Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi最新文献

Curriculum Content Proposal for Integration of Technology in Education 科技融入教育的课程内容建议

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-12-09 DOI: 10.31704/ijocis.2022.016

S. Dinçer, Meltem Çengel-Schoville

{"title":"Curriculum Content Proposal for Integration of Technology in Education","authors":"S. Dinçer, Meltem Çengel-Schoville","doi":"10.31704/ijocis.2022.016","DOIUrl":"https://doi.org/10.31704/ijocis.2022.016","url":null,"abstract":"This study focuses on the content of technology-related courses offered by teacher training institutions to determine the factors that will avoid technology integration in teacher education/training. Two methods are combined in the research. As a first step, the integration of technology in education/teaching models literature was analyzed, synthesized, and categories were created based on the critics. Next, technology-related courses in teacher training curricula were defined, the content of those courses was analyzed, and some content and suggestions were proposed for better technology-integrated courses. Even though literature indicates the most critical barriers to technology integration in education are hardware problems and the lack of technical infrastructure, one of the underlying factors is the teachers' inadequacy in ICT, the usage of technology in education, and technology integration literacy. These inadequacies are the result of the training curriculum deficiencies. There are three suggestions based on the findings and for further studies. The first one is to add courses and contents to the teacher-training curriculum as discussed in interpretation and discussion. Secondly, instructional technology courses should have specific content related to the content area. The syllabus should be developed with the cooperation of the content area teacher trainer for each subject area. Finally, as a part of curriculum development, these proposed courses and their content should be reevaluated for further studies.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"7 21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133750101","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}

引用次数: 0

Investigation of Classroom Teachers' Curriculum Fidelity 课堂教师课程忠实度调查

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.009

Sedef Süer, Ismail Kinay

{"title":"Investigation of Classroom Teachers' Curriculum Fidelity","authors":"Sedef Süer, Ismail Kinay","doi":"10.31704/ijocis.2022.009","DOIUrl":"https://doi.org/10.31704/ijocis.2022.009","url":null,"abstract":"Curriculum fidelity refers to the closeness between the formal and implemented program and is the determination of how well a curriculum is implemented in line with its original design. The teacher is emphasized as an important variable for curriculum fidelity, and his/her attitudes and behaviors during the implementation of designed curriculum are important for the innovation and development studies in curriculum and instruction field. In this context, the aim of this study is to reveal the curriculum fidelity behaviors of primary teachers who are to use curriculum of different disciplines. This study was based on a survey design in which quantitative data were used. In this context, the Curriculum Fidelity Scale and an open-ended questionnaire form were applied to a total of 516 primary teachers who voluntarily participated in the study. The data obtained were analyzed with descriptive statistics, t-test, one-way ANOVA tests. The findings showed that primary teachers have a high curriculum fidelity highlighting the programs’ functions of directing the learning activities and informing about the targets of the school subjects. In addition, it was concluded that while the primary teachers felt the need to apply to curriculum of the core subjects, they mostly benefited from the curriculum components which are learning and teaching activities.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123175192","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}

引用次数: 1

A Responsive Approach to Curricular Needs of Turkish Educational System: Curriculum Based on Reason, Values and Culture 对土耳其教育体系课程需求的回应:基于理性、价值观和文化的课程

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.010

M. Akinci, Abdulkadir Kurt

{"title":"A Responsive Approach to Curricular Needs of Turkish Educational System: Curriculum Based on Reason, Values and Culture","authors":"M. Akinci, Abdulkadir Kurt","doi":"10.31704/ijocis.2022.010","DOIUrl":"https://doi.org/10.31704/ijocis.2022.010","url":null,"abstract":"The purpose of this research is to identify problems with formal curricula at different levels of education in Türkiye and to present an approach that offers solutions in line with these problems. In accordance with this purpose, document analysis design within the framework of systematic review was used in the research. In this context, the curriculum evaluation studies carried out between the years 2012-2021 were examined by using content analysis. In addition, the commonplaces of different curriculum approaches from various sources have been revealed. Curriculum evaluation studies conducted in Türkiye show that the curricula have various problems in terms of commonplaces such as teacher, learner, subject matter, context, and curriculum making. Moreover, in these studies it has been suggested that comprehensive updates be made in the curricula to solve the identified problems. Based on these findings, a curriculum approach has been proposed, which is believed to contribute to the solution of the curriculum problems. The Reason, Values, and Culture-Based Approach is a responsive approach that aims to train individuals who attach importance to mental and cultural values. In addition to the solution proposals in the approach put forward, various suggestions were presented to the institutions responsible for the curriculum development process in Türkiye and to researchers who will study corresponding issues.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123888159","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}

引用次数: 0

History of the Flipped Classroom Model and Uses of the Flipped Classroom Concept 翻转课堂模式的历史和翻转课堂概念的应用

