This study was conducted to determine the incorrect strategies developed by seventh-grade students to solve problems that require proportional reasoning and evaluate their solutions according to SOLO Taxonomy. This two-stage case study was conducted in a public school in the Central Black Sea region. The Proportional Reasoning Skill Test was administered to 33 seventh-grade students in the first stage. In the second stage, semi-structured interviews were held with 10 students by determining the 5 problems that students made mistakes in most. The students developed 5 different incorrect strategies when solving problems requiring proportional reasoning: additive relationships, data neglect, using numbers and no content, giving an emotional response, and failure to identify non-proportional situations. Students had difficulty identifying non-proportional situations and established additive relationships in problems requiring multiplicative relationships. Also, the levels of the participants were examined with the SOLO Taxonomy Rubric developed for proportional reasoning skills. Accordingly, the students with a high level of proportional reasoning were at abstract and relational structure levels, whereas those with moderate scores were at uni-structural and multi-structural levels. The students with low scores had low-level skills according to SOLO Taxonomy criteria.
{"title":"Incorrect Strategies Developed by Seventh- Grade Students to Solve Proportional Reasoning Problems","authors":"Meltem Gulsum Karli, Esra Yildiz","doi":"10.14689/enad.29.5","DOIUrl":"https://doi.org/10.14689/enad.29.5","url":null,"abstract":"This study was conducted to determine the incorrect strategies developed by seventh-grade students to solve problems that require proportional reasoning and evaluate their solutions according to SOLO Taxonomy. This two-stage case study was conducted in a public school in the Central Black Sea region. The Proportional Reasoning Skill Test was administered to 33 seventh-grade students in the first stage. In the second stage, semi-structured interviews were held with 10 students by determining the 5 problems that students made mistakes in most. The students developed 5 different incorrect strategies when solving problems requiring proportional reasoning: additive relationships, data neglect, using numbers and no content, giving an emotional response, and failure to identify non-proportional situations. Students had difficulty identifying non-proportional situations and established additive relationships in problems requiring multiplicative relationships. Also, the levels of the participants were examined with the SOLO Taxonomy Rubric developed for proportional reasoning skills. Accordingly, the students with a high level of proportional reasoning were at abstract and relational structure levels, whereas those with moderate scores were at uni-structural and multi-structural levels. The students with low scores had low-level skills according to SOLO Taxonomy criteria.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87059918","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 aims to analyze mixed methods graduate thesis studies completed between 2010 and 2020 in special education programs in Turkey. The literature scan has yielded 26 studies. A qualitative research method, analytical research design has been employed in this study. Research data has been obtained from documents – namely the graduate thesis studies – and analyzed through content analysis carried out following fundamental stages of mixed methods research as proposed in the literature. These stages served as themes in this study: 'Determining the research aim and research questions', 'Selecting a mixed methods research design', 'Explaining the rationale for the mixed methods approach', 'Sampling', 'Collecting the data', 'Analysing the data', 'Integrating, interpreting and reporting the data', 'Researcher competencies and roles' and 'Ethics'. The limitations observed in the methodology and reporting of the thesis studies have suggested that the quality standards of mixed methods research are not reflected on the studies. These limitations include confusion in terminology, lack of explanation as to why the method and the design have been employed, restricted validity and reliability, and lack of integration through blending quantitative and qualitative data. In summary, despite the increase in the number of mixed methods research studies in special education has contributed to the field, it is still debatable whether the philosophical perspective behind the method and its strong suits can be reflected on the studies.
