Journal of Teacher Education and Lifelong Learning最新文献

{"title":"Relationship Between Lifelong Learning Tendencies and Self-directed Learning Skills of Teacher Candidates","authors":"Dilek Beypinar, Sadık Yüksel Sivaci","doi":"10.51535/tell.1364894","DOIUrl":"https://doi.org/10.51535/tell.1364894","url":null,"abstract":"The aim of the research is to investigate the relationship between teacher candidates’ lifelong learning tendencies and self-directed learning skills. The research was conducted by the relational research method. The sample contains 529 teacher candidates who were selected by maximum diversity sampling method. In the research, “Personal Information Form” was used to obtain information about demographic characteristics of teacher candidates. “Lifelong Learning Tendencies (LLT)” scale developed by Diker-Coşkun (2009) was used to determine the lifelong learning tendencies of teacher candidates and “Self-Directed Learning Skills (SDLS)” scale developed by Aşkın Tekkol and Demirel (2018) was used to determine self-directed learning skills. Descriptive statistics, t-test, ANOVA and correlation analyzes were used to find answers to the research questions. As a result of the research, LLT and SDLS of teacher candidates are at high levels. Additionally, it was revealed that the LLT scores of teacher candidates differ significantly according to gender, CGPA (Cumulative Grade Points Average) of teacher candidates and their reasons for choosing departments. When the SDLS of teacher candidates examined, it is found that SDLS of teacher candidates did not differ significantly according to gender. Also, it was revealed that the SDLS scores of teacher candidates differ significantly according to CGPA of teacher candidates and their reasons for choosing departments. Furthermore, the relationships between the sub-dimensions of the variables are examined by Pearson correlation analysis and the analysis revealed generally positive and moderately to highly significant relationships between different dimentions of LLT and SDLS of prospective teachers.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"7 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139263378","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}

{"title":"Content Analysis of an Educational YouTube Channel for Secondary School Students in Terms of Design and Program Elements","authors":"Çiğdem Ceylan, Gökçe BECİT İŞÇİTÜRK, Özden Şahin İzmirli","doi":"10.51535/tell.1324247","DOIUrl":"https://doi.org/10.51535/tell.1324247","url":null,"abstract":"This study employed a qualitative research methodology to examine the design features and program elements utilized in the videos of a popular educational YouTube channel called “Basfi ile Deneysel Bilim” (Experimental Science with Basfi). The primary objective was to identify these features and elements by analysing the top ten videos on the channel, based on view counts, likes, and comments. Data collection was conducted using a thematic analysis matrix as the instrument. During the initial phase of data analysis, a descriptive examination of the videos was performed in terms of Mayer’s principles of multimedia learning. Subsequently, content analysis was conducted to analyse the program elements present in the videos. The findings of this research revealed that the educational videos on the YouTube channel partially adhered to Mayer’s multimedia design principles and incorporated some program elements. Therefore, it is recommended that multimedia design principles and program elements be taken into account when creating educational content for YouTube. Additionally, it is suggested that elements tailored to the nature of the YouTube platform should be included. Finally, the study provides recommendations to content developers regarding factors to consider in video production. This research holds significance for individuals involved in producing educational content for YouTube, as well as researchers working in the domains of content production processes and content design.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264145","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}