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.004

Nesibe Ağırman, M. H. Ercoşkun

{"title":"History of the Flipped Classroom Model and Uses of the Flipped Classroom Concept","authors":"Nesibe Ağırman, M. H. Ercoşkun","doi":"10.31704/ijocis.2022.004","DOIUrl":"https://doi.org/10.31704/ijocis.2022.004","url":null,"abstract":"Flipped Classroom (FC) Model is an approach based on learning the simple and theoretical parts of a subject in extracurricular time through educational technologies and performing higher-level studies during class time. With the development and spread of educational technologies, the interest in the FC Model has increased. In the present study, we aimed to reveal the historical development of the FC Model, which is a current teaching model, and what kind of uses it has as a concept. The findings, which were put forward in line with this purpose, were reached by the document analysis method. With reference to the results of the research, although the ideas and practices that paved the way for the emergence of the FC Model are older, it could be said that the approach was expressed as a concept in its present form in 2000. In addition, it was revealed that the interest in the FC Model continued to increase over the years and it was expressed with several concepts. As a result of the investigation, it was determined that flipped classroom was the one used most among these concepts. Based on the results of the study, certain suggestions were made. It is expected that this research will contribute to the field in terms of revealing the historical development of the FC Model and the concepts in which the concept of FC is used in the literature.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131448333","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}

引用次数: 0

Economic and Political Analysis of Initial Teacher Education from Consensus and Conflict Perspectives in Documents of International Institutions 国际制度文件共识与冲突视角下初任教师教育的经济与政治分析

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.006

Abdullah Açar, Banu Yücel Toy

{"title":"Economic and Political Analysis of Initial Teacher Education from Consensus and Conflict Perspectives in Documents of International Institutions","authors":"Abdullah Açar, Banu Yücel Toy","doi":"10.31704/ijocis.2022.006","DOIUrl":"https://doi.org/10.31704/ijocis.2022.006","url":null,"abstract":"This study aims to reveal the economic and political issues underlying the remarks related to initial teacher education (ITE) in the documents published by international institutions, European Union (EU), Organization for Economic Co-operation and Development (OECD), and United Nations (UN), and to examine these issues from the perspective of consensus and conflict approaches to education. The study is designed as a systematic review. ITE-related 67 documents published by UN, EU, and OECD were analyzed following several coding steps. According to the results, international institutions promote entrepreneurship, life-long learning, and information and communication technologies as economic issues in ITE. As political issues, they put forward social themes including preparing for diversity, quality in ITE including accountability and standards, and structure of ITE including flexibility and autonomy. Although the documents are mainly parallel with the consensus approach, economic and political issues revealed in the study were discussed from perspectives of both approaches. One perspective considers promoting the economic issues in ITE the economic efficiency and growth which is beneficial for all. The other reminds that division of this benefit may include class-based inequalities. Also, different perspectives emphasize different social themes and they bring different explanations for how the quality assurance functions.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128301542","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}

引用次数: 0

A Systematic Review on Teacher’s Expectations and Classroom Behaviors 教师期望与课堂行为的系统评价

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.011

Ozge Z. Aydin, Ahmet Ok

{"title":"A Systematic Review on Teacher’s Expectations and Classroom Behaviors","authors":"Ozge Z. Aydin, Ahmet Ok","doi":"10.31704/ijocis.2022.011","DOIUrl":"https://doi.org/10.31704/ijocis.2022.011","url":null,"abstract":"The aim of the present study was to scrutinize how teacher expectations are shaped and reflected in teachers’ classroom behaviors by presenting a holistic picture of teacher expectation literature that has significantly developed since 1968. To achieve this, a systematic review design was utilized in the study, and different academic databases, which were namely EBSCOhost, ERIC, Science Direct, Journal Park Academic, and HEC Theses Centre, were examined. Among 1.227 of the studies conducted, 32 research studies were included in the current review based on a set of inclusion and exclusion criteria after the identification, screening, and eligibility processes. After the content analysis carried out on the included studies, the review extracted certain factors shaping teachers’ expectations of students’ academic achievement, which were grouped as students’ readiness, skills and abilities, teacher- and family-related factors, and school policies. In classes, teachers differentiated their instructional methods according to students’ ability levels, presented more group work opportunities, established more eye-contact, assigned cognitively harder tasks, and expected more quality work from high-expectancy students. Teachers also tended to decrease their interaction time by turning to another student when a low-expectancy student could not answer a question, and to know personal or academic strengths of high-expectancy students more than low-expectancy ones.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129496529","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}

引用次数: 0

Perceptions of Early Childhood Preservice Teachers on Early Childhood Education Undergraduate Program Courses 幼儿职前教师对幼儿教育本科专业课程的看法