{"title":"Analysis of Mixed Methods Graduate Thesis Studies in Special Education Programs in Turkey","authors":"M. Dogan, S. Çelik, G. Tomris","doi":"10.14689/enad.29.1","DOIUrl":"https://doi.org/10.14689/enad.29.1","url":null,"abstract":"This research aims to analyze mixed methods graduate thesis studies completed between 2010 and 2020 in special education programs in Turkey. The literature scan has yielded 26 studies. A qualitative research method, analytical research design has been employed in this study. Research data has been obtained from documents – namely the graduate thesis studies – and analyzed through content analysis carried out following fundamental stages of mixed methods research as proposed in the literature. These stages served as themes in this study: 'Determining the research aim and research questions', 'Selecting a mixed methods research design', 'Explaining the rationale for the mixed methods approach', 'Sampling', 'Collecting the data', 'Analysing the data', 'Integrating, interpreting and reporting the data', 'Researcher competencies and roles' and 'Ethics'. The limitations observed in the methodology and reporting of the thesis studies have suggested that the quality standards of mixed methods research are not reflected on the studies. These limitations include confusion in terminology, lack of explanation as to why the method and the design have been employed, restricted validity and reliability, and lack of integration through blending quantitative and qualitative data. In summary, despite the increase in the number of mixed methods research studies in special education has contributed to the field, it is still debatable whether the philosophical perspective behind the method and its strong suits can be reflected on the studies.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"73 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90041000","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 carried out to determine the empowerment strategies school principals should implement and the reasons for not being empowering. It was conducted with four elementary school teachers and four school principals in a city in the Aegean Region in the 2017-2018 academic year. In the study, descriptive phenomenology design, one of the qualitative research designs, was used. According to the results, it was revealed that the empowerment strategies to be implemented by school principals were classified under the categories of physical and psychological support, communication, school functioning, and teacher autonomy. The reasons for not making teacher empowerment by school principals were determined as personal, administrative, financial, and limited authority reasons. What the Ministry of National Education should do for teacher empowerment was revealed. They should adopt policies that support personal development and teacher autonomy, increase the authority of school principals, and make changes in the legislation. Following the findings, various suggestions were made on such issues as increasing financial resources that hinder empowerment.
{"title":"Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions","authors":"Naciye CALISICI CELIK, Bilgen Kıral","doi":"10.14689/enad.29.7","DOIUrl":"https://doi.org/10.14689/enad.29.7","url":null,"abstract":"This research was carried out to determine the empowerment strategies school principals should implement and the reasons for not being empowering. It was conducted with four elementary school teachers and four school principals in a city in the Aegean Region in the 2017-2018 academic year. In the study, descriptive phenomenology design, one of the qualitative research designs, was used. According to the results, it was revealed that the empowerment strategies to be implemented by school principals were classified under the categories of physical and psychological support, communication, school functioning, and teacher autonomy. The reasons for not making teacher empowerment by school principals were determined as personal, administrative, financial, and limited authority reasons. What the Ministry of National Education should do for teacher empowerment was revealed. They should adopt policies that support personal development and teacher autonomy, increase the authority of school principals, and make changes in the legislation. Following the findings, various suggestions were made on such issues as increasing financial resources that hinder empowerment.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"145 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78285991","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}
Nurhan Atalay, Zeynep Kılıç, Burcu Anılan, Hüseyin Anılan, Sengul S. Anagun
This study aims to explain the problems encountered in the education of Syrian children with the experiences of Turkish teachers. A descriptive qualitative research method was used for the study. The participants of the study were 70 elementary school teachers. The participants were selected based on the sampling criterion. The study data were collected through structured interviews. The participants were asked structured questions, and they responded as written to the questions. At the end of the study, the most significant responsibility in Syrian 'children's adjustment to the education system in Turkey falls on the shoulders of primary school teachers. Turkish primary school teachers clearly stated that the main reason for all problems they experienced was the language difference. The study results revealed that not being able to solve the communication problem deepens the problem and creates an emotional pressure on primary school teachers refugee children.
{"title":"Syrian Refugee Children's Education in Turkish Public Schools: Primary School Teachers' Experiences","authors":"Nurhan Atalay, Zeynep Kılıç, Burcu Anılan, Hüseyin Anılan, Sengul S. Anagun","doi":"10.14689/enad.10","DOIUrl":"https://doi.org/10.14689/enad.10","url":null,"abstract":"This study aims to explain the problems encountered in the education of Syrian children with the experiences of Turkish teachers. A descriptive qualitative research method was used for the study. The participants of the study were 70 elementary school teachers. The participants were selected based on the sampling criterion. The study data were collected through structured interviews. The participants were asked structured questions, and they responded as written to the questions. At the end of the study, the most significant responsibility in Syrian 'children's adjustment to the education system in Turkey falls on the shoulders of primary school teachers. Turkish primary school teachers clearly stated that the main reason for all problems they experienced was the language difference. The study results revealed that not being able to solve the communication problem deepens the problem and creates an emotional pressure on primary school teachers refugee children.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"21 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76509716","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 at revealing the individual and organizational factors that affect teachers’ innovative behaviors and examining and evaluating the results of organizational intelligence in these factors. The study group of the research included 20 teachers with different levels of education and different branches working in public schools affiliated with the Turkish Ministry of National Education (MoNE) in Ankara during the 2020-2021 school year. This study was designed in the basic qualitative research design, one of the qualitative research methods. The data collection tool was an open-ended questionnaire. Descriptive analysis and content analysis techniques were used to analyze the obtained data. In addition, direct quotations were included in this study to enable participant teachers to reveal their opinions more clearly. In line with the participants' opinions, it was determined that organizational intelligence produced results stimulating and strengthening individual and organizational factors that were effective in teachers’ innovative practices. Therefore, it can be concluded that organizational intelligence with all its dimensions positively affects teachers’ innovative work behaviors.
