This research aims to reveal the problems about the work fields of school administrators in kindergartens and the solutions suggestions related to these problems based on the opinions of the administrators. The research was carried out in the case study (multiple case study), one of the qualitative research designs. The data used in the research were obtained by using semi-structured interview forms. The data obtained were analyzed using the descriptive analysis method. The study population consists of the administrators working in the independent kindergartens in Sanlıurfa centrum in the 2018-1019 academic year. The maximum diversity sampling was used in the study. The research study group consists of 29 school administrators and 26 deputy managers working 29 independent kindergartens in Sanlıurfa centrum. First of all, regarding the problems experienced in the research, it has been inferred that enough support staff to perform the cleaning and security tasks were not provided to the schools. The administrators have indicated that the number of substitute teachers is high in the system and they do not have the necessary field knowledge as another problem. The fact that dual education is a problem in itself and that the Ministry does not provide a subsidy to kindergartens is one of the findings of the study. Providing schools with a sufficient number of support staff, ending dual education and switching to regular education, abolishing the practice of substitute teachers, and having the Ministry transfer subsidies to schools are proposed solutions developed by administrators.
{"title":"Problems about the Duties of the School Administrators in the Kindergartens and the Solution Suggestions","authors":"A. Han, H. Demirtaş","doi":"10.14689/enad.32.843","DOIUrl":"https://doi.org/10.14689/enad.32.843","url":null,"abstract":"This research aims to reveal the problems about the work fields of school administrators in kindergartens and the solutions suggestions related to these problems based on the opinions of the administrators. The research was carried out in the case study (multiple case study), one of the qualitative research designs. The data used in the research were obtained by using semi-structured interview forms. The data obtained were analyzed using the descriptive analysis method. The study population consists of the administrators working in the independent kindergartens in Sanlıurfa centrum in the 2018-1019 academic year. The maximum diversity sampling was used in the study. The research study group consists of 29 school administrators and 26 deputy managers working 29 independent kindergartens in Sanlıurfa centrum. First of all, regarding the problems experienced in the research, it has been inferred that enough support staff to perform the cleaning and security tasks were not provided to the schools. The administrators have indicated that the number of substitute teachers is high in the system and they do not have the necessary field knowledge as another problem. The fact that dual education is a problem in itself and that the Ministry does not provide a subsidy to kindergartens is one of the findings of the study. Providing schools with a sufficient number of support staff, ending dual education and switching to regular education, abolishing the practice of substitute teachers, and having the Ministry transfer subsidies to schools are proposed solutions developed by administrators.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87880619","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}
Münire Kardaş, Özden Bademci̇, Narin Bağdatlı, Melike Beste Arslan
Within the scope of school-based community studies coordinated by Maltepe University Homeless and Working Children Application and Research Center (SOYAC), a program aiming at increasing the resilience of students was implemented in a secondary school with high school dropouts. This international program, briefly known as RESCUR, was implemented for one hour two days a week with the cooperation of the interdisciplinary SOYAC team and classroom teachers with a whole school approach. The program aims to protect the right to education of students who are at risk of dropping out of school, to increase their resilience against the disadvantages they experience, to help them gain social and emotional skills, and to strengthen the teachers. In order to understand the experiences of teachers about the application process and their observations and evaluations about their students, the research is designed as a qualitative study through semi-structured interviews. The analysis of the in-depth interviews was carried out using thematic and interpretive phenomenological analysis methods. The themes determined in the research are 'teachers' experiences regarding the RESCUR implementation,' 'the importance of university-community cooperation,' 'the effect of the implementation on the social and emotional development of the students and school culture,' and 'problems encountered in the implementation process.' The results of the research reveal the importance of school-based studies that consider the needs of teachers and students for the elimination of the problems experienced by students at risk of school dropout, the protection of their right to education, and their social inclusion. The implementation is a successful example of the contribution of universities to society in coordinating and cooperating with relevant institutions and organizations in fields such as education, health, and social services for the best interests of the children.