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.003

Arif Yılmaz, Nevra Atış Akyol, Şifa Kevser Çakmak, Esra Tuğba Çoban Söylemez

{"title":"Perceptions of Early Childhood Preservice Teachers on Early Childhood Education Undergraduate Program Courses","authors":"Arif Yılmaz, Nevra Atış Akyol, Şifa Kevser Çakmak, Esra Tuğba Çoban Söylemez","doi":"10.31704/ijocis.2022.003","DOIUrl":"https://doi.org/10.31704/ijocis.2022.003","url":null,"abstract":"The purpose of the study was to find out the contribution of general culture (GC), pedagogical knowledge (PK), and content knowledge (CK) courses to the professional development of preservice teachers in early childhood education programs. As a part of a mix-method research study, this survey uses a rank-order judgment methodology. Using a two-stage-cluster and random sampling - 432 students from 35 universities participated in the study during the 2018-2019 academic year. Data were gathered using an “Early Childhood Education Undergraduate Program Course Evaluation Form” and analyzed using pairwise comparison. With reference to the results, “Effective Communication” was chosen as the most beneficial one among the GC courses, and “Statistics” was selected as the least beneficial course. In addition, among the PK courses, “Teaching Practice I” was the most beneficial one, and “Assessment and Evaluation” was the least helpful course related to student perceptions. While the “Introduction to Early Childhood Education” course was the most beneficial course among the CK, “Research Project II” was listed as the least beneficial course. It was found that students’ opinions about courses did not change concerning their gender, academic achievement, and the type of high school they had attended.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132664430","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}

引用次数: 0

Teachers’ Self-Efficacy Beliefs regarding Out-of-School Learning Activities 教师校外学习活动的自我效能感信念

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.007

Engin Demir, Filiz Çetin

{"title":"Teachers’ Self-Efficacy Beliefs regarding Out-of-School Learning Activities","authors":"Engin Demir, Filiz Çetin","doi":"10.31704/ijocis.2022.007","DOIUrl":"https://doi.org/10.31704/ijocis.2022.007","url":null,"abstract":"Learning activities employed in out-of-school learning activities (OOSLA) provide students with a different learning experience while enabling teachers to discover, implement, and evaluate different teaching approaches. This study intends to investigate the self-efficacy beliefs levels of teachers as regards OOSLA and whether these self-efficacy levels differ significantly depending on their gender, graduated faculty, educational status, seniority, and department graduated from. It adopts the descriptive survey design. The sample is composed of 308 teachers. The data were collected utilizing the \"Teachers' Self-Efficacy Beliefs Toward Out-of-School Learning Activities Scale''. Parametric test statistics were used in data analysis. The results revealed that teachers had a high level of self-efficacy beliefs regarding OOSLA and that gender was not a determinant of teachers' self-efficacy beliefs. It was also found that the participants who completed graduate studies had firmer self-efficacy beliefs than those who did not. The teachers with 21 years and above of teaching experience had higher self-efficacy levels than those with 6-10 and 11-15 years of teaching experience. On the other hand, graduates of mathematics and science education departments had lower self-efficacy levels than primary education, Turkish education, and social science education departments. Finally, researchers recommend encouraging pursuing graduate studies, collaborating with experienced teachers, eliminating institutional obstacles to out-of-school activities, and supporting teachers in increasing their self-efficacy regarding out-of-school learning activities.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131752869","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}

引用次数: 2

Opinions of Classroom Teachers Working in Public Education Centers on Adult Education 公共教育中心课堂教师对成人教育的看法

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.012

Yusuf Başkan, M. Bars

{"title":"Opinions of Classroom Teachers Working in Public Education Centers on Adult Education","authors":"Yusuf Başkan, M. Bars","doi":"10.31704/ijocis.2022.012","DOIUrl":"https://doi.org/10.31704/ijocis.2022.012","url":null,"abstract":"This research aims to examine the opinions of classroom teachers working in public education centers on adult education. One of the qualitative research designs, a basic qualitative research design, was used. The research group of the research was determined through criterion sampling, and criteria such as a permanent or contracted classroom teacher linked with the Ministry of National Education and having worked or working in public education facilities were sought from the participants. The research group of the research consisted of 20 participants. A semi-structured interview form was used as a data collection tool in the research, and the data were collected as audio recordings. The results of the interviews with the teachers who could not get permission for the voice recorder were obtained by transcribing the words of the teachers. The content analysis method was used in the analysis of the data. Themes and sub-themes were formed from the answers given by the participants. Adult education is vital for individuals and society, and results showed that adults' responsible manners influenced adult education. Furthermore, adult education teachers saw that adult education has a wide range of working hours and that block lessons can be held as an advantage. It has been concluded that they see trainee absences and adults' focus on obtaining certificates rather than the educational process as a problem.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131900038","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}

引用次数: 0

Adapting Coursebook Activities to Stimulate Language Learning among Rural Students: An Action Research 运用教材活动促进农村学生语言学习的行动研究

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.002

Ayşe Kırmızı-Ayyıldız, Nur Akkuş-Çakır

引用次数: 0