Search results for: Turkey
Page 3/7 69 items
The purpose of this study was to investigate different aspects of teacher beliefs in Turkey in the case of chemistry education, including any differences existing between in-service and pre-service teachers. The results showed that both pre-service and in-service teachers in Turkey hold very traditional views when it comes to the teaching and learning of chemistry. These beliefs are characterised by high levels of teacher-centredness, a transmissionoriented understanding of learning, and a strong focus on pure subject-matter learning. On the other hand, the part of the study examining the nature of good education showed that both groups of teachers value more modern ideas when it comes to teaching and learning in general.
Updated: Mar. 02, 2016
Questioning to Scaffold: An Exploration of Questions in Pre-service Teacher Training Feedback Sessions
This study explored trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching.
Updated: Dec. 22, 2015
Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use
This study analyzes the association between teachers’ self-efficacy beliefs in educational Internet use and the perception levels of their technological pedagogical content knowledge (TPACK). The findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. The findings show all knowledge types contained in the TPACK model are significantly and strongly related to the self-efficacy beliefs in educational Internet use. The findings indicate that teachers who understand TPACK will have higher self-efficacy toward Internet use and therefore better integration habits around using the Internet. The results clearly show that better TPACK knowledge is correlated with higher self-efficacy in educational Internet use.
Updated: Aug. 05, 2015
The purpose of this study is to examine how different projects influence students’ understanding of service learning. The study revealed that different service learning experiences in three different projects provided preservice teachers with different leaning opportunities and became an important facilitator of their conceptualization of service learning. The projects placed the priority on students’ evaluations of real community needs and social problems. However, project goals have a potential to limit student thinking about community needs and social problems.
Updated: Jun. 10, 2015
This study aimed at identifying the overall trends in beliefs about language learning of pre-service English as a foreign language (EFL) teachers in the Turkish context, thereby filling a gap in locally situated research. The findings reveal that the prospective Turkish teachers in this study hold a variety of beliefs about language learning. The findings strongly suggest that teacher education programmes should encourage prospective teachers to explore their beliefs, pay attention to any unrealistic beliefs or misconceptions they may hold, and challenge such beliefs with new information and knowledge.
Updated: May. 12, 2015
Relationships of New Teachers’ Beliefs and Instructional Practices: Comparisons Across Four Countries
This study investigates the relationship between new teachers' beliefs about instruction and teaching practices. It also discusses some possible reasons for the relationships between teacher beliefs and teacher practices within national and international contexts. To examine the relationships between new teachers’ beliefs and their instructional practices, the authors selected new teachers in four OECD countries including Hungary, Korea, Norway, and Turkey. The findings showed that the instructional practices of new teachers from the four selected countries were neither consistent nor aligned with their beliefs about instruction. One of the reasons for this result may be that new teachers’ self-reported instructional practices might differ significantly from their actual performance.
Updated: May. 05, 2015
The purpose of this study is to investigate the idiographic roles of mentors who supervise student teachers in distance-learning pre-service teacher education programs during practicum. The findings of the study revealed that the cooperating teachers identified the following tasks as their mentoring responsibilities: ‘Providing facilitative information to enhance classroom performance’, ‘Giving constructive feedback on teaching performance’, ‘Helping student teachers form a professional identity and become aware of their professional development’, ‘Providing moral support’, ‘Facilitating socialization of the student teacher’, ‘Scaffolding lesson planning’, ‘Willingly offering facilitative information’, ‘Helping students to use and understand observation forms’, ‘Preparing for the mentor role’ and ‘Interacting with other cooperating teachers’.
Updated: Sep. 29, 2014
This research study explored student teachers’ perceptions of rural teaching from a qualitative research paradigm. The findings revealed that the participants failed to demonstrate a comprehensive understanding of the uniqueness and consequences of teaching in a rural area. For some of the participants, the rural teaching offered a unique opportunity for the realization of an idealistic mission for their country. However, other participants were particularly fearful of adjusting to an unfamiliar rural context.
Updated: Sep. 08, 2014
Investigating the Development of Prospective Mathematics Teachers’ Pedagogical Content Knowledge of Generalising Number Patterns through School Practicum
This case study was conducted to explore the development of pedagogical content knowledge (PCK) through a school practicum course. The case study also examined how observation of number pattern lessons in schools and discussions of these observation contribute to prospective teachers’ PCK. The participants of the study were three female prospective elementary mathematics teachers, who enrolled in a 4-year teacher training programme in a university in I˙zmir, Turkey. With regard to the issue of effectiveness of the activities in the SP course, it can be concluded that observations in real classroom settings and discussions of these observations in the SP course resulted in an improvement of the prospective teachers’ PCK.
Updated: Jun. 22, 2014
This study explored the development of preservice chemistry teachers’ reflective skills as they were involved in web-based portfolio construction as part of their teaching practicum course. The authors proposed a set of reflection-based tasks to enrich preservice science teachers’ internship experiences.The findings showed that the participants demonstrated high- and low-level reflective skills in each reflection task. Moreover, the authors identified a statistically significant increase in the frequency of high-level indicators from the first to the second reflection task. In addition, the participants perceived the web-based portfolios as tools that allowed easy access and the development of better portfolio artifacts.
Updated: Mar. 05, 2014