{"title":"Resilience Program with University-Community Cooperation for the Prevention of School Dropout: The Case of SOYAC","authors":"Münire Kardaş, Özden Bademci̇, Narin Bağdatlı, Melike Beste Arslan","doi":"10.14689/enad.32.895","DOIUrl":"https://doi.org/10.14689/enad.32.895","url":null,"abstract":"Within the scope of school-based community studies coordinated by Maltepe University Homeless and Working Children Application and Research Center (SOYAC), a program aiming at increasing the resilience of students was implemented in a secondary school with high school dropouts. This international program, briefly known as RESCUR, was implemented for one hour two days a week with the cooperation of the interdisciplinary SOYAC team and classroom teachers with a whole school approach. The program aims to protect the right to education of students who are at risk of dropping out of school, to increase their resilience against the disadvantages they experience, to help them gain social and emotional skills, and to strengthen the teachers. In order to understand the experiences of teachers about the application process and their observations and evaluations about their students, the research is designed as a qualitative study through semi-structured interviews. The analysis of the in-depth interviews was carried out using thematic and interpretive phenomenological analysis methods. The themes determined in the research are 'teachers' experiences regarding the RESCUR implementation,' 'the importance of university-community cooperation,' 'the effect of the implementation on the social and emotional development of the students and school culture,' and 'problems encountered in the implementation process.' The results of the research reveal the importance of school-based studies that consider the needs of teachers and students for the elimination of the problems experienced by students at risk of school dropout, the protection of their right to education, and their social inclusion. The implementation is a successful example of the contribution of universities to society in coordinating and cooperating with relevant institutions and organizations in fields such as education, health, and social services for the best interests of the children.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90630928","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}
Burak Güneş, A. D. Mirzeoğlu, Oznur Karadag, Kadir Atli, N. Yalçınkaya
This research aims to evaluate the daily lesson planning competency of physical education and sports teachers. A qualitative research method, phenomenology pattern, was used in the study. Maximum variation and convenience sampling, among the purposive sampling methods, were used to determine the participants during the study. Data of the study were obtained by examining the original daily plans of 23 volunteer physical education and sports teachers working in Istanbul, Sakarya, Duzce, and Kastamonu. Two faculty members obtained daily plans through document analysis with deductive approach using “Daily Lesson Plan Evaluation Form- Physical Education and Sports” developed by the researchers. The results have shown that teachers do not care about curriculum and achievements, focus mainly on the activities, and use various methods to practice activities. Still, they do not include sufficient detail in their plans for the context of methods while planning. Besides, it may be stated that they do not pay much attention to the assessment part and reflection. In conclusion, measures should be taken to improve the planning skill, which is thought to have an important contribution to the quality of the course.
{"title":"Evaluation of Daily Lesson Planning Competency of Physical Education and Sports Teachers","authors":"Burak Güneş, A. D. Mirzeoğlu, Oznur Karadag, Kadir Atli, N. Yalçınkaya","doi":"10.14689/enad.32.1550","DOIUrl":"https://doi.org/10.14689/enad.32.1550","url":null,"abstract":"This research aims to evaluate the daily lesson planning competency of physical education and sports teachers. A qualitative research method, phenomenology pattern, was used in the study. Maximum variation and convenience sampling, among the purposive sampling methods, were used to determine the participants during the study. Data of the study were obtained by examining the original daily plans of 23 volunteer physical education and sports teachers working in Istanbul, Sakarya, Duzce, and Kastamonu. Two faculty members obtained daily plans through document analysis with deductive approach using “Daily Lesson Plan Evaluation Form- Physical Education and Sports” developed by the researchers. The results have shown that teachers do not care about curriculum and achievements, focus mainly on the activities, and use various methods to practice activities. Still, they do not include sufficient detail in their plans for the context of methods while planning. Besides, it may be stated that they do not pay much attention to the assessment part and reflection. In conclusion, measures should be taken to improve the planning skill, which is thought to have an important contribution to the quality of the course.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85202726","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}
Augmentative and Alternative Communication Systems (AAC) is an important method for individuals with limited verbal communication (speech) to access communication tools and communicate accordingly. This research examines the application process of the "I Have A Voice" Program, which produces tablet and computer-assisted speech, designed to support the communication skills of individuals with limitations in the verbal communication process, according to the parents' opinions. Within the scope of the research, while describing the application process of the "I Have a Voice" program, it is also aimed to examine the possible problems related to the application and its causes. Another aim of the study is to examine the views of family members about the tablet program and the effect of the Program on family members. In this context, 3 parents who received the tablet program training constitute the research participants. The research was carried out with a case study, one of the qualitative research methods, and the data obtained were analyzed with content analysisAAC supports accessibility and equality so that those with limited verbal communication can independently participate in a social order based on speech. In addition, if these systems are to be utilized effectively, parents must be taught how to use AAC.
