This study aimed to explore mother's views and home literacy practices for their children on literacy skills acquisition. In the study carried out in 2020, twenty-five mothers of children aged 6 years were assessed by means of a semi-structured qualitative interview. Two mother views were identified; (1) family is responsible (FR) and (2) teacher is responsible (TR) on children's literacy skills acquisition. An examination of the literacy practices offered by mothers revealed that there are similarities and differences between the practices. The obtained results indicated that mothers who consider that family is responsible for children's literacy acquisition implemented more versatile and greater number of activities for their children. On the contrary, mothers who consider that teachers are responsible for children's literacy acquisition preferred mostly activities that support writing skills rather than reading skills. Some recommendations were also made in this paper to promote the emergent literacy skills of preschoolers.
{"title":"Mothers' views and home literacy practices on children literacy skills acquisition: A qualitative study","authors":"Lütfiye Coşkun","doi":"10.5937/istrped2102468c","DOIUrl":"https://doi.org/10.5937/istrped2102468c","url":null,"abstract":"This study aimed to explore mother's views and home literacy practices for their children on literacy skills acquisition. In the study carried out in 2020, twenty-five mothers of children aged 6 years were assessed by means of a semi-structured qualitative interview. Two mother views were identified; (1) family is responsible (FR) and (2) teacher is responsible (TR) on children's literacy skills acquisition. An examination of the literacy practices offered by mothers revealed that there are similarities and differences between the practices. The obtained results indicated that mothers who consider that family is responsible for children's literacy acquisition implemented more versatile and greater number of activities for their children. On the contrary, mothers who consider that teachers are responsible for children's literacy acquisition preferred mostly activities that support writing skills rather than reading skills. Some recommendations were also made in this paper to promote the emergent literacy skills of preschoolers.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72848309","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 goal of this study was to investigate the expectations of the parents with a child enrolled at a preschool education institution from preschool education institutions. This research was designed as a survey study. The sample of this study consisted of 326 children, enrolled at preschool education institutions in the center of Usak province, and their parents. "Parents' Expectations from Preschool Institutions Questionnaire" developed by Simsek and Ivrendi (2014), and "Demographics Information Form" were used as data collection tools to determine the expectations of parents from preschool education institutions. It was concluded as a result of the study that the parents had a "low level" expectation related to the sub-scales of (teacher, education-family, school policy, informing) of the Parents' Expectations from Preschool Institutions Questionnaire. A significant difference in favor of males was found out in the informing sub-scale according to the t-test results carried out related to parents' expectations in line with the gender of children. The expectations of parents from preschool institutions showed a significant difference according to income status. It was found out that the expectations of families with low income level from preschool institutions were higher compared to the expectations of families with middle- and high-income levels regarding the sub-scales of teacher and education-family.
{"title":"What are the expectations of parents from preschool education institutions: Why do they choose? What are they waiting for?","authors":"Sibel Yoleri","doi":"10.5937/istrped2101108y","DOIUrl":"https://doi.org/10.5937/istrped2101108y","url":null,"abstract":"The goal of this study was to investigate the expectations of the parents with a child enrolled at a preschool education institution from preschool education institutions. This research was designed as a survey study. The sample of this study consisted of 326 children, enrolled at preschool education institutions in the center of Usak province, and their parents. \"Parents' Expectations from Preschool Institutions Questionnaire\" developed by Simsek and Ivrendi (2014), and \"Demographics Information Form\" were used as data collection tools to determine the expectations of parents from preschool education institutions. It was concluded as a result of the study that the parents had a \"low level\" expectation related to the sub-scales of (teacher, education-family, school policy, informing) of the Parents' Expectations from Preschool Institutions Questionnaire. A significant difference in favor of males was found out in the informing sub-scale according to the t-test results carried out related to parents' expectations in line with the gender of children. The expectations of parents from preschool institutions showed a significant difference according to income status. It was found out that the expectations of families with low income level from preschool institutions were higher compared to the expectations of families with middle- and high-income levels regarding the sub-scales of teacher and education-family.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"33 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78250846","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}