{"title":"Factors Affecting Innovative Work Behaviors of Teachers from the Perspective of Organizational Intelligence","authors":"Belgin Tura, Sait Akbasli","doi":"10.14689/enad.29.8","DOIUrl":"https://doi.org/10.14689/enad.29.8","url":null,"abstract":"This study aims at revealing the individual and organizational factors that affect teachers’ innovative behaviors and examining and evaluating the results of organizational intelligence in these factors. The study group of the research included 20 teachers with different levels of education and different branches working in public schools affiliated with the Turkish Ministry of National Education (MoNE) in Ankara during the 2020-2021 school year. This study was designed in the basic qualitative research design, one of the qualitative research methods. The data collection tool was an open-ended questionnaire. Descriptive analysis and content analysis techniques were used to analyze the obtained data. In addition, direct quotations were included in this study to enable participant teachers to reveal their opinions more clearly. In line with the participants' opinions, it was determined that organizational intelligence produced results stimulating and strengthening individual and organizational factors that were effective in teachers’ innovative practices. Therefore, it can be concluded that organizational intelligence with all its dimensions positively affects teachers’ innovative work behaviors.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"43 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83317853","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 aims to develop the educational process and its applications by bridging theoretical knowledge and practice with action plans prepared and implemented based on collaborative teaching methods. In addition, this research aimed to emphasize that learning together based on solidarity by coming together in line with the knowledge and skills of students can be more effective. The research was conducted in action research design, one of the qualitative research designs. In this study conducted in the 2018-2019 school year with 4th grade students of a bus school in Sarıkaya district in Yozgat and their teachers, ten lessons were initially observed before implementation and an attempt was made to understand the current situation through semi-structured interviews and observations.Then, action plans were prepared and thirty-two hours of implementation was carried out. Descriptive analysis was used to analyse the data obtained within the scope of the study, and the data obtained before and after the application were interpreted by making comparisons. According to the findings obtained at the end of the study, it was found that the use of collaborative teaching techniques in social studies classes broke the competitive classroom climate, reduced some negative student behaviors, increased interest in the classroom, and contributed to the professional development of the classroom teacher.The research will shed light on future research by transferring the experiences gained through action research into the literature.
{"title":"An Action Research on the Use of Collaborative Teaching Techniques","authors":"Sinan Arı, Sabahattin Çi̇ftçi̇","doi":"10.14689/enad.29.4","DOIUrl":"https://doi.org/10.14689/enad.29.4","url":null,"abstract":"This research aims to develop the educational process and its applications by bridging theoretical knowledge and practice with action plans prepared and implemented based on collaborative teaching methods. In addition, this research aimed to emphasize that learning together based on solidarity by coming together in line with the knowledge and skills of students can be more effective. The research was conducted in action research design, one of the qualitative research designs. In this study conducted in the 2018-2019 school year with 4th grade students of a bus school in Sarıkaya district in Yozgat and their teachers, ten lessons were initially observed before implementation and an attempt was made to understand the current situation through semi-structured interviews and observations.Then, action plans were prepared and thirty-two hours of implementation was carried out. Descriptive analysis was used to analyse the data obtained within the scope of the study, and the data obtained before and after the application were interpreted by making comparisons. According to the findings obtained at the end of the study, it was found that the use of collaborative teaching techniques in social studies classes broke the competitive classroom climate, reduced some negative student behaviors, increased interest in the classroom, and contributed to the professional development of the classroom teacher.The research will shed light on future research by transferring the experiences gained through action research into the literature.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"115 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86257087","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 investigate primary school teachers’ mathematical gender stereotypes and to discover whether these stereotypes, if any, are reflected on students. The study was designed as a multiphase mixed methods study. Accordingly, in the quantitative and qualitative stages of the study, different sample groups including both fourth-grade teachers and fourth-grade students in Ankara were studied. Teachers’ Gender Stereotype Scale toward Mathematics, observation form, Students’ Gender Stereotype Questionnaire and Mathematics Achievement Test were sequentially used to collect data. The data were analyzed by Mann Whithey U test and content analysis. Results demonstrate that in comparision to the teacher who has neutral gender related beliefs toward mathematics, the teacher with strong traditional mathematical gender stereotypes favouring their male students. However, results show that students do not internalise their teachers’ mathematical gender stereotypes, and, Hense, there is reflection of teachers’ gender stereotypes on students’ mathematical achievements. By carrying out longitudinal studies, it should be followed at which educational level students begin to acquire such gendered perspectives, which academic fields and professions they choose, and thus the effects of teacher characteristics on students should be revealed more comprehensively.