{"title":"I Have a Voice: Examining Augmentative and Alternative Communication Application According to Parent’s Opinions","authors":"Aslı Avcıl, Ertan Görgü","doi":"10.14689/enad.32.809","DOIUrl":"https://doi.org/10.14689/enad.32.809","url":null,"abstract":"Augmentative and Alternative Communication Systems (AAC) is an important method for individuals with limited verbal communication (speech) to access communication tools and communicate accordingly. This research examines the application process of the \"I Have A Voice\" Program, which produces tablet and computer-assisted speech, designed to support the communication skills of individuals with limitations in the verbal communication process, according to the parents' opinions. Within the scope of the research, while describing the application process of the \"I Have a Voice\" program, it is also aimed to examine the possible problems related to the application and its causes. Another aim of the study is to examine the views of family members about the tablet program and the effect of the Program on family members. In this context, 3 parents who received the tablet program training constitute the research participants. The research was carried out with a case study, one of the qualitative research methods, and the data obtained were analyzed with content analysisAAC supports accessibility and equality so that those with limited verbal communication can independently participate in a social order based on speech. In addition, if these systems are to be utilized effectively, parents must be taught how to use AAC.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85498550","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, which aims to reveal the current state of the Ministry of National Education (MoNE) information systems in terms of interoperability, was carried out with the basic qualitative research design under the scope of qualitative research. The data that constituted the source of the research were collected from teachers, vice-principals and school principals working in public schools at high school level. Semi-structured interview forms were used as data collection tool. The obtained data were analyzed by content analysis method. As a result of the analysis, the findings were gathered under two themes as intra organizational and interorganizational interoperability. The results of the research showed that the Ministry of National Education has some features in terms of both intraorganizational and inter-organizational interoperability, but it cannot fully use the opportunities arising from the use of the central Education Management Information System (EMIS), and accordingly, there are areas that need to be developed in both dimensions in terms of interoperability. In terms of in-house interoperability, suggestions have been made such as transferring the data in the Education Information Network (EBA) to eschool, moving more student data between education levels, and transferring the data expected from the management levels through information systems by making it pre-defined. In terms of interorganizational interoperability, it is recommended that the MoNE information systems be made interoperable with the Ministry of Health, Higher Education Institution and Social Security Institution.
