Search results for: Turkey
Page 4/7 69 items
The purpose of this study is to disclose the types and content of dilemmas teacher educators in Turkey faced with as well as the strategies they used to cope with them. Additionally, the findings were compared with datasets from Israel and The Netherlands in order to make cross-cultural comparisons. The findings indicate that teacher educators are concerned with improving their pedagogy and professionalism in teaching for teaching, with a prime concern for being an initiator of learning. The comparison of the findings reveals that the theory–practice-related dilemmas are among the most prominent across contexts. Furthermore, the comparison's findings reveal that while Israeli and Dutch educators express a preference for the involvement of their students as a strategy to cope with their dilemmas, Turkish educators seem to be coping with them either on their own or by seeking advice from their colleagues.
Updated: Feb. 18, 2014
Scientific Evidence as Content Knowledge: A Replication Study with English and Turkish Pre-service Primary Teachers
The current research reports a replication study in Turkey of an intervention originally carried out with pre-service primary teachers in England. The cohorts had different characteristics; in particular, their overall ability, their confidence in science and how they had been taught science at school were different. Following teaching both cohorts had increased their understanding of scientific evidence, and improved their ability to conduct an open-ended investigation.
Updated: Mar. 24, 2013
Incorporating Critical Thinking in the Pedagogical Content of a Teacher Education Programme: Does It Make A Difference?
This study assesses the effects of a critical thinking-based pedagogical course on student teachers’ content knowledge and CT disposition. Although the students who were exposed to CT-based instruction showed better progress in both academic achievement and CT disposition than in traditional instruction, this result was not statistically significant according to the Mixed Factorial ANOVA and ANCOVA results.
Updated: Mar. 24, 2013
This study was aimed to identify the inter-relationships among internal factors and external factors that might affect pre-service teachers’ use of ICT. The participants were 1898 pre-service teachers in 18 different Turkish universities. The results indicate that pre-service teachers might have difficulty with integrating technology into the teaching and learning process. This study revealed that Turkish pre-service teachers used basic ICT applications. The pre-service teachers also reported that their knowledge level about advanced ICT applications was low.
Updated: Feb. 25, 2013
Turkish Preservice Science Teachers’ Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning
In this study, the authors explore Turkish preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. The authors found that the factors influencing informal reasoning were: personal experiences, social considerations, moral-ethical considerations, and technological concerns.
Updated: Jan. 28, 2013
This study aimed to examine the differences in attitudes of teacher candidates before and after their short-term teaching experience with very young learners (VYL) of English. The findings suggest that the attitudes of teacher candidates changed substantially after their practice teaching experiences. Other findings suggest that a colorful atmosphere in the classroom and a variety of activities attract students' interest and help create a more successful learning environment.
Updated: Dec. 30, 2012
This study aimed to examine how national curriculum, school, and classroom contexts in Turkey influenced beginning teachers’ learning to teach when they did not have any support. The findings reveal that teachers’ classroom practice was influenced by national curriculum requirements, lack of collegial support at schools, and students’ mixed knowledge levels in the classrooms due to the complex relationship between the three contexts.
Updated: Dec. 10, 2012
This study aimed to explore the relationship between student teachers’ sense of efficacy and their teaching concerns. The participants were three hundred and thirty-nine prospective teachers enrolled in the secondary science and mathematics education departments of two universities in Turkey. Two instruments were used to collect data: ‘Teachers’ Concerns Checklist’ and Teachers’ Sense of Efficacy’. The results of this study reveal that pre-service teachers in this study had moderate senses of efficacy in terms of their efficacy in student engagement, instructional strategies and classroom management.
Updated: Dec. 04, 2012
A Case Study of Beginning Science Teachers’ Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey
This study aimed to evaluate subject matter knowledge (SMK), pedagogical content knowledge (PCK), concerning chemical reactions for science teaching of beginning student teachers in Turkey. The results revealed that a high proportion of the student teachers were able to correctly apply the very basic concepts of Conservation of Mass and Conservation of Atoms. However, only one quarter of the students brought a sufficient understanding with them from secondary school to correctly answer the more difficult problems.
Updated: Nov. 28, 2012
The Nature of Prospective Mathematics Teachers’ Pedagogical Content Knowledge: The Case of Multiplication of Fractions
The current study aimed to explore prospective mathematics teachers’ knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers’ knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. The prospective teachers suggested many difficulties that elementary grade level students may have.
Updated: Oct. 16, 2012