covid-19 pandemic","authors":"S. Kardeş, Cansu Dokumaci","doi":"10.5937/istrped2102625k","DOIUrl":"https://doi.org/10.5937/istrped2102625k","url":null,"abstract":"The negativities experienced during the Covid 19 pandemic process had an impact not only on families but also on children. In this process, to eliminate the negativities in the field of education, distance education has been directed and online learning has become even more important. The use of media communication tools used for online learning has become widespread. This study aims to reveal the effect of media communication tools on children during the pandemic period with the views of families. It was carried out in accordance with the qualitative research approach. The case study technique was used as the research design. The study group of the research consists of 35 parents who have preschool children. Data were collected from the participants through a semi-structured interview form and the collected data was analyzed through content analysis. As a result of the research, it was revealed that the duration of use of media tools by parents and children increased with the pandemic. Parents stated that they generally found themselves competent in using media tools to support their children's education during the pandemic process. It turns out that parents often use media for news, social media and, research. It was concluded that children mostly use media for education, playing games and, watching cartoons. Finally, parents generally think that media tools are used efficiently in the education process of children. As a suggestion, informative broadcasts about the use of media by children and parents and media-based intervention programs for parents and children in early childhood can be recommended.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84308909","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}
If we view the civilizational development through the prism of the socio-historical continuum, it seems that we must agree with the claim that the gifted and talented are the creators of the general development of civilizations. This trend continues today, when it is claimed that in the next 20 years, the talented and gifted will inevitably be the most important asset in every institution, especially in contemporary companies. Most of these individuals are believed to perform cognitive tasks at higher mental levels, in which metacognitive thinking that is dominant. This thinking forms a special mental structure, recognizable in such individuals. This paper operates under the assumption that, there is no clearcut picture of the psychological profile of the exceptionally talented with their awe-inspiring performances of their extraordinary abilities which impress the world. Their impressive and fascinating achievements in one or more areas of human life motivate them to be more involved in the world of today. Hence, papers that deal with both theoretical and empirical findings often face a variety of dilemmas and problems regarding the demystification of the psychological code of the exceptionally talented in various scientific and artistic fields. The focus of this paper are the talented and the factors which determine their "superhuman achievements". This paper strives to identify the psycho-physical features of the exceptionally talented and their noteworthy performance in various fields - performance that is often referred to as exceptional or expert-like. The aim is to identify the different traits that exceptionally talented individuals working in different fields and arts (science, sports, music, etc.) have. The paper uses the meta-analysis of documentation method, which enables an objective insight into the most significant performances of the exceptionally talented. The results obtained through this method show that the exceptionally talented show a clear, distinctive psychological pattern or. The results obtained reflect a recognizable psychological cod which is unique and specific to those at the pedestal of great achievements. The results will be especially useful for the harmonization of the social view of talent and for the institutional treatment of the talented individuals. Finally, it will improve the talented individuals' self-perception which will positively impact their self-perception which is of great importance for their further educational, psychological and social perception.
