This study aims to determine the relationships between enabling school structure, teachers' social network intentions and the professional learning community. This study used a structural equation modelling approach to investigate the relationships and implemented the appropriate sampling method. Survey data were obtained from 302 teachers working in the capital city of Turkey. Results show that teachers' perceptions of enabling school structure and social networking intentions among their colleagues are high, and their evaluations of forming a professional learning community are relatively low. When we examined the relationships between variables, we found a positive and moderate relationship between the enabling school structure and teachers' social network intentions; a positive and high relationship between the enabling school structure and the professional learning community. However, a positive but low level of a significant relationship is found between teachers' social network intentions and the professional learning community. Another significant result of the study is that the social network intentions of teachers increase with the enabling school structure. With the increase in social network intentions, the tendency to form a professional learning community also increases. Some suggestions were made for researchers and school communities in the research, both on becoming professional learners and creating better social networks.
{"title":"Relationship between enabling school structure, teachers' social network intentions and professional learning community","authors":"F. Şahin, Kübra Yenel","doi":"10.5937/istrped2101017s","DOIUrl":"https://doi.org/10.5937/istrped2101017s","url":null,"abstract":"This study aims to determine the relationships between enabling school structure, teachers' social network intentions and the professional learning community. This study used a structural equation modelling approach to investigate the relationships and implemented the appropriate sampling method. Survey data were obtained from 302 teachers working in the capital city of Turkey. Results show that teachers' perceptions of enabling school structure and social networking intentions among their colleagues are high, and their evaluations of forming a professional learning community are relatively low. When we examined the relationships between variables, we found a positive and moderate relationship between the enabling school structure and teachers' social network intentions; a positive and high relationship between the enabling school structure and the professional learning community. However, a positive but low level of a significant relationship is found between teachers' social network intentions and the professional learning community. Another significant result of the study is that the social network intentions of teachers increase with the enabling school structure. With the increase in social network intentions, the tendency to form a professional learning community also increases. Some suggestions were made for researchers and school communities in the research, both on becoming professional learners and creating better social networks.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83014340","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 purpose of the present study was to determine the effect of creative writing exercises on narrative text writing skills and advanced reading awareness. To do that one of the mixed research designs, "exploratory sequential design" was used. The quantitative part of the study, in which a pretest post-test research design was used, consisted of 66 7th grade students of a secondary school in the city center of Elazig. The participants were divided into two groups: The Experimental Group (N=35), and the Control Group (N=31). In addition, 15 participants in the Experimental Group took part in the qualitative part. The data were obtained through the Narrative Text Writing Skills Rubric, Advanced Reading Awareness Scale, and Semi-Structured Interview Guide for Creative Writing Studies. The descriptive statistics, Independent Groups t-test, dependent groups t-test, Two-Way Variance Analysis for Mixed Measurements and Wilcoxon Signed Sequences Test were used in the analysis of quantitative data. The qualitative data were analyzed with the Content Analysis. The results of the quantitative data showed that the narrative text writing skills of the Experimental Group were statistically and significantly higher the Control Group. Furthermore, it was found that the advanced reading awareness levels of the Experimental Group increased more than the Control Group; however, this increase was not statistically significant. In addition, participans stated in the interviews that their narrative text writing skills improved, they gained courage and positive attitude towards writing, they formed a reading habit, they preferred books with events, their imagination developed, they gained the power to share and express. In sum, it was concluded that creative writing activities significantly improved narrative writing skills and improved to some extent advanced reading awaraness though a statistical significane was not found.