{"title":"Analysis of Education Management Information Systems of the Ministry of National Education in Terms of Interoperability","authors":"Mehmet Boz, Irfan Simsek","doi":"10.14689/enad.32.1702","DOIUrl":"https://doi.org/10.14689/enad.32.1702","url":null,"abstract":"This research, which aims to reveal the current state of the Ministry of National Education (MoNE) information systems in terms of interoperability, was carried out with the basic qualitative research design under the scope of qualitative research. The data that constituted the source of the research were collected from teachers, vice-principals and school principals working in public schools at high school level. Semi-structured interview forms were used as data collection tool. The obtained data were analyzed by content analysis method. As a result of the analysis, the findings were gathered under two themes as intra organizational and interorganizational interoperability. The results of the research showed that the Ministry of National Education has some features in terms of both intraorganizational and inter-organizational interoperability, but it cannot fully use the opportunities arising from the use of the central Education Management Information System (EMIS), and accordingly, there are areas that need to be developed in both dimensions in terms of interoperability. In terms of in-house interoperability, suggestions have been made such as transferring the data in the Education Information Network (EBA) to eschool, moving more student data between education levels, and transferring the data expected from the management levels through information systems by making it pre-defined. In terms of interorganizational interoperability, it is recommended that the MoNE information systems be made interoperable with the Ministry of Health, Higher Education Institution and Social Security Institution.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80045199","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 Türkiye, postgraduate students are required to take the "Ph.D. proficiency exam" to pass the thesis stage and complete their education after completing their doctoral course period. The "proficiency process," which manifests itself as a long, difficult and stressful process, seems like a "steep mountain to cross" in the lives of doctoral students. This research examines the Ph.D. proficiency process from doctoral students' perspectives and determines the results. The interpretative phenomenological design, one of the qualitative research methods, was used; with the criterion sampling method, which is one of the purposive sampling methods, interviews were conducted with 9 participants and 55 pages of data were obtained, and the data were analyzed with thematic analysis. When the proficiency exam is evaluated as a whole, it has been determined that it has some positive and negative results. At the end of this whole process, the proficiency exam has gained meaning as a "compelling process," "learning and development process," "great exam," "understanding of inadequacy," and "an indescribable process." The information obtained from the research is a guide for students who will take the exam in the future. In addition, based on the research results, suggestions for students and suggestions for the exam are presented.
{"title":"A Steep Mountain to Cross: Adequacy Assessment Process Through the Eyes of Students of PhD","authors":"Ayşe Gülen Ertümer, Ramazan Erdem, Dilruba İzgüden, Sümeyye Güngör, Rabia Fettahoğlu, Zeynep Kuh, Elif Özer, Begüm Ceylan, Hilal Demirhan, Fatma Üzümcü, Ebru Yildiz","doi":"10.14689/enad.32.749","DOIUrl":"https://doi.org/10.14689/enad.32.749","url":null,"abstract":"In Türkiye, postgraduate students are required to take the \"Ph.D. proficiency exam\" to pass the thesis stage and complete their education after completing their doctoral course period. The \"proficiency process,\" which manifests itself as a long, difficult and stressful process, seems like a \"steep mountain to cross\" in the lives of doctoral students. This research examines the Ph.D. proficiency process from doctoral students' perspectives and determines the results. The interpretative phenomenological design, one of the qualitative research methods, was used; with the criterion sampling method, which is one of the purposive sampling methods, interviews were conducted with 9 participants and 55 pages of data were obtained, and the data were analyzed with thematic analysis. When the proficiency exam is evaluated as a whole, it has been determined that it has some positive and negative results. At the end of this whole process, the proficiency exam has gained meaning as a \"compelling process,\" \"learning and development process,\" \"great exam,\" \"understanding of inadequacy,\" and \"an indescribable process.\" The information obtained from the research is a guide for students who will take the exam in the future. In addition, based on the research results, suggestions for students and suggestions for the exam are presented.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88166894","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 researched aimed to determine the subjects that 6th grade students have learning problems, the reasons for the problems and the suggestions for the solution of the problems. Cross-sectional scanning model has been adopted in the study. In the research, in the 2016-2017 academic year, 1959 6th grade students in Erzurum and 141 science teachers who teach at this grade level were studied. The data were collected through the Learning Problems Identification Questionnaire and the Teacher Learning Problems Identification Survey. Descriptive statistics and content analysis were used in analyzing the data. It was determined that the students experienced the problems in Curriculum System and Force and Motion subjects, learning difficulties, low motivation, increased anxiety and non-persistent knowledge. This situation arises from the reasons that the subject is difficult, orienting to memorization, confusing the concepts, the lesson / subject is boring, they are stressful, they are not given the opportunity for their own learning, the teachers tell the subject themselves, and there is not enough activity. It can be suggested that the lessons aimed at solving the learning problems experienced by students are taught with games, creating fun learning environments, simplifying the subject, and having more communication between students and teachers.
