Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi最新文献_第2页

An Investigation on the Perceptions of Primary School Teachers Related to the Application Levels of Differentiated Instruction 小学教师对差别化教学应用水平认知的调查

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.008

Ahmet Gülay, T. Altun

{"title":"An Investigation on the Perceptions of Primary School Teachers Related to the Application Levels of Differentiated Instruction","authors":"Ahmet Gülay, T. Altun","doi":"10.31704/ijocis.2022.008","DOIUrl":"https://doi.org/10.31704/ijocis.2022.008","url":null,"abstract":"The aim of this study is to determine the perceptions of primary school teachers related to the application levels of differentiated instruction, and to investigate these perceptions in terms of participating in in-service training for this approach, presence of students with different characteristic, graduated faculty, and gender. In the study, survey method as one of the quantitative research designs was employed. The study group of the research was composed of 703 primary school teachers selected by random sampling. The study data were gathered with \"Differentiated Instruction Scale\" developed by the researchers. The collected data were subjected to descriptive and inferential statistics using the SPSS 18 software. As a result of the research, it was determined that the perceptions of primary school teachers related to the implementation of differentiated instruction were high. In addition, these perceptions of primary school teachers who participated in differentiated instruction training were significantly higher than those who did not, primary school teachers graduated from education faculties compared to those who graduated from other faculties, and female primary school teachers compared to men had higher perceptions of differentiated instruction. It was concluded that the perceptions of primary school teachers did not change significantly according to the presence of students with different characteristics in the classrooms. It is suggested that new studies should be carried out using the scale developed in this study and in-service training for differentiated instruction should be disseminated for teachers.","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":"124415950","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 Need Analysis on Development of Creative Thinking Skills: A Phenomenological Study 创造性思维能力发展的需求分析:现象学研究

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.001

Şükran Tok, Sevda Doğan Dolapçıoğlu, Eda Akgün Özpolat

{"title":"A Need Analysis on Development of Creative Thinking Skills: A Phenomenological Study","authors":"Şükran Tok, Sevda Doğan Dolapçıoğlu, Eda Akgün Özpolat","doi":"10.31704/ijocis.2022.001","DOIUrl":"https://doi.org/10.31704/ijocis.2022.001","url":null,"abstract":"This study adopts a qualitative research design aiming at investigating the perceptions of English language teachers about creative thinking skills in their courses. Six teachers working at the School of Foreign Languages at a state university participated in this study. They had similar educational backgrounds and different years of experience. In terms of teaching English, participants were interviewed in-depth about the conceptualization of creative thinking skills. The purpose of the study was to identify teachers’ perspectives and their ways of implementing sub-dimensions of creative thinking in both face-to-face and online lessons. Semi-structured interview questions were used to collect data in the study and the data were analysed through content analysis method using NVivo 12. The findings of the research are grouped under the following headings: Barriers to Creating a Thinking Class Environment, Existing Supporters, and Defining the Concept. Results revealed that the teachers have defined the ability to think creatively considering the basic perception they had about the concept which is mainly creating new products. It is also understood that they evaluated the concept and associated the sub-dimensions accordingly. It can be inferred that a deeper understanding and well-organized teaching of creative thinking skills are required to be blended into the foreign language education.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"22 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":"124416534","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

Student Teachers’ Experiences in an Emergency Remote Microteaching Course: Lessons Learned for the COVID-19 Era and Beyond 学生教师在应急远程微教学课程中的经验:新冠肺炎时代及以后的经验教训

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2022-06-18 DOI: 10.31704/ijocis.2022.005

Senem Sanal-Erginel

{"title":"Student Teachers’ Experiences in an Emergency Remote Microteaching Course: Lessons Learned for the COVID-19 Era and Beyond","authors":"Senem Sanal-Erginel","doi":"10.31704/ijocis.2022.005","DOIUrl":"https://doi.org/10.31704/ijocis.2022.005","url":null,"abstract":"This is a case study that aims to focus on academic and emotional experiences of a group of student teachers who took a microteaching course that was adapted to become fully online, due to a complete lockdown during the first wave of the Covid-19 pandemic. The qualitative data that was gathered through feedback form and via interviews revealed that overall, the student teachers thought positively about this fully online microteaching course. However, in this course process, the data indicated that the student teachers felt lost as they felt they were not heard, seen or cared and as they experienced connection and engagement problems mostly due to technological inadequacies. In this process, they were in need of receiving attention emotionally. They experienced difficulties due to the demanding nature of the course with high number of assignments, their lack of technological competences and inadequate technological infrastructure. It was evident that most student teachers felt disappointed and missed the authenticity of the face-to-face learning and teaching atmosphere. The study showed that in this online microteaching course, the student teachers were in need of reflective, collaborative and more supportive learning and teaching environment in which they could be engaged in academic and social dialogue with peers and with the course instructor for their learning, transformation and professional development.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"18 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":"115124875","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 Teacher Roles in Educational Practices in The Covid-19 Pandemic: A Phenomenological Study 新冠肺炎疫情中教师在教育实践中的角色调查:现象学研究