{"title":"The effects of creative writing activities on narrative text writing skills and advanced reading awareness","authors":"Rabia Eser, Hayrettin Ayaz","doi":"10.5937/istrped2102639e","DOIUrl":"https://doi.org/10.5937/istrped2102639e","url":null,"abstract":"The purpose of the present study was to determine the effect of creative writing exercises on narrative text writing skills and advanced reading awareness. To do that one of the mixed research designs, \"exploratory sequential design\" was used. The quantitative part of the study, in which a pretest post-test research design was used, consisted of 66 7th grade students of a secondary school in the city center of Elazig. The participants were divided into two groups: The Experimental Group (N=35), and the Control Group (N=31). In addition, 15 participants in the Experimental Group took part in the qualitative part. The data were obtained through the Narrative Text Writing Skills Rubric, Advanced Reading Awareness Scale, and Semi-Structured Interview Guide for Creative Writing Studies. The descriptive statistics, Independent Groups t-test, dependent groups t-test, Two-Way Variance Analysis for Mixed Measurements and Wilcoxon Signed Sequences Test were used in the analysis of quantitative data. The qualitative data were analyzed with the Content Analysis. The results of the quantitative data showed that the narrative text writing skills of the Experimental Group were statistically and significantly higher the Control Group. Furthermore, it was found that the advanced reading awareness levels of the Experimental Group increased more than the Control Group; however, this increase was not statistically significant. In addition, participans stated in the interviews that their narrative text writing skills improved, they gained courage and positive attitude towards writing, they formed a reading habit, they preferred books with events, their imagination developed, they gained the power to share and express. In sum, it was concluded that creative writing activities significantly improved narrative writing skills and improved to some extent advanced reading awaraness though a statistical significane was not found.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75934965","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}
B. H. Boholano, C. R. Cajes, Boholano Stewart George
Integrating technology in teaching junior high school motivates, capacitates and prepares the 21st century learners in the Fourth Industrial Revolution. The use of technology to enhance instruction enables the learners to be productive. This study ascertained the effectiveness of using technology in teaching Junior high school in the public schools. The study employed QUAN-QUAL methods for data gathering. The participants of the study were informed on the objectives of this study and their rights in the conduct of the study. To validate the data gathered, focus group discussion was conducted. Results revealed that the use of technology improves performance. Teachers' productivity skills and the ability to use technology were enhanced as they utilized ICT in instruction. Thus, the junior high school learners were technology literate and acquire the 21st century skills.
{"title":"Technology based teaching and learning in junior high school","authors":"B. H. Boholano, C. R. Cajes, Boholano Stewart George","doi":"10.5937/istrped2101098b","DOIUrl":"https://doi.org/10.5937/istrped2101098b","url":null,"abstract":"Integrating technology in teaching junior high school motivates, capacitates and prepares the 21st century learners in the Fourth Industrial Revolution. The use of technology to enhance instruction enables the learners to be productive. This study ascertained the effectiveness of using technology in teaching Junior high school in the public schools. The study employed QUAN-QUAL methods for data gathering. The participants of the study were informed on the objectives of this study and their rights in the conduct of the study. To validate the data gathered, focus group discussion was conducted. Results revealed that the use of technology improves performance. Teachers' productivity skills and the ability to use technology were enhanced as they utilized ICT in instruction. Thus, the junior high school learners were technology literate and acquire the 21st century skills.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88224706","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 the study is to examine the relationship between preschool teachers' reflective thinking tendencies and children's creativity. The study is in general screening model and was conducted with preschool teachers, and normally developing children attending kindergarten, primary school and secondary school in Konya city center in the 2020-2021 academic year. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly according to professional seniority. When the relationship between pre-school teachers' reflective thinking tendencies and children's creativity was examined in the study, a negative and significant relationship was found between open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency, and fluency and originality, which are the sub-dimensions of creativity.
{"title":"Investigation of the relationship between creativity of preschool children and reflective thinking tendencies of teachers","authors":"Cicekler Yildiz, Neriman Aral","doi":"10.5937/istrped2102405c","DOIUrl":"https://doi.org/10.5937/istrped2102405c","url":null,"abstract":"The aim of the study is to examine the relationship between preschool teachers' reflective thinking tendencies and children's creativity. The study is in general screening model and was conducted with preschool teachers, and normally developing children attending kindergarten, primary school and secondary school in Konya city center in the 2020-2021 academic year. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly according to professional seniority. When the relationship between pre-school teachers' reflective thinking tendencies and children's creativity was examined in the study, a negative and significant relationship was found between open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency, and fluency and originality, which are the sub-dimensions of creativity.","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":"75189881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, the experiences, feelings and thoughts of the instructors working in the teacher training program about distance education were examined. Therefore, the research is a phenomenological study. A focus group discussion was held. The study group of the research consisted of 5 volunteer lecturers. Faculty members criticize the university's preferred learning management system that allows limited communication. He argues that this provides opportunities for education rather than education. According to the instructors, the students perceived the individual learning preference, which is the most basic advantage of distance education, as irresponsibility rather than freedom. In summary, according to the instructors, interaction and role models are needed in the learning environment. In addition, technical and psychological preparation is important for a successful distance education.