{"title":"Determination of Primary School Teachers' Mathematical Gender Stereotypes and Examination of Their Reflection on Students","authors":"Ozge NURLU USTUN, N. Aksoy","doi":"10.14689/enad.29.9","DOIUrl":"https://doi.org/10.14689/enad.29.9","url":null,"abstract":"This study aims to investigate primary school teachers’ mathematical gender stereotypes and to discover whether these stereotypes, if any, are reflected on students. The study was designed as a multiphase mixed methods study. Accordingly, in the quantitative and qualitative stages of the study, different sample groups including both fourth-grade teachers and fourth-grade students in Ankara were studied. Teachers’ Gender Stereotype Scale toward Mathematics, observation form, Students’ Gender Stereotype Questionnaire and Mathematics Achievement Test were sequentially used to collect data. The data were analyzed by Mann Whithey U test and content analysis. Results demonstrate that in comparision to the teacher who has neutral gender related beliefs toward mathematics, the teacher with strong traditional mathematical gender stereotypes favouring their male students. However, results show that students do not internalise their teachers’ mathematical gender stereotypes, and, Hense, there is reflection of teachers’ gender stereotypes on students’ mathematical achievements. By carrying out longitudinal studies, it should be followed at which educational level students begin to acquire such gendered perspectives, which academic fields and professions they choose, and thus the effects of teacher characteristics on students should be revealed more comprehensively.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"180 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83007803","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 current study aims to understand how the special education teachers define play skills, examine their views on the teaching of play skills to children with ASD, and determine their experiences in teaching play skills to children with ASD. The phenomenological design, one of the qualitative research methods, was used in the study. The participants were 14 special education teachers working in a special education school. A semi-structured interview was used to collect data. The findings reveal that the special education teachers defined the play skills as entertaining and teaching activities; they found the play skills are essential and should be taught to children with ASD. They also think that the play affects the psychomotor, language and communication, social-emotional, and cognitive development of children with ASD positively, play skills can be taught in any age and anywhere by teachers, parents, and caregivers. The findings also indicate that most of the teachers involved play skills training in individualized education programs of their students. They used peer tutoring, in-vivo and video modelling, dramatization, response prompt strategies, and incidental teaching as an intervention. Based on the results, it can be suggested that teachers should receive training and seminars on teaching play skills to children with ASD and that teachers should be encouraged and supported to include play skills goals when designing an individualized educational program for children with ASD.
{"title":"The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders","authors":"Ayse Cigdem Gulveren, Serife YUCESOY OZKAN, Nuray Oncul","doi":"10.14689/enad.29.3","DOIUrl":"https://doi.org/10.14689/enad.29.3","url":null,"abstract":"The current study aims to understand how the special education teachers define play skills, examine their views on the teaching of play skills to children with ASD, and determine their experiences in teaching play skills to children with ASD. The phenomenological design, one of the qualitative research methods, was used in the study. The participants were 14 special education teachers working in a special education school. A semi-structured interview was used to collect data. The findings reveal that the special education teachers defined the play skills as entertaining and teaching activities; they found the play skills are essential and should be taught to children with ASD. They also think that the play affects the psychomotor, language and communication, social-emotional, and cognitive development of children with ASD positively, play skills can be taught in any age and anywhere by teachers, parents, and caregivers. The findings also indicate that most of the teachers involved play skills training in individualized education programs of their students. They used peer tutoring, in-vivo and video modelling, dramatization, response prompt strategies, and incidental teaching as an intervention. Based on the results, it can be suggested that teachers should receive training and seminars on teaching play skills to children with ASD and that teachers should be encouraged and supported to include play skills goals when designing an individualized educational program for children with ASD.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"50 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80875789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: This study aims to examine distance music education practices in the pandemic period in line with the opinions of pre-school teacher candidates. The study, in which the single case study design, one of the qualitative research approaches, was used, was carried out with 22 preschool teacher candidates studying at the Kafkas University, Turkey. The data were collected through a semi-structured interview form created by the researchers in line with expert opinions. The obtained data were collected under different themes and analyzed with content analysis. The results of the study showed that the acquisitions made by the preschool teacher candidates during distance music education were mainly based on a theoretical foundation. It was found that the greatest practical deficiency occurred in learning a musical instrument.The participants mostly expressed their views on saving time and space as the positive aspects of distance education. On the other hand, negative results were also obtained, such as the inadequacy of mutual communication in the distance education process, the lack of infrastructure in practice, and the limited course time. In future studies, it is recommended to implement synchronized applications, especially for instrument training, by supporting online materials.