{"title":"Identifying the Subjects in Which Sixth-Grade Students Have Difficulty Learning in Science Lessons, as well as the Causes of the Problems and Possible Solutions","authors":"E. Yıldız, Ümit Şimşek","doi":"10.14689/enad.32.805","DOIUrl":"https://doi.org/10.14689/enad.32.805","url":null,"abstract":"This researched aimed to determine the subjects that 6th grade students have learning problems, the reasons for the problems and the suggestions for the solution of the problems. Cross-sectional scanning model has been adopted in the study. In the research, in the 2016-2017 academic year, 1959 6th grade students in Erzurum and 141 science teachers who teach at this grade level were studied. The data were collected through the Learning Problems Identification Questionnaire and the Teacher Learning Problems Identification Survey. Descriptive statistics and content analysis were used in analyzing the data. It was determined that the students experienced the problems in Curriculum System and Force and Motion subjects, learning difficulties, low motivation, increased anxiety and non-persistent knowledge. This situation arises from the reasons that the subject is difficult, orienting to memorization, confusing the concepts, the lesson / subject is boring, they are stressful, they are not given the opportunity for their own learning, the teachers tell the subject themselves, and there is not enough activity. It can be suggested that the lessons aimed at solving the learning problems experienced by students are taught with games, creating fun learning environments, simplifying the subject, and having more communication between students and teachers.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90463307","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, we aimed to reach the opinions and feedback of university-school partnership stakeholders about the university-school partnership. In this direction, the stakeholders' opinions and experiences regarding the partnership were analyzed. The study is in phenomenological research design, and semi-structured interviews were conducted with 60 participants: teachers, student teachers, lecturers, students, parents, and administrators. Content analysis results show that the feedback and assessments of the university-school partnership stakeholders were grouped under the themes of the assessment method, criticism, and expectations, and several sub-themes under each theme. In line with these findings, we tried to reveal the most crucial points in developing and maintaining university-school partnerships. In addition, at the end of the study, we indicated some suggestions such as essential quality indicators for partnerships, providing open communication channels, clearly expressed roles and responsibilities, strong relations via trust and mutual benefit, and a participatory decision-making process.
{"title":"University-School Partnership: Feedback and Assessment","authors":"Aylin KIRISCI SARIKAYA, Ayşen Bakioğlu","doi":"10.14689/enad.32.789","DOIUrl":"https://doi.org/10.14689/enad.32.789","url":null,"abstract":"In this study, we aimed to reach the opinions and feedback of university-school partnership stakeholders about the university-school partnership. In this direction, the stakeholders' opinions and experiences regarding the partnership were analyzed. The study is in phenomenological research design, and semi-structured interviews were conducted with 60 participants: teachers, student teachers, lecturers, students, parents, and administrators. Content analysis results show that the feedback and assessments of the university-school partnership stakeholders were grouped under the themes of the assessment method, criticism, and expectations, and several sub-themes under each theme. In line with these findings, we tried to reveal the most crucial points in developing and maintaining university-school partnerships. In addition, at the end of the study, we indicated some suggestions such as essential quality indicators for partnerships, providing open communication channels, clearly expressed roles and responsibilities, strong relations via trust and mutual benefit, and a participatory decision-making process.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90118084","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}
Education and training are constantly renewed in line with the changing world and emerging new learning needs. During the pandemic process in the world, the transition to distance education became essential at all grades of education. Many academicians started to use this system for the first time. The main subjects of this study are the effect of increasing technology usage times in the transition to compulsory distance education transition and the problems that may be encountered in distance education. From this point of view, the study aims to reveal the views of academic staff on compulsory distance education. This study used a case study, and the opinions of 20 lecturers working at Erzurum Ataturk University were collected with a semi-structured interview form. The obtained data were analyzed by creating themes and sub-themes through content analysis. In the light of the negotiations, difficulties in the planning and implementation of education, the difficulties in technological infrastructure problems, the advantages of distance education, and the situations created by technology in the distance education process were revealed. In light of the findings, it can be advised that all academics receive training on university distant education techniques.