Ovaj rad bavi se istraživanjem praksi kupovine igračaka za decu kroz prizmu promišljanja o ulozi igračaka u učenju i razvoju dece i uticaju komercijalizacije detinjstva na ponudu i odabir igračaka kojima će se deca igrati sa fokusom na preispitivanje uloge odraslih u oblikovanju dečjeg okruženja za igru posredstvom igračaka. U radu je predstavljeno istraživanje eksplorativnog karaktera sprovedeno putem online ankete na uzorku od 112 učesnika sa ciljem sagledavanja i opisivanja prakse kupovine dečjih igračaka od strane odraslih. Istraživanje je tragalo za odgovorom na pitanje šta određuje praksu kupovine igračaka za decu, kao i koji su to elementi prakse kupovine igračaka za decu koji utiču na izbor prilikom kupovine. Rezultati pokazuju da odrasli često kupuju igračke za decu (60% učesnika istraživanja ih kupuje jednom u tri meseca ili češće). Kao najčešći povod za kupovinu igračaka izdvajaju se dečji rođendani. Iako odrasli kupuju igračke sa namerom da one dugo traju i da se nasleđuju (34%), u praksi se deca njima najčešće igraju par meseci (31%) ili tek neposredno nakon što igračku dobiju (25%). U potrazi za dobrom igračkom za decu odrasli tragaju za onom koja će na prvom mestu detetu biti zanimljiva, ali i onom koja će podržavati kreativni pristup igri i podsticati dečji razvoj i učenje.
{"title":"Praksa kupovine dečijih igračaka iz ugla odraslih","authors":"Milijana Lazarević, Marija Malović","doi":"10.5937/istrped2101278l","DOIUrl":"https://doi.org/10.5937/istrped2101278l","url":null,"abstract":"Ovaj rad bavi se istraživanjem praksi kupovine igračaka za decu kroz prizmu promišljanja o ulozi igračaka u učenju i razvoju dece i uticaju komercijalizacije detinjstva na ponudu i odabir igračaka kojima će se deca igrati sa fokusom na preispitivanje uloge odraslih u oblikovanju dečjeg okruženja za igru posredstvom igračaka. U radu je predstavljeno istraživanje eksplorativnog karaktera sprovedeno putem online ankete na uzorku od 112 učesnika sa ciljem sagledavanja i opisivanja prakse kupovine dečjih igračaka od strane odraslih. Istraživanje je tragalo za odgovorom na pitanje šta određuje praksu kupovine igračaka za decu, kao i koji su to elementi prakse kupovine igračaka za decu koji utiču na izbor prilikom kupovine. Rezultati pokazuju da odrasli često kupuju igračke za decu (60% učesnika istraživanja ih kupuje jednom u tri meseca ili češće). Kao najčešći povod za kupovinu igračaka izdvajaju se dečji rođendani. Iako odrasli kupuju igračke sa namerom da one dugo traju i da se nasleđuju (34%), u praksi se deca njima najčešće igraju par meseci (31%) ili tek neposredno nakon što igračku dobiju (25%). U potrazi za dobrom igračkom za decu odrasli tragaju za onom koja će na prvom mestu detetu biti zanimljiva, ali i onom koja će podržavati kreativni pristup igri i podsticati dečji razvoj i učenje.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85791348","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}
Marija Aleksandrović, Jelena Prtljaga, Ivana Đorđev
The paper brings about the results of a research carried out within the project the Importance of Plants in Roma Culture, which on the one hand was dedicated to collecting of intangible cultural heritage of Roma on names of plants in Romani language and how they are used by Roma people in folk medicine, customs, religious celebrations, and, on the other hand to comparison between symbolic uses of certain plants in Serbian and Roma Culture. The research aim was to collect the names of plants in Roma language and to identify their use in folk medicine, customs, religious celebrations, as well as to compare the symbolism of certain plants in Serbian and Roma culture, i.e. to establish potential similarity of symbolism of plants in certain Roma ritual practice with the symbolism of plants in Serbian traditional culture through comparative analysis. For the purpose of the research, a number of students attending the program of first and second level of studies in Romani language at the Preschool Teacher Training College "Mihailo Palov" in Vrsac, supported by their mentors, according to the method of (semi-structured) interview collected data on names and symbolism of 38 different plants in Roma culture in Zabalj, Pirot, Jazak and Vrsac). Consulting relevant literature, the collected linguistic material was analyzed and classified, to be subsequently supported by theoretical impulses and findings of previous research. The obtained results, even though on the small scale sample, confirmed the assumptions that the symbolism of certain plants in Roma culture is similar of even the same in certain ritual practice as the symbolism of plants in the Serbian culture, as well as that certain names of plants are the same as those in majority of population (Serbs) Roma people live by. The research findings may serve as a starting point for more comprehensive research of the subject, as well as a motivation for further deeper research on intangible cultural heritage of Roma in Serbia. The research itself and the way it was conducted did certainly empowered the students, having provided them with the training on how to conduct a field interview, inspiring them to engage in further activities directed to preservation of Roma culture, as well as nurturing of multicultural dialogue, enriching the teaching material in a number of courses, especially within the program in Romani language.