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-12-28 DOI: 10.31704/ijocis.2021.015

Dinçer Temelli, Osman Yılmaz Kartal, Ç. Şahi̇n, Akan Deniz Yazgan

{"title":"Investigation of Teacher Roles in Educational Practices in The Covid-19 Pandemic: A Phenomenological Study","authors":"Dinçer Temelli, Osman Yılmaz Kartal, Ç. Şahi̇n, Akan Deniz Yazgan","doi":"10.31704/ijocis.2021.015","DOIUrl":"https://doi.org/10.31704/ijocis.2021.015","url":null,"abstract":"In the research, it is aimed to analyze the roles of teachers teaching in distance education in the Covid-19 pandemic period and to investigate the obstacles encountered in the realization of these roles. The aim of the research is examined with the post-positivist paradigm and analyzed with the phenomenological design which is one of the qualitative research methods. In the research, participants were chosen from the teachers of Mathematics, Foreign Language, Science, Turkish and Social Studies who teach at least 15 hours or more per week in distance education. The data collection process in which data triangulation was performed included diaries kept by teachers for five days, individual interviews and focus group interviews. Transcripted data were analyzed by content analysis technique. According to the findings of the research, it was observed that the roles of the teachers who participated in the study were “communicator”, “collaborator”, “facilitator” and “learner” teacher during the distance education in Covid-19 pandemic. It has been observed that there are obstacles in the realization of roles in issues such as injustice / inequality in education, subject-centered program, structure of the education program, professional development, student and parent unwillingness. Teachers stated the features that teachers should have in the process of distance education as technopedagogical content knowledge, planning instructional activities, being able to measure distance assessment and provide student motivation.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133582045","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

Curriculum Theory: A Review Study 课程理论:一个回顾研究

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-12-28 DOI: 10.31704/ijocis.2021.012

Gülşah Coşkun Yaşar, B. Aslan

{"title":"Curriculum Theory: A Review Study","authors":"Gülşah Coşkun Yaşar, B. Aslan","doi":"10.31704/ijocis.2021.012","DOIUrl":"https://doi.org/10.31704/ijocis.2021.012","url":null,"abstract":"The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900’s and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addition, the classification of curriculum theories, curriculum development studies in which the reflections of curriculum theories could be seen, and the studies conducted in Turkey and abroad on this subject were included in the study. Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132969665","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: 5

Problems and Practices Experienced by Preschool Education Teachers in Inclusive Education 学前教育教师在全纳教育中的问题与实践

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-12-28 DOI: 10.31704/ijocis.2021.014

D. Vural, Nur Banu Pişkin, M. Durmuşoğlu

{"title":"Problems and Practices Experienced by Preschool Education Teachers in Inclusive Education","authors":"D. Vural, Nur Banu Pişkin, M. Durmuşoğlu","doi":"10.31704/ijocis.2021.014","DOIUrl":"https://doi.org/10.31704/ijocis.2021.014","url":null,"abstract":"This research was conducted in order to determine the problems that preschool teachers experience in the inclusive education process and to determine the educational practices of teachers for students who benefit from inclusive education. The study was designed in a qualitative design and purposeful sampling method was used. In the study, semi-structured interviews were conducted with 20 preschool teachers working with disadvantaged children in different provinces of Turkey. In forming the questions in the semi-structured interview form, the relevant literature was scanned and the opinions of field experts were consulted. The research data were analyzed by content analysis technique. As a result of the study, it was determined that pre-school teachers do not feel professionally competent in inclusive education and do not receive enough practical training in undergraduate education. It has been observed that teachers have some problems with children, families, administrators and legislation in the learning and teaching process regarding inclusive education. In addition, it has been observed that teachers make various practices for children, families and the educational environment in order to create an inclusive education environment. It is thought that teachers should be supported in terms of knowledge and practice in inclusive education through in-service trainings, and prospective teachers should be offered opportunities to work with children from different disadvantaged groups during undergraduate education.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131533115","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

The Proliferation of Lesson Study for English Language Teachers: A Meta-Synthesis Study 英语教师课堂学习的扩散:一项元综合研究

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-12-28 DOI: 10.31704/ijocis.2021.013

Hulya Baysal, Nilay T. Bümen

{"title":"The Proliferation of Lesson Study for English Language Teachers: A Meta-Synthesis Study","authors":"Hulya Baysal, Nilay T. Bümen","doi":"10.31704/ijocis.2021.013","DOIUrl":"https://doi.org/10.31704/ijocis.2021.013","url":null,"abstract":"Despite studies on the lesson study experiences of English teachers have increased in Turkey in recent years, there is a need for further studies on how to integrate the model into the context. In this study, the qualitative research on the lesson study conducted with English teachers in Turkey was examined, and it was aimed to reach a synthesis to ensure the proliferation of the model. The common databases were searched with keywords, and specific inclusion criteria were used. Selected studies were scored with a checklist to be evaluated in terms of quality, and eight studies (six articles and two doctoral dissertations) that received the required score were included in the research. In the analysis, the steps of developing the first and second-order themes, interpreting, and synthesizing were followed. The common findings in the studies show that the lesson study provides significant contributions to English teachers despite the difficulties in the process. The synthesis includes the initiatives at the individual and institutional dimensions. It is concluded that the pedagogical design capacity and collaboration skills of English teachers should be strengthened at the individual dimension while administrator, mentor / facilitator support should be provided, and policy changes should be made in teacher education at the institutional dimension. We also recommended examining how the model can be adapted to Turkey's cultural-educational context, teacher autonomy, and identity.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127829043","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