{"title":"Determining the Professional Development Needs of Primary School Teachers Working in Science and Art Centers","authors":"Turgay Öntaş, Seda Çarikçi, Kader ARKAN SEZGİN","doi":"10.51535/tell.1337283","DOIUrl":"https://doi.org/10.51535/tell.1337283","url":null,"abstract":"Science and Art Centers (BİLSEM) are educational institutions affiliated with the Ministry of National Education that focus on the education of gifted individuals. In BİLSEM centers, primary school teachers are responsible for implementing specialized and enriched curricula designed for gifted students in 2nd, 3rd, and 4th grades. As a result, the professional development needs of primary school teachers at BİLSEM centers differ from those in regular primary schools. When primary school teachers are recruited to work at BİLSEM centers, they need specific training on topics such as the characteristics, needs, and education of gifted individuals. To address this, an annual orientation program is conducted at the beginning of the academic year for primary school teachers assigned to BİLSEM centers. This program is organized by the Department for the Development of Special Abilities under the General Directorate of Special Education and Guidance Services of the Ministry of National Education. However, it is essential for teachers to continue their professional development throughout their tenure and actively participate in in-service training activities. Recognizing the significance of continuous professional development in the teaching profession, this study aims to identify the areas where primary school teachers at BİLSEM centers require professional development and provide recommendations for incorporating these needs into future professional development activities. The research data for this study were collected using the Classical Delphi Technique. Academicians working in the field of Classroom Education or Special Abilities, who conduct research on gifted individuals, and primary school teachers who work with gifted students participated in this data collection process. The data obtained were analyzed through descriptive analysis and content analysis. The study revealed that primary school teachers working at BİLSEM centers require professional development training in various content areas, including recognizing gifted students, understanding relevant legislation, implementing enriched and differentiated education for gifted individuals, exploring education-teaching models, and fostering family involvement in the educational process. Based on these identified needs, it is strongly recommended that policy makers develop and implement professional development programs specifically tailored to primary school teachers employed at BİLSEM centers.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"36 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139267139","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}

{"title":"Investigation of self-regulated online learning according to some demographic variables and their relationship to learning approaches","authors":"Işıl Sönmez","doi":"10.51535/tell.1304278","DOIUrl":"https://doi.org/10.51535/tell.1304278","url":null,"abstract":"Since it makes the learner autonomous, self-regulation in online learning environments is of great importance in terms of ensuring effective learning. In this context, the aim of the research is to compare the self-regulated online learning of education faculty students according to some variables and to reveal the relationship between their self-regulated online learning and learning approaches. For this purpose, firstly, the general view of students' self-regulated online learning and learning approaches was determined. After that, self-regulated online learning averages were compared according to their gender and academic averages, and finally, the relationship between self-regulated online learning and learning approaches was presented. The research is conducted using a relational screening model. The study group of the research, which continues their education through distance education due to the pandemic in the 2021-2022 academic year; consisted of a total of 376 students who studied in different departments of the education faculty of a large state university in Konya.As a result of the research findings, students' self-regulated online learning corresponds to an above-average value and their self-regulated online learning differs according to their gender and academic achievement. It has been found that there is a moderately positive correlation between the deep learning approach and self-regulated online learning skills, and a low negative correlation between the surface learning approach and self-regulated online learning skills.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139270045","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}

{"title":"Misconceptions in 5-6 Year Old Children: Formation of a Cloud","authors":"Hacer Tekerci̇, Buse Hançer, Aylin Sop","doi":"10.51535/tell.1261695","DOIUrl":"https://doi.org/10.51535/tell.1261695","url":null,"abstract":"Many phenomena and events in which children are included are suitable to be researched and discovered by children within the scope of science education. Children ask many questions while researching the scientific facts and phenomena they are curious about and learn new concepts. In this process, it is essential to teach the concepts children will learn and the new education to be formed. Therefore, this study aimed to examine the concept of cloud, which mainly attracts children's attention, and the current conceptual knowledge and misconceptions about cloud formation. For this purpose, the phenomenology pattern was used in the research. The study group consisted of 60-72 month-old children studying in an independent kindergarten affiliated with the Ministry of National Education in Antalya. A total of 12 children and one teacher were included in the study. The research used the 'Personal Information Form', ‘Children's Scientific Concepts Evaluation Form' and 'Teacher Interview Form for Science Education' as data collection tools for children and their teachers. The data were analyzed by the descriptive analysis method. Findings obtained from children were presented in the form of themes by coding. As a result of the research, it was determined that children had concept deficiencies and misconceptions about the formation of the cloud and that there were errors in the formation of meaning. In addition, teachers' suggestions were made to evaluate and change children's misconceptions.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126309485","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}