{"title":"Remote view of education, teacher, student and school concepts in teacher training","authors":"Özelçi Yılmaz","doi":"10.5937/istrped2102572y","DOIUrl":"https://doi.org/10.5937/istrped2102572y","url":null,"abstract":"In this study, the experiences, feelings and thoughts of the instructors working in the teacher training program about distance education were examined. Therefore, the research is a phenomenological study. A focus group discussion was held. The study group of the research consisted of 5 volunteer lecturers. Faculty members criticize the university's preferred learning management system that allows limited communication. He argues that this provides opportunities for education rather than education. According to the instructors, the students perceived the individual learning preference, which is the most basic advantage of distance education, as irresponsibility rather than freedom. In summary, according to the instructors, interaction and role models are needed in the learning environment. In addition, technical and psychological preparation is important for a successful distance education.","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":"75367712","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 following article presents the results of research whose purpose was the analysis of the level of artistic creativity and fine arts development among eighth-grade students of different elementary schools in the northeastern part of Slovenia. We have monitored the level of artistic creativity and analysed the differences in fine arts creative skills from the viewpoint of six factors of artistic creativity: originality, flexibility, fluency, redefinition, elaboration and sensibility for artistic problems. Consistent with these factors, our focus was on the differences in the stratum, as we have noticed a lack of research analysing creative abilities from the point of view of the students' environment. Thus, the research aimed to shed light upon the impact of quality art educational work on the development of fine arts creative skills and creativity, especially among students of higher age. In doing so, the fact about the environment students come from was disregarded. The results of the research show discrepancies with previous research, as we found statistically significant differences in the factors of art elaboration, sensibility for artistic problems and fluency, with the suburban students being more successful. For this reason, there are further tendencies to carry out an in-depth analysis of this indicator in the mentioned age group.
{"title":"Fine arts creative skills of elementary school students: An analytical demonstration of the role of stratum","authors":"Sara Cetl, Jerneja Herzog","doi":"10.5937/istrped2102548c","DOIUrl":"https://doi.org/10.5937/istrped2102548c","url":null,"abstract":"The following article presents the results of research whose purpose was the analysis of the level of artistic creativity and fine arts development among eighth-grade students of different elementary schools in the northeastern part of Slovenia. We have monitored the level of artistic creativity and analysed the differences in fine arts creative skills from the viewpoint of six factors of artistic creativity: originality, flexibility, fluency, redefinition, elaboration and sensibility for artistic problems. Consistent with these factors, our focus was on the differences in the stratum, as we have noticed a lack of research analysing creative abilities from the point of view of the students' environment. Thus, the research aimed to shed light upon the impact of quality art educational work on the development of fine arts creative skills and creativity, especially among students of higher age. In doing so, the fact about the environment students come from was disregarded. The results of the research show discrepancies with previous research, as we found statistically significant differences in the factors of art elaboration, sensibility for artistic problems and fluency, with the suburban students being more successful. For this reason, there are further tendencies to carry out an in-depth analysis of this indicator in the mentioned age group.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80718191","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 was to investigate the effects of the strategy of coping with mathematics on math anxiety and achievement. From the population of teacher candidates in Turkey, a total of 255 students from one state university were recruited through a combination of convenience and purposive sampling and willingness to participate in the present study. Data were collected from the participants using Mathematics Anxiety Rating Scale-Short Version (MARS-SV) and Coping with Mathematics Scale-Short Version (CMS-SV). MANOVA results showed differences on the levels of math anxiety depending on the participants' coping strategies. For example; Those using the coping focused on solving the problem strategy were less anxious in mathematics. In addition, women experienced more mathematics test anxiety than men. Finally, a negative significant correlation was found between mathematics course anxiety and calculation anxiety and GPA score.