The COVID-19 Pandemic, University Students in Turkey, and Emergency Online Learning COVID-19大流行、土耳其大学生和紧急在线学习

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-12-28 DOI: 10.31704/ijocis.2021.011

Ana Patricia Aguilera Hermida, Dilek Avci, Şenel Poyrazlı

{"title":"The COVID-19 Pandemic, University Students in Turkey, and Emergency Online Learning","authors":"Ana Patricia Aguilera Hermida, Dilek Avci, Şenel Poyrazlı","doi":"10.31704/ijocis.2021.011","DOIUrl":"https://doi.org/10.31704/ijocis.2021.011","url":null,"abstract":"In this study, we determined how university students in Turkey, a developing country, were able to transition into emergency online learning during COVID-19, what challenges they faced, and the positive experiences that may have come out of this process. We also explored how their positive and negative emotional states may have changed as a result of COVID-19. The sample included 125 students studying in different universities across Turkey who answered an online questionnaire. Results indicated that students’ positive emotions decreased and negative emotions increased significantly. Results also showed that the students experienced the following challenges during emergency online learning: not benefiting from online classes, lack of motivation in following online classes, problems related to family life and finances, increased levels of homework, and problems related to Internet access. In terms of positive experiences, students indicated spending more quality time with family, time for hobbies and personal development, examining life and personal existence, increase in the level of academic development due to homework assignments, and increase in grade-point-average. Students’ answers also revealed that their instructors may have been going through some difficulties as well. Students highlighted complaints related to their instructors’ lack of interest in teaching, not holding lectures, or not uploading class notes or slides, and their difficulty in getting in touch with their instructors. Implications are discussed. ","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130376728","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

In-Service Teacher Training Program Development Study to Prevent Peer Bullying 在职教师培训计划发展研究预防同伴欺凌

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-12-26 DOI: 10.31704/ijocis.2021.008

Pervin Oya Taneri, özlem yeşim özbek, Nalan Akduman

{"title":"In-Service Teacher Training Program Development Study to Prevent Peer Bullying","authors":"Pervin Oya Taneri, özlem yeşim özbek, Nalan Akduman","doi":"10.31704/ijocis.2021.008","DOIUrl":"https://doi.org/10.31704/ijocis.2021.008","url":null,"abstract":"Peer bullying is a problem that is difficult to notice and is increasingly affecting the health of society. Responding to peer bullying requires the determination and intense effort of school administrators, teachers, parents, and other school staff. Teachers who feel more competent about bullying are more likely to intervene in situations of bullying and victimization situations. However, many teachers have difficulty diagnosing bullying, do not know how to cope with bullying, or have trouble applying coping methods. This study aims to introduce the in-service teacher training program to prevent peer bullying. This program was developed using a problem-centered education program design. The content was determined with a thematic approach. The values emphasized by this program, the tools and methods it proposes, and the outcomes of the program reflect the progressive and existentialist perspectives. As a result of the evaluation of the program, it was seen that the in-service training program effectively improved teachers' competencies by increasing their awareness of peer bullying and combating bullying. It is recommended that future studies should be conducted in broad scope, including developing the competencies of teachers in dealing with cyberbullying that increased during online education.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116310140","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

Findings of qualitative studies on Understanding by Design: A meta-synthesis “设计理解”的定性研究结果:一项综合研究

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi Pub Date : 2021-12-26 DOI: 10.31704/ijocis.2021.009

Ufuk Uluçınar

{"title":"Findings of qualitative studies on Understanding by Design: A meta-synthesis","authors":"Ufuk Uluçınar","doi":"10.31704/ijocis.2021.009","DOIUrl":"https://doi.org/10.31704/ijocis.2021.009","url":null,"abstract":"Designed by the meta-synthesis method, the researchers examined the studies designed on the Understanding by Design (UbD) and implemented and their findings were qualitatively evaluated. It tried to obtain a comprehensive and holistic perspective on the effects and reflections of the model. 48 UbD studies were accessed from 6 databases, and 12 research findings were included after three criteria in this meta-synthesis. The findings were reached through a six-stage data analysis process; they were analyzed inductively with content analysis. The validity and credibility of this analysis process have been brought under control with the coding reliability processes and the audit technique. According to the conclusions, in the development of units based on UbD, teachers generally did not create goals/standards by collecting evaluation evidence of UbD; it was concluded that the inadequacy of this was mostly due to model inexperience, the school's facilities/conditions, teacher stagnation and emotional state, and inadequate pedagogy knowledge. Findings showed that teaching based on