{"title":"Covid-19 and Online Music Education: A Qualitative Study on the Views of Preschool Teacher Candidates","authors":"H. Yilmaz, G. Sakarya, Serif Gayretli, O. Zahal","doi":"10.14689/enad.28.12","DOIUrl":"https://doi.org/10.14689/enad.28.12","url":null,"abstract":": This study aims to examine distance music education practices in the pandemic period in line with the opinions of pre-school teacher candidates. The study, in which the single case study design, one of the qualitative research approaches, was used, was carried out with 22 preschool teacher candidates studying at the Kafkas University, Turkey. The data were collected through a semi-structured interview form created by the researchers in line with expert opinions. The obtained data were collected under different themes and analyzed with content analysis. The results of the study showed that the acquisitions made by the preschool teacher candidates during distance music education were mainly based on a theoretical foundation. It was found that the greatest practical deficiency occurred in learning a musical instrument.The participants mostly expressed their views on saving time and space as the positive aspects of distance education. On the other hand, negative results were also obtained, such as the inadequacy of mutual communication in the distance education process, the lack of infrastructure in practice, and the limited course time. In future studies, it is recommended to implement synchronized applications, especially for instrument training, by supporting online materials.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"32 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82884827","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}
Novels are literary works and contain many psychological elements. Analyzing the attitudes of the characters, reflecting them, depicting their life frame and experiences are among the most important features of the novels. At this point, it is not surprising that there is a relationship between novels and psychology. In this study, it was aimed to examine the work named “Oblomov” in terms of reality therapy in order to show the use of novel in psychological counseling and guidance education. Reality therapy is based on the necessity of taking responsibility and the choices individuals make throughout their lives. Basic requirement, choice and responsibility, quality world-picture album, being here and now, successful and failure identity, etc. concepts constitute some of the basic concepts of reality therapy. The study was carried out with an analytical research model. In addition to being among the important classics of World Literature, the novel discussed in this study can be examined in terms of reality therapy because it deals with a character that has never met the need for freedom, does not value himself, and has difficulty in fulfilling his duties in life. This research has shown that the novel "Oblomov" can be used as an additional resource to understand the concepts of reality therapy and to illustrate the concepts.
{"title":"Novel Use in Psychological Counseling and Guidance Education: An Analysis of the Novel of \"Oblomov\" in Terms of Reality Therapy","authors":"Hazel Duru","doi":"10.14689/enad.28.11","DOIUrl":"https://doi.org/10.14689/enad.28.11","url":null,"abstract":"Novels are literary works and contain many psychological elements. Analyzing the attitudes of the characters, reflecting them, depicting their life frame and experiences are among the most important features of the novels. At this point, it is not surprising that there is a relationship between novels and psychology. In this study, it was aimed to examine the work named “Oblomov” in terms of reality therapy in order to show the use of novel in psychological counseling and guidance education. Reality therapy is based on the necessity of taking responsibility and the choices individuals make throughout their lives. Basic requirement, choice and responsibility, quality world-picture album, being here and now, successful and failure identity, etc. concepts constitute some of the basic concepts of reality therapy. The study was carried out with an analytical research model. In addition to being among the important classics of World Literature, the novel discussed in this study can be examined in terms of reality therapy because it deals with a character that has never met the need for freedom, does not value himself, and has difficulty in fulfilling his duties in life. This research has shown that the novel \"Oblomov\" can be used as an additional resource to understand the concepts of reality therapy and to illustrate the concepts.","PeriodicalId":41153,"journal":{"name":"Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi","volume":"150 6 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75769285","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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