{"title":"The views of Academic Staff on the Transition to Emergency Distance Education in the Pandemic Process","authors":"Halil Ibrahim Ozok, Fatih Kancinar","doi":"10.14689/enad.32.1703","DOIUrl":"https://doi.org/10.14689/enad.32.1703","url":null,"abstract":"Education and training are constantly renewed in line with the changing world and emerging new learning needs. During the pandemic process in the world, the transition to distance education became essential at all grades of education. Many academicians started to use this system for the first time. The main subjects of this study are the effect of increasing technology usage times in the transition to compulsory distance education transition and the problems that may be encountered in distance education. From this point of view, the study aims to reveal the views of academic staff on compulsory distance education. This study used a case study, and the opinions of 20 lecturers working at Erzurum Ataturk University were collected with a semi-structured interview form. The obtained data were analyzed by creating themes and sub-themes through content analysis. In the light of the negotiations, difficulties in the planning and implementation of education, the difficulties in technological infrastructure problems, the advantages of distance education, and the situations created by technology in the distance education process were revealed. In light of the findings, it can be advised that all academics receive training on university distant education techniques.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72985527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to identify the views of classroom teachers about primary school first-grade Turkish course curriculum implemented in the 2018-2019 education year and explore teachers' practices in the process of the instruction of first reading and writing. The interview part of the study included five teachers who taught first-grade students in Kayseri in the 2018-2019 education year. The observation part of the study had one classroom teacher who instructed first-grade students. Data were collected through semi-structured interviews and observation forms. The data were analyzed using content analysis methods. The analysis results of the interviews regarding the implementation of the curriculum indicated that the teachers found their knowledge about the curriculum insufficient, and they had difficulties in implementing the curriculum. Classroom observations showed that the Teacher performed reading and writing instruction through various activities related to letter, syllable, word, and sentence instruction. The Teacher was found to take individual differences into account while he approached students, managed the lesson, and instructed the course. Teachers should be provided with efficient and comprehensive training about the revised Turkish course curriculum.
{"title":"A Qualitative Study on Primary School First Grade Turkish Course Curriculum","authors":"Nagihan Eser, Aysegul KARABAY TURAN","doi":"10.14689/enad.31.1608","DOIUrl":"https://doi.org/10.14689/enad.31.1608","url":null,"abstract":"This study aims to identify the views of classroom teachers about primary school first-grade Turkish course curriculum implemented in the 2018-2019 education year and explore teachers' practices in the process of the instruction of first reading and writing. The interview part of the study included five teachers who taught first-grade students in Kayseri in the 2018-2019 education year. The observation part of the study had one classroom teacher who instructed first-grade students. Data were collected through semi-structured interviews and observation forms. The data were analyzed using content analysis methods. The analysis results of the interviews regarding the implementation of the curriculum indicated that the teachers found their knowledge about the curriculum insufficient, and they had difficulties in implementing the curriculum. Classroom observations showed that the Teacher performed reading and writing instruction through various activities related to letter, syllable, word, and sentence instruction. The Teacher was found to take individual differences into account while he approached students, managed the lesson, and instructed the course. Teachers should be provided with efficient and comprehensive training about the revised Turkish course curriculum.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91063181","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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