{"title":"Lifelong Learning Motivation Scale (LLMS):Validity and Reliability Study","authors":"Ertugrul Usta","doi":"10.51535/tell.1309487","DOIUrl":"https://doi.org/10.51535/tell.1309487","url":null,"abstract":"The aim of this study is to develop a scale for measuring lifelong learning skills in both young and adult individuals. A total of 275 participants, ranging in age from 14 to 55, took part in the study. The first step in creating the scale item pool involved conducting a thorough literature review. Existing scales related to the subject were examined, and based on these findings, an initial 18-item form was developed. The scale item pool was then presented to two experts who are academicians in the field of lifelong learning, as well as a scale development expert. Their input was taken into account, resulting in corrections and refinements to the scale trial form. Following this, the revised scale trial form was administered to the participants. To assess the construct validity of the scale, an exploratory factor analysis was conducted. This analysis revealed that 7 items needed to be removed from the scale. Ultimately, the scale was found to consist of five factors. The first factor included 5 items, while the remaining factors consisted of 3 items each. Next, a confirmatory factor analysis was performed to determine the relationships between the factors, the relationships between the variables and the factors, the relationships between the factors themselves, and the degree to which the factors explained the model. The Cronbach's alpha reliability coefficient for the scale was found to be .646. Based on these results, the Lifelong Learning Motivation Scale (LLMSS) was developed to address the existing gap in the literature and provide a useful tool for future research and applications related to lifelong learning.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"223 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129749109","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}

{"title":"The Relationship between Problematic Technology Use and Mental Health Problems in the COVID-19 Pandemic: A Meta-Analysis","authors":"Erdal Hamarta, Önder Baltaci, Ö. Akbulut, M. Akat","doi":"10.51535/tell.1283101","DOIUrl":"https://doi.org/10.51535/tell.1283101","url":null,"abstract":"Objective: The COVID-19 pandemic has had a negative impact on individuals both psychologically and socially. The current research shows that problematic technology use and mental health problems increased during the pandemic period. \u0000Method: In this study, studies examining the relationship between problematic technology use and mental health problems in the COVID-19 pandemic were examined and a meta-analysis was conducted. The present meta-analysis focused on the problematic technology use (i.e., internet addiction, smartphone addiction, social media addiction, and game addiction) and mental health problems in the COVID-19 pandemic. Searches were conducted for relevant studies using the ProQuest, PubMed, Science Direct, Scopus, Web of Science, ERIC, and TR Dizin databases. A total of 56 studies met the inclusion criteria. A total of 53,047 participants were reached in these studies. \u0000Results: Rosenthal’s classic fail-safe N analysis reveals that the meta-analysis result is statistically significant (p=.000). Moreover, the fact that the Begg and Mazumdar rank correlation is not significant indicates the absence of publication bias (p=0.28). In addition, no missing studies were found in Duval and Tweedie’s trim and fill analysis. The results demonstrated that problematic technology use was moderately positively correlated with mental health problems (r=0.33, n=53.047). In addition, the Q statistic (1833.059) examined to control heterogeneity shows that all variables are heterogeneous. The results of the I2 statistic (93.4%) show that a high level of heterogeneity has been achieved. \u0000Discussion: This finding shows that problematic technology use was associated with various mental health problems during the pandemic period.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130228113","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}

{"title":"Examining the Lifelong Learning Competencies of Teachers","authors":"A. Çilek, Fatma Nur Çoban, Ekrem Çeti̇n","doi":"10.51535/tell.1312486","DOIUrl":"https://doi.org/10.51535/tell.1312486","url":null,"abstract":"In today's technology-driven era, the significance of continuous learning has grown exponentially, as individuals are required to acquire and develop new information and skills. This need has given rise to the concept of lifelong learning, which emphasizes the ongoing process of learning regardless of age, time, and location. This study aims to investigate the lifelong learning competencies of teachers, who play a crucial role in the learning processes of individuals, considering various variables. \u0000Convenience sampling was used to select 329 teachers, and they were administered the 'Lifelong Learning Competency Scale' developed by Hürsen (2011). The scale comprises sub-dimensions such as 'self-management competencies', 'learning to learn competencies', 'initiative and entrepreneurial competencies', 'knowledge acquisition competencies', 'digital competencies', and 'decision-making competencies'. Data analysis was performed with the JAMOVI program using descriptive statistics, Independent Sample t-Test, ANOVA, Pearson Correlation Analysis, and regression analysis. \u0000The findings of the study indicated that teachers' lifelong learning competencies were at a high level, particularly the 'self-management competencies' sub-dimension, which demonstrated exceptional results. The remaining sub-dimensions also displayed high competency levels. Furthermore, the study concluded that teachers' lifelong learning competencies did not exhibit significant differences based on their gender, marital status, or the type of school they worked in.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125396761","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}