{"title":"Multi-group analysis of the effects of coping with mathematics on math anxiety and achievement","authors":"Koza Çiftçi, Engin Karadağ","doi":"10.5937/istrped2102340k","DOIUrl":"https://doi.org/10.5937/istrped2102340k","url":null,"abstract":"The aim of this study was to investigate the effects of the strategy of coping with mathematics on math anxiety and achievement. From the population of teacher candidates in Turkey, a total of 255 students from one state university were recruited through a combination of convenience and purposive sampling and willingness to participate in the present study. Data were collected from the participants using Mathematics Anxiety Rating Scale-Short Version (MARS-SV) and Coping with Mathematics Scale-Short Version (CMS-SV). MANOVA results showed differences on the levels of math anxiety depending on the participants' coping strategies. For example; Those using the coping focused on solving the problem strategy were less anxious in mathematics. In addition, women experienced more mathematics test anxiety than men. Finally, a negative significant correlation was found between mathematics course anxiety and calculation anxiety and GPA score.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73314112","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}
U teorijskom delu rada biće reči o uticaju globalnih promena na shvatanje obrazovanja i ciljeve obrazovanja. Te promene dovode do implementacije novih koncepata u formalno obrazovanje, kao što su celoživotno učenje i ključne kompetencije za celoživotno učenje. Nove koncepcije neizostavni su deo svih nivoa obrazovanja, a u ovom radu akcenat će biti na predškolskom nivou. U predškolskom uzrastu najveći uticaj na razvoj dece imaju roditelji, vaspitači i zajednica u kojoj dete živi. Cilj istraživanja bio je da se ispitaju stavovi vaspitača o značaju vaspitno-obrazovnog rada sa decom predškolskog uzrasta na razvoju pojedinačnih ključnih obrazovnih kompetencija za celoživotno učenje, odnosno da se uvidi kojim kompetencijama vaspitači daju prednost u radu, a kojima ne pridaju poseban značaj. Korišćeni su rezultati istraživanja koje je sprovedeno u julu i avgustu 2019. godine, na uzorku od 149 vaspitača sa teritorije Beograda, Pančeva i Ivanjice. Korišćena je deskriptivna metoda. Tehnika koju smo koristili je anketiranje, a instrument anketni upitnik. Rezultati istraživanja ukazuju da vaspitači najveći značaj pridaju razvoju kompetencija pismenosti i matematičkim kompetencijama i da postoji razlika u pridavanju značaja određenim kompetencijama u radu sa decom predškolskog uzrasta, koje su uslovljene godinama radnog staža i mestom rada vaspitača. Izdojili bismo digitalne i jezičke kompetencije kao kompetencije kojima vaspitači pridaju najmanji značaj u radu sa decom predškolskog uzrasta, što se kosi sa trendovima u oblasti obrazovanja.
{"title":"Stavovi vaspitača o značaju ključnih obrazovnih kompetencija za celoživotno učenje u radu sa decom predškolskog uzrasta","authors":"Miljana Mićović","doi":"10.5937/istrped2101297m","DOIUrl":"https://doi.org/10.5937/istrped2101297m","url":null,"abstract":"U teorijskom delu rada biće reči o uticaju globalnih promena na shvatanje obrazovanja i ciljeve obrazovanja. Te promene dovode do implementacije novih koncepata u formalno obrazovanje, kao što su celoživotno učenje i ključne kompetencije za celoživotno učenje. Nove koncepcije neizostavni su deo svih nivoa obrazovanja, a u ovom radu akcenat će biti na predškolskom nivou. U predškolskom uzrastu najveći uticaj na razvoj dece imaju roditelji, vaspitači i zajednica u kojoj dete živi. Cilj istraživanja bio je da se ispitaju stavovi vaspitača o značaju vaspitno-obrazovnog rada sa decom predškolskog uzrasta na razvoju pojedinačnih ključnih obrazovnih kompetencija za celoživotno učenje, odnosno da se uvidi kojim kompetencijama vaspitači daju prednost u radu, a kojima ne pridaju poseban značaj. Korišćeni su rezultati istraživanja koje je sprovedeno u julu i avgustu 2019. godine, na uzorku od 149 vaspitača sa teritorije Beograda, Pančeva i Ivanjice. Korišćena je deskriptivna metoda. Tehnika koju smo koristili je anketiranje, a instrument anketni upitnik. Rezultati istraživanja ukazuju da vaspitači najveći značaj pridaju razvoju kompetencija pismenosti i matematičkim kompetencijama i da postoji razlika u pridavanju značaja određenim kompetencijama u radu sa decom predškolskog uzrasta, koje su uslovljene godinama radnog staža i mestom rada vaspitača. Izdojili bismo digitalne i jezičke kompetencije kao kompetencije kojima vaspitači pridaju najmanji značaj u radu sa decom predškolskog uzrasta, što se kosi sa trendovima u oblasti obrazovanja.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74980156","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 examine whether lifelong learning has a mediating role in the relationship between teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips. Structural Equation Modeling was used to determine this relationship. The study sample consisted of 341 teacher candidates. The study data were collected using the Teaching and Learning Conceptions Questionnaire, the Self-Efficacy Belief Scale for Planning and Organizing Educational Out-of-school Trips, and the Lifelong Learning Scale. Participants' ages ranged from 18 to 30 (M = 23.26; SD = 2.62). According to the findings of the study, positive and significant relationships were found between teacher candidates' teaching-learning conceptions and lifelong learning and their self-efficacy in organizing out-of-school trips. The structural equation model of the study was confirmed. In conclusion, teacher candidates' lifelong learning tendencies were found to strengthen the relationship between teaching-learning conceptions and self-efficacy in organizing out-of-school trips.