{"title":"Symbolism of plants in Serbian and Romanian intangible cultural heritage","authors":"Marija Aleksandrović, Jelena Prtljaga, Ivana Đorđev","doi":"10.5937/istrped2101311a","DOIUrl":"https://doi.org/10.5937/istrped2101311a","url":null,"abstract":"The paper brings about the results of a research carried out within the project the Importance of Plants in Roma Culture, which on the one hand was dedicated to collecting of intangible cultural heritage of Roma on names of plants in Romani language and how they are used by Roma people in folk medicine, customs, religious celebrations, and, on the other hand to comparison between symbolic uses of certain plants in Serbian and Roma Culture. The research aim was to collect the names of plants in Roma language and to identify their use in folk medicine, customs, religious celebrations, as well as to compare the symbolism of certain plants in Serbian and Roma culture, i.e. to establish potential similarity of symbolism of plants in certain Roma ritual practice with the symbolism of plants in Serbian traditional culture through comparative analysis. For the purpose of the research, a number of students attending the program of first and second level of studies in Romani language at the Preschool Teacher Training College \"Mihailo Palov\" in Vrsac, supported by their mentors, according to the method of (semi-structured) interview collected data on names and symbolism of 38 different plants in Roma culture in Zabalj, Pirot, Jazak and Vrsac). Consulting relevant literature, the collected linguistic material was analyzed and classified, to be subsequently supported by theoretical impulses and findings of previous research. The obtained results, even though on the small scale sample, confirmed the assumptions that the symbolism of certain plants in Roma culture is similar of even the same in certain ritual practice as the symbolism of plants in the Serbian culture, as well as that certain names of plants are the same as those in majority of population (Serbs) Roma people live by. The research findings may serve as a starting point for more comprehensive research of the subject, as well as a motivation for further deeper research on intangible cultural heritage of Roma in Serbia. The research itself and the way it was conducted did certainly empowered the students, having provided them with the training on how to conduct a field interview, inspiring them to engage in further activities directed to preservation of Roma culture, as well as nurturing of multicultural dialogue, enriching the teaching material in a number of courses, especially within the program in Romani language.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87008583","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 research is to determine the university students' levels and tendencies of narcissism, which is the subject of the research conducted in many different fields, to reveal its relationship with self-sabotage, which has been studied in recent years in Turkey, especially in the field of educational sciences, more specifically in the field of psychological counselling and guidance, and to discuss it according to various variables. The study group consists of 580 students who continue their education in different faculties and colleges in a university of a middle-sized province Central Campus in the 2018-2019 academic year. The researchers used the simple random sampling method in determining the study group. Measurement tools used in the research are the Narcissistic Personality Inventory, the Self-Sabotage Scale and the Demographic Information Form. To assess the relationship between the variables, independent samples t-test, one-way variance analysis (One Way ANOVA), Post Hoc tests, Levene homogeneity of variance test, regression analysis and Pearson correlation coefficient were used. The results of the study revealed that the narcissistic personality scores differed depending on the faculties in which the students were studying and the gender of the students. The results indicated no other differences in terms of other variables.
