Search results for: Turkey
Page 6/7 69 items
This study examined the primary school principals’ perceptions of ‘trust’ in their mentoring experiences at different career phases. Both quantitative and qualitative methods were used in the study. The Primary School Principals’ Mentoring Questionnaire previously developed by the researchers was applied to 1462 primary school principals in Istanbul. As a follow-up study, focus groups were carried out with 50 school administrators at various career phases. Results of the study showed that in different career phases, trust played a crucial role in maintaining the collegiality in the principals’ mentoring experiences.
Updated: Oct. 17, 2010
Narrative Inquiry in Service Learning Contexts: Possibilities for Learning about Diversity in Teacher Education
This article investigates the experiences of preservice and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. The authors argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for preservice and in-service teachers' professional identities in school contexts shaped by diversity.
Updated: Sep. 05, 2010
Prospective Teachers’ Views on the Use of Calculators with Computer Algebra System in Algebra Instruction
This study aimed to investigate the views of prospective teachers on the use of advanced calculators with Computer Algebra Systems (CAS) in algebra instruction. Participants in this study were secondary prospective mathematics teachers at a university in Ankara, Turkey. The students in this study had no prior experience with CAS. An open-ended questionnaire and group interviews revealed prospective teachers’ views and beliefs about when and why they prefer three possible uses of CAS— black box, white box, or Symbolic Math Guide (SMG).
Updated: Aug. 24, 2010
The main goal of this study was to determine pre-service teachers' use of reading strategies in their own readings. In addition, pre-service teachers' use of these strategies in their future teaching practices was also investigated. The subjects for this study were 505 pre-service teachers enrolled in one of the major universities in Ankara. The results of the study revealed that pre-service teachers employed 28 out of 38 reading strategies most of the time.
Updated: Aug. 22, 2010
This study was conducted to reveal teachers' views of the effectiveness of the INSET courses they attended on the new curriculum and to evaluate the courses based on the teachers' views and the effective INSET characteristics reported in the literature.The participants were 20 primary and 18 secondary school teachers. According to the findings, the INSET courses were found to be ineffective, mainly in terms of the quality of the instructors, teaching methods employed, duration of the courses and support after training. The authors conclude with suggestions to conduct effective INSET courses.
Updated: Jul. 25, 2010
This study investigated the metaphorical images that prospective teachers in Turkey formulated to describe learners. Altogether 98 well-articulated metaphorical images were identified and 12 conceptual themes were developed. Significant associations were detected between teacher trainees' gender, programme type and status in programme, and the 12 conceptual themes.
Updated: May. 25, 2010
Social Studies Teacher Candidates' Views on the Controversial Issues Incorporated into their Courses in Turkey
The purpose of this study was to ascertain social studies teacher candidates' views on the controversial issues involved in their courses in Turkey. The study was based on semi-structured interviews with 15 teacher candidates. It was found that controversial issues were not sufficiently included in teacher candidates' courses and that teacher candidates have difficulty in discussing critical issues in class.
Updated: May. 25, 2010
Transformative Learning-Based Mentoring for Professional Development of Teacher Educators in Information and Communication Technologies: An Approach for an Emerging Country
The purpose of the present study is to suggest a structure of one-to-one mentoring based on the transformative learning theory in order to meet professional development in ICT. In the scope of this study, in order to meet professional development in ICT in Turkey, the characteristics and the functioning of the structure of one-to-one mentoring based on the transformative learning theory are explained. Finally, the present study puts forward some suggestions regarding the application of the structure and mentions the contributions of the structure to professional development in ICT.
Updated: Apr. 07, 2010
The main objective of this study was to investigate the differences between pre-service English teachers' self-efficacy beliefs with the instructors' views of the teaching competence of these pre-service teachers. Thirty-nine Turkish student teachers and five Turkish female instructors participated in the study. The results of the research indicated that the student teachers' self-efficacy judgments were higher than the instructors' judgments for the student teachers' teaching competence.
Updated: Jan. 31, 2010
The Internet has become one of the most common instructional tools because of recent developments in telecommunications and Internet technology. Accordingly, educators increasingly support the use of the Internet in the social studies classroom. Thus, the purpose of this study was to investigate pre-service elementary teachers' beliefs about the use of the Internet in the social studies classroom.
Updated: Oct. 11, 2009