{"title":"Teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips: The mediating role of lifelong learning","authors":"Büşra Bakioğlu","doi":"10.5937/istrped2102483b","DOIUrl":"https://doi.org/10.5937/istrped2102483b","url":null,"abstract":"This study aimed to examine whether lifelong learning has a mediating role in the relationship between teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips. Structural Equation Modeling was used to determine this relationship. The study sample consisted of 341 teacher candidates. The study data were collected using the Teaching and Learning Conceptions Questionnaire, the Self-Efficacy Belief Scale for Planning and Organizing Educational Out-of-school Trips, and the Lifelong Learning Scale. Participants' ages ranged from 18 to 30 (M = 23.26; SD = 2.62). According to the findings of the study, positive and significant relationships were found between teacher candidates' teaching-learning conceptions and lifelong learning and their self-efficacy in organizing out-of-school trips. The structural equation model of the study was confirmed. In conclusion, teacher candidates' lifelong learning tendencies were found to strengthen the relationship between teaching-learning conceptions and self-efficacy in organizing out-of-school trips.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76491210","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}
Montessori education program offers an alternative education opportunity for children, and it supports the development of children in early childhood period as well. In the study, it was aimed to examine the effect of Montessori education on the development of phonological awareness and print awareness, which are among the early childhood literacy skills. This study was conducted in a longitudinal research design. As the data were collected from the same participants, panel design was taken as the basis of the study. The study group was composed of a total of 50 children, 24 boys and 26 girls, in the" 4-6 age" group with normal development who received education in the Montessori class of a state nursery located in Sivas province of Turkey in the 2019-2020 academic year. As data collection tool, the "Scale for Evaluating Early Literacy Skills" (SEELS), which was developed by Karaman Benli (2013) and whose validity and reliability studies were carried out by the same author, was used. In the study, in order to examine whether there was a significant difference between the pretest and posttest scores in the phonological awareness and print awareness of children attending the Montessori Education program, dependent samples t-test was performed. In addition, in order to investigate whether there was a difference between the pretest and posttest scores regarding the participants' phonological awareness and print awareness in terms of gender, two-factor ANOVA test was employed. As a result of the study, it was determined that there was a difference in favor of posttest scores between the pretest and posttest mean scores of children with normal development in the "4-6" age group who were attending the Montessori Education program in terms of general phonological awareness, matching words starting with the same initial sounds, matching rhyming words, noticing the initial sounds of words, omitting sounds and syllables, connecting sounds, and general print awareness skills, and that this difference did not vary according to gender.
{"title":"The effect of Montessori education on the development of phonological awareness and print awareness","authors":"A. Buldur, Gokkus İclal","doi":"10.5937/istrped2101264b","DOIUrl":"https://doi.org/10.5937/istrped2101264b","url":null,"abstract":"Montessori education program offers an alternative education opportunity for children, and it supports the development of children in early childhood period as well. In the study, it was aimed to examine the effect of Montessori education on the development of phonological awareness and print awareness, which are among the early childhood literacy skills. This study was conducted in a longitudinal research design. As the data were collected from the same participants, panel design was taken as the basis of the study. The study group was composed of a total of 50 children, 24 boys and 26 girls, in the\" 4-6 age\" group with normal development who received education in the Montessori class of a state nursery located in Sivas province of Turkey in the 2019-2020 academic year. As data collection tool, the \"Scale for Evaluating Early Literacy Skills\" (SEELS), which was developed by Karaman Benli (2013) and whose validity and reliability studies were carried out by the same author, was used. In the study, in order to examine whether there was a significant difference between the pretest and posttest scores in the phonological awareness and print awareness of children attending the Montessori Education program, dependent samples t-test was performed. In addition, in order to investigate whether there was a difference between the pretest and posttest scores regarding the participants' phonological awareness and print awareness in terms of gender, two-factor ANOVA test was employed. As a result of the study, it was determined that there was a difference in favor of posttest scores between the pretest and posttest mean scores of children with normal development in the \"4-6\" age group who were attending the Montessori Education program in terms of general phonological awareness, matching words starting with the same initial sounds, matching rhyming words, noticing the initial sounds of words, omitting sounds and syllables, connecting sounds, and general print awareness skills, and that this difference did not vary according to gender.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"397 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78089047","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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