本研究的目的是确定大学生的自恋水平和倾向，这是在许多不同领域进行的研究的主题，揭示其与自我破坏的关系，近年来在土耳其进行了研究，特别是在教育科学领域，更具体地说，在心理咨询和指导领域，并根据各种变量进行讨论。该学习小组由580名学生组成，他们在2018-2019学年在中等省份某大学中心校区的不同院系继续学习。研究人员采用了简单的随机抽样方法来确定研究组。本研究使用的测量工具有自恋人格量表、自我破坏量表和人口统计信息表。为了评估变量之间的关系，采用独立样本t检验、单向方差分析(One Way ANOVA)、Post Hoc检验、Levene方差齐性检验、回归分析和Pearson相关系数。研究结果显示，自恋人格得分因学生所在院系和性别的不同而不同。结果表明，在其他变量方面没有其他差异。
{"title":"An investigation of the relationship between the narcissism levels and self-sabotage levels of university students","authors":"Merve Çelik, Mehmet Kanak","doi":"10.5937/istrped2102501c","DOIUrl":"https://doi.org/10.5937/istrped2102501c","url":null,"abstract":"The purpose of the present research is to determine the university students' levels and tendencies of narcissism, which is the subject of the research conducted in many different fields, to reveal its relationship with self-sabotage, which has been studied in recent years in Turkey, especially in the field of educational sciences, more specifically in the field of psychological counselling and guidance, and to discuss it according to various variables. The study group consists of 580 students who continue their education in different faculties and colleges in a university of a middle-sized province Central Campus in the 2018-2019 academic year. The researchers used the simple random sampling method in determining the study group. Measurement tools used in the research are the Narcissistic Personality Inventory, the Self-Sabotage Scale and the Demographic Information Form. To assess the relationship between the variables, independent samples t-test, one-way variance analysis (One Way ANOVA), Post Hoc tests, Levene homogeneity of variance test, regression analysis and Pearson correlation coefficient were used. The results of the study revealed that the narcissistic personality scores differed depending on the faculties in which the students were studying and the gender of the students. The results indicated no other differences in terms of other variables.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"112 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86218942","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 attempts to identify preschool teachers' pedagogical content knowledge levels in mathematics and to examine its effect on preschool children's mathematics ability and their liking of mathematics. The study utilised the relational survey model, one of the general survey models. The working group was composed of 600 children aged 54-66 months old and a total of 150 teachers. The study employed three data collection tools: with the 'Preschool Teachers' Pedagogical Content Knowledge Scale regarding Mathematics' and the 'Mathematics Liking Scale for Children' developed by the researchers; 'Early Mathematics Ability Test' to determine children's mathematics ability. The data were analysed using IBM's SPSS 22 statistical package. The correlation analysis results suggested that there were no significant relationships between teachers' pedagogical content knowledge in mathematics, children's mathematics ability, and their liking of mathematics, while a positive and significant relationship was found between children's mathematics ability and their liking of mathematics.