{"title":"Contemporary concepts of exceptional giftedness and its development: A way to harmonize social perceptions, and enhance institutional treatment and self-perception","authors":"Bisera Kostadinovska-Stojčevska, Ljupčo Kevereski","doi":"10.5937/istrped2102680k","DOIUrl":"https://doi.org/10.5937/istrped2102680k","url":null,"abstract":"If we view the civilizational development through the prism of the socio-historical continuum, it seems that we must agree with the claim that the gifted and talented are the creators of the general development of civilizations. This trend continues today, when it is claimed that in the next 20 years, the talented and gifted will inevitably be the most important asset in every institution, especially in contemporary companies. Most of these individuals are believed to perform cognitive tasks at higher mental levels, in which metacognitive thinking that is dominant. This thinking forms a special mental structure, recognizable in such individuals. This paper operates under the assumption that, there is no clearcut picture of the psychological profile of the exceptionally talented with their awe-inspiring performances of their extraordinary abilities which impress the world. Their impressive and fascinating achievements in one or more areas of human life motivate them to be more involved in the world of today. Hence, papers that deal with both theoretical and empirical findings often face a variety of dilemmas and problems regarding the demystification of the psychological code of the exceptionally talented in various scientific and artistic fields. The focus of this paper are the talented and the factors which determine their \"superhuman achievements\". This paper strives to identify the psycho-physical features of the exceptionally talented and their noteworthy performance in various fields - performance that is often referred to as exceptional or expert-like. The aim is to identify the different traits that exceptionally talented individuals working in different fields and arts (science, sports, music, etc.) have. The paper uses the meta-analysis of documentation method, which enables an objective insight into the most significant performances of the exceptionally talented. The results obtained through this method show that the exceptionally talented show a clear, distinctive psychological pattern or. The results obtained reflect a recognizable psychological cod which is unique and specific to those at the pedestal of great achievements. The results will be especially useful for the harmonization of the social view of talent and for the institutional treatment of the talented individuals. Finally, it will improve the talented individuals' self-perception which will positively impact their self-perception which is of great importance for their further educational, psychological and social perception.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73417713","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 most important social activities and responsibilities is to provide children from an early age with opportunities for high-quality education. One of the most important issues in the functioning of the preschool institution is the issue of openness to the social environment and establishing partnerships with it. The preschool institution and the programmes that are used in it have an effect on the development of children only when, together with the programme, parents and the entire social environment are engaged. The aim of the research conducted on a suitable sample of 41 respondents employed in preschool institutions was to examine their attitudes about the connection of preschool institutions with the social environment consisting of various institutions and organisations. For the purposes of the research, a descriptive method were used. Our initial expectation about the existence of statistically significant differences in the respondents' attitudes of the implementation of cooperation with institutions / organisations from the social environment, as well as the implementation of activities in the field of cooperation with the family, considering some characteristics of the respondents proved correct. The obtained results show that the respondents in kindergartens observe high degree of cooperation with cultural institutions, but also there is the lack of necessary cooperation with institutions in the field of health care. Also, the respondents considered that traditional forms of cooperation with the family are the most common in preschool institutions while modern forms of cooperation are present to a lesser extent. In the future, it is necessary to more intensively connect preschool institutions with the social environment, because in this way children are given the opportunity to expand and enrich their experiences in a direct encounter with the world around them.
{"title":"Relationship between preschool institution and social environment from the perspective of preschool staffs","authors":"M. Travar, Smilja Bozalo","doi":"10.5937/istrped2102395t","DOIUrl":"https://doi.org/10.5937/istrped2102395t","url":null,"abstract":"One of the most important social activities and responsibilities is to provide children from an early age with opportunities for high-quality education. One of the most important issues in the functioning of the preschool institution is the issue of openness to the social environment and establishing partnerships with it. The preschool institution and the programmes that are used in it have an effect on the development of children only when, together with the programme, parents and the entire social environment are engaged. The aim of the research conducted on a suitable sample of 41 respondents employed in preschool institutions was to examine their attitudes about the connection of preschool institutions with the social environment consisting of various institutions and organisations. For the purposes of the research, a descriptive method were used. Our initial expectation about the existence of statistically significant differences in the respondents' attitudes of the implementation of cooperation with institutions / organisations from the social environment, as well as the implementation of activities in the field of cooperation with the family, considering some characteristics of the respondents proved correct. The obtained results show that the respondents in kindergartens observe high degree of cooperation with cultural institutions, but also there is the lack of necessary cooperation with institutions in the field of health care. Also, the respondents considered that traditional forms of cooperation with the family are the most common in preschool institutions while modern forms of cooperation are present to a lesser extent. In the future, it is necessary to more intensively connect preschool institutions with the social environment, because in this way children are given the opportunity to expand and enrich their experiences in a direct encounter with the world around them.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73087280","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：