{"title":"Teachers' Views on the Effects of Inquiry-Based Science Education on the Learning Process of Bilingual Students","authors":"Hidayet Camci, Yasemin Büyükşahi̇n","doi":"10.51535/tell.1310271","DOIUrl":"https://doi.org/10.51535/tell.1310271","url":null,"abstract":"New learning methods have been applied every day regarding education and training, and these methods have been used for students to better understand and structure knowledge. As one of these methods, inquiry-based learning is used in primary school science teaching. Turkiye has a rich and diverse cultural structure. Thanks to this diversity, different languages are spoken in various regions apart from Turkish as the official language in Turkiye. In our study, it is aimed to benefit from teacher views about the learning processes of bilingual students who are applied inquiry-based science teaching. The experiences of teachers who have bilingual students in their class were questioned. The study used the phenomenological research model, one of the qualitative methods. The research group consists of 7 teachers who are chosen voluntarily from teachers with bilingual students in the classroom. A semi-structured interview form developed by the researcher was used to collect the research data. While these forms, which included open-ended questions, were applied, the interviews were recorded. These collected data were analyzed by content analysis method. Research findings indicate that inquiry-based science teaching positively affects the learning processes of bilingual students. It has been determined that students' conceptual understanding, participation and interest in the lesson, group working and cooperation skills, science lesson attitudes, problem solving skills and permanent learning are increased.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133891571","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}

{"title":"The Effect of Codıng Educatıon Desıgned with Dıfferent Vısual Programs on Academıc Success and Attıtudes and Self-Effıcıencıes of Secondary School Students","authors":"Teslime Deni̇z, A. T. Korucu","doi":"10.51535/tell.1279547","DOIUrl":"https://doi.org/10.51535/tell.1279547","url":null,"abstract":"This research was conducted with the aim of measuring students' attitudes towards computer and software course while giving coding education to students, determining students' self-efficacy perceptions towards computer and software course, measuring students' attitudes towards coding education, measuring students' academic success and observing the differences in educational outcomes resulting from these measurements. Has been carried out. Quantitative research methods were used in this study, which examines the effects of coding education designed with different visual programs on the academic achievement, attitudes and self-efficacy of secondary school students. In this study, the quantitative research method was adopted as the research model and the \"Pretest - Posttest Quasi-experimental Design Model with Control Group\" was used. The population of the research consists of 6th grade students, 17 girls and 28 boys, studying at Konya Gödene TOKİ Secondary School in the 2020-2021 academic year. The applications were made for 10 weeks in accordance with the lesson plan period in the curriculum. In the study, an academic achievement test for the course was developed, the Attitude Scale towards Computer-Aided Education, the Self-Efficacy Perception Scale of Computer-Aided Education, the Attitude Scale towards Computer-Aided Coding Learning 3 different scales were used to determine. The data obtained as a result of the training, which lasted for 10 weeks in total, were analyzed in the IBM SPSS Statistics 22 program. The Cronbach Alpha reliability coefficients of the scales used were calculated as .870, for the Self-Efficacy Perception Scale for Computer Assisted Education, .81 for the Attitude Scale for Computer Assisted Education, and .92 for the Attitude Scale for Educational Computer Games Assisted Coding Learning. The difficulty indexes of the academic achievement scales used were calculated as .758 in the Scratch Academic Achievement Test and .726 in the Tospaa Academic Achievement Test. The scale developed according to the data obtained was found to be valid and reliable. According to the findings obtained at the end of the research, it was seen that the application of the Scratch program in coding education made a significant difference on the programming skills of the students and contributed to the coding education. The eta squared value was examined to determine the effect size of the computer coding environment on the total of Academic Achievement, Self-efficacy Perception Scale for Computer Aided Education, Attitude Scale towards Computer Assisted Education and Attitude Scale towards Educational Computer Games Supported Learning. It can be said that academic achievement has a \"large\" effect size on self-efficacy perceptions in computer-assisted education, attitudes towards computer-assisted education and educational computer-assisted coding education.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134108283","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}