{"title":"The relationship between preschool teachers pedagogical content knowledge in mathematics, childrens' math ability and liking","authors":"H. Dağli, Dağlıoğlu Elif","doi":"10.5937/istrped2102359d","DOIUrl":"https://doi.org/10.5937/istrped2102359d","url":null,"abstract":"This study attempts to identify preschool teachers' pedagogical content knowledge levels in mathematics and to examine its effect on preschool children's mathematics ability and their liking of mathematics. The study utilised the relational survey model, one of the general survey models. The working group was composed of 600 children aged 54-66 months old and a total of 150 teachers. The study employed three data collection tools: with the 'Preschool Teachers' Pedagogical Content Knowledge Scale regarding Mathematics' and the 'Mathematics Liking Scale for Children' developed by the researchers; 'Early Mathematics Ability Test' to determine children's mathematics ability. The data were analysed using IBM's SPSS 22 statistical package. The correlation analysis results suggested that there were no significant relationships between teachers' pedagogical content knowledge in mathematics, children's mathematics ability, and their liking of mathematics, while a positive and significant relationship was found between children's mathematics ability and their liking of mathematics.","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":"74246960","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 paper presents a qualitative research which implements the Delphi method on a sample size of 25 preschool teachers and their assistants in Slovenian preschools regarding their beliefs on self-regulated learning in the preschool. The goal was to determine how preschool teachers and their assistants define their own self-regulated learning, which factors they recognize as important in the children's self-regulated learning in the preschool and how they assess the role of the preschool teacher in the process of enhancing self-regulated learning of children in the preschool. The research was conducted in two rounds using two questionnaires. The first round of research was done using an open ended questionnaire, the answers were coded and the relevant concepts were categorized. On the basis of the result analysis from the first round of the research the questionnaire for the second round was made, which enabled the analysis and comparison of the data from both rounds of research. From the analysis of the gathered data, most preschool teachers (72%) believe that for the development of self-regulated learning it is important for the children to learn by watching others and through real-life examples. Slightly more than half of the preschool teachers (52%) say that it is independent participation of the child, (48%) believe that incentive is important, and (36%) believe that guidance is key. Others (28%) mention observation and dialogue as an important approach for the development of self-regulated learning, (12%) believe that it is persistence. Challenges and attention from the preschool teacher were noted by (8%) of the preschool teachers while (4%) believe that the adequate environment and interesting topics were an important approach.
{"title":"The beliefs of preschool teachers on self-regulated learning in the preschool","authors":"Ljiljana Gomerčić","doi":"10.5937/istrped2102608g","DOIUrl":"https://doi.org/10.5937/istrped2102608g","url":null,"abstract":"This paper presents a qualitative research which implements the Delphi method on a sample size of 25 preschool teachers and their assistants in Slovenian preschools regarding their beliefs on self-regulated learning in the preschool. The goal was to determine how preschool teachers and their assistants define their own self-regulated learning, which factors they recognize as important in the children's self-regulated learning in the preschool and how they assess the role of the preschool teacher in the process of enhancing self-regulated learning of children in the preschool. The research was conducted in two rounds using two questionnaires. The first round of research was done using an open ended questionnaire, the answers were coded and the relevant concepts were categorized. On the basis of the result analysis from the first round of the research the questionnaire for the second round was made, which enabled the analysis and comparison of the data from both rounds of research. From the analysis of the gathered data, most preschool teachers (72%) believe that for the development of self-regulated learning it is important for the children to learn by watching others and through real-life examples. Slightly more than half of the preschool teachers (52%) say that it is independent participation of the child, (48%) believe that incentive is important, and (36%) believe that guidance is key. Others (28%) mention observation and dialogue as an important approach for the development of self-regulated learning, (12%) believe that it is persistence. Challenges and attention from the preschool teacher were noted by (8%) of the preschool teachers while (4%) believe that the adequate environment and interesting topics were an important approach.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76272407","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 research was conducted in an attempt to examine online learning satisfaction (OLS) level of the pre-service teachers and the influence of antecedents including computer anxiety (CA), internet anxiety (IA), online course anxiety (OCA), internet self-efficacy (ISE) and transactions including learner-instructor interaction (LII), learner-content interaction (LCI) and learner-learner interaction (LLI) on one outcome of online learning process, OLS. We employed an exploratory survey, which can be used to investigate the relationship between certain variables. The sample included 710 pre-service teachers from different departments studying at two public universities located in the eastern part of Turkey. Data were collected through "Technological Anxiety and Satisfaction Scale", "Internet Self-efficacy Sub-scale" and "The Online Self-regulation Questionnaire (OSRQ) in Three Types of Interaction". Descriptive statistics and multiple regression analysis (MLR) were used to analyze the data. The findings indicated low OLS based on the perceptions of this sample of pre-service teachers. Further analysis through MLR revealed a significant negative relationship between OCA and OLS, while the other predictors were insignificant. As the significant predictor explained 14% of the variance in the outcome variable, more comprehensive research was suggested to find out the unexplained predictors of the outcome. The administrators are suggested to provide the instructors with professional guidance with the help of the experts who can provide successful online course implementations.
