Search results for: Turkey
Page 4/8 76 items
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
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