{"title":"Predictors of online learning satisfaction of pre-service teachers in Turkey","authors":"S. Kaya","doi":"10.5937/istrped2102586k","DOIUrl":"https://doi.org/10.5937/istrped2102586k","url":null,"abstract":"This research was conducted in an attempt to examine online learning satisfaction (OLS) level of the pre-service teachers and the influence of antecedents including computer anxiety (CA), internet anxiety (IA), online course anxiety (OCA), internet self-efficacy (ISE) and transactions including learner-instructor interaction (LII), learner-content interaction (LCI) and learner-learner interaction (LLI) on one outcome of online learning process, OLS. We employed an exploratory survey, which can be used to investigate the relationship between certain variables. The sample included 710 pre-service teachers from different departments studying at two public universities located in the eastern part of Turkey. Data were collected through \"Technological Anxiety and Satisfaction Scale\", \"Internet Self-efficacy Sub-scale\" and \"The Online Self-regulation Questionnaire (OSRQ) in Three Types of Interaction\". Descriptive statistics and multiple regression analysis (MLR) were used to analyze the data. The findings indicated low OLS based on the perceptions of this sample of pre-service teachers. Further analysis through MLR revealed a significant negative relationship between OCA and OLS, while the other predictors were insignificant. As the significant predictor explained 14% of the variance in the outcome variable, more comprehensive research was suggested to find out the unexplained predictors of the outcome. The administrators are suggested to provide the instructors with professional guidance with the help of the experts who can provide successful online course implementations.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81247087","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}
Modern interactive teaching at preschool teacher training colleges, in accordance with the rapid and progressive changes in the world of information and communication technologies, implies the application and use of series of programme packages enriching and facilitating not only the education of future preschool teachers, but also the practical work with children of preschool age. The goal of the research conducted on the sample consisting from the students of the Preschool Teacher Training College in Kruševac, as the part of teaching the Methodology of initial mathematical notions and the Methodology of speech development, was to test the functionality of the educational software GeoGebra in the domain of interactive fairy tales creation. Several variables have been tested with regard to functionality, among them: Applicability of Geogebra programme of in mathematical and didactical games of preschool children; Suitability of Geogebra for the interactive fairy tales creation; Possibility of use of mathematical and didactical games in correlation with the speech development games; Possibility of including games from Geogebra programme in educational work; Quality of mathematical and didactical games in Geogebra programme. The methodological plan implied having 2 groups of testees which practiced Geogebra. In group 1, an experimental factora was introduced - the increased number of weeks practicing Geogebra (6 weeks of practicing in comparison with 4 weeks of practicing in the 2nd group of students). After the practicing period, using Questionnaire (construed for the research needs), as well as five-degree Likert-type assessment scales, the testing was conducted with regard to the opionion of students in both groups on the functionality of the Geogebra programme package concerning the interactive fairy talses creation. The research results have shown there is a positive effect of practicing Geogebra to the interactive fairy tales creation (the students from the group in which the expiremental factor had been introduced assessed more positively The applicability of Geogebra programme than the students from the control group which practiced Geogebra for fewer hours). Similar results have been obtained in the domain of Usability of mathematical and didactical games from the Geogebra programme, where the students from the experimental group achived substantially higher scores on the functionality scale.
{"title":"Functionality of Geogebra in the field of interactive fairy tales creating","authors":"Milutin Živanović, S. Pavličević, Vesna Todorov","doi":"10.5937/istrped2101031z","DOIUrl":"https://doi.org/10.5937/istrped2101031z","url":null,"abstract":"Modern interactive teaching at preschool teacher training colleges, in accordance with the rapid and progressive changes in the world of information and communication technologies, implies the application and use of series of programme packages enriching and facilitating not only the education of future preschool teachers, but also the practical work with children of preschool age. The goal of the research conducted on the sample consisting from the students of the Preschool Teacher Training College in Kruševac, as the part of teaching the Methodology of initial mathematical notions and the Methodology of speech development, was to test the functionality of the educational software GeoGebra in the domain of interactive fairy tales creation. Several variables have been tested with regard to functionality, among them: Applicability of Geogebra programme of in mathematical and didactical games of preschool children; Suitability of Geogebra for the interactive fairy tales creation; Possibility of use of mathematical and didactical games in correlation with the speech development games; Possibility of including games from Geogebra programme in educational work; Quality of mathematical and didactical games in Geogebra programme. The methodological plan implied having 2 groups of testees which practiced Geogebra. In group 1, an experimental factora was introduced - the increased number of weeks practicing Geogebra (6 weeks of practicing in comparison with 4 weeks of practicing in the 2nd group of students). After the practicing period, using Questionnaire (construed for the research needs), as well as five-degree Likert-type assessment scales, the testing was conducted with regard to the opionion of students in both groups on the functionality of the Geogebra programme package concerning the interactive fairy talses creation. The research results have shown there is a positive effect of practicing Geogebra to the interactive fairy tales creation (the students from the group in which the expiremental factor had been introduced assessed more positively The applicability of Geogebra programme than the students from the control group which practiced Geogebra for fewer hours). Similar results have been obtained in the domain of Usability of mathematical and didactical games from the Geogebra programme, where the students from the experimental group achived substantially higher scores on the functionality scale.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74562642","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 ovom radu donose se rezultati istraživanja o međusobnom pozdravljanju, obraćanju i oslovljavanju vaspitača i dece u predškolskim ustanovama iz perspektive vaspitača sa ciljem da se ispita trenutno stanje i otkrije da li postoji potreba za postavljanjem standardnih okvira kada je reč o prihvatljivim formama pozdravljanja, obraćanja i oslovljavanja među vaspitačima i decom u kontekstu predškolske ustanove. Shodno cilju, sačinjen je anketni upitnik koji je popunilo 152 vaspitača koji rade sa jaslenim i predškolskim vaspitnim grupama. Prikupljeni rezultati istraživanja prikazani su pomoću deskriptivne i analitičke metode i propraćeni kratkim diskusijama, s obzirom na problematiku pokrenutu određenim pitanjima. Rezultati istraživanja pokazuju da među ispitanicima postoji velika razlika u mišljenjima i stavovima o međusobnom pozdravljanju, obraćanju i oslovljavanju vaspitača i dece, te da je u narednom periodu neophodno razmatrati ovu temu u okviru predškolskih ustanova i doneti konkretnija pravila ponašanja u kojima će biti postavljeni standardni okviri o prihvatljivim formama pozdravljanja, obraćanja i oslovljavanja među vaspitačima i decom, a imajući u vidu uzrast dece i vaspitne grupe.
{"title":"Međusobno pozdravljanje, obraćanje i oslovljavanje vaspitača i dece u predškolskim ustanovama","authors":"Ljiljana Kelemen-Milojević, M. Petrović","doi":"10.5937/istrped2102522k","DOIUrl":"https://doi.org/10.5937/istrped2102522k","url":null,"abstract":"U ovom radu donose se rezultati istraživanja o međusobnom pozdravljanju, obraćanju i oslovljavanju vaspitača i dece u predškolskim ustanovama iz perspektive vaspitača sa ciljem da se ispita trenutno stanje i otkrije da li postoji potreba za postavljanjem standardnih okvira kada je reč o prihvatljivim formama pozdravljanja, obraćanja i oslovljavanja među vaspitačima i decom u kontekstu predškolske ustanove. Shodno cilju, sačinjen je anketni upitnik koji je popunilo 152 vaspitača koji rade sa jaslenim i predškolskim vaspitnim grupama. Prikupljeni rezultati istraživanja prikazani su pomoću deskriptivne i analitičke metode i propraćeni kratkim diskusijama, s obzirom na problematiku pokrenutu određenim pitanjima. Rezultati istraživanja pokazuju da među ispitanicima postoji velika razlika u mišljenjima i stavovima o međusobnom pozdravljanju, obraćanju i oslovljavanju vaspitača i dece, te da je u narednom periodu neophodno razmatrati ovu temu u okviru predškolskih ustanova i doneti konkretnija pravila ponašanja u kojima će biti postavljeni standardni okviri o prihvatljivim formama pozdravljanja, obraćanja i oslovljavanja među vaspitačima i decom, a imajući u vidu uzrast dece i vaspitne grupe.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"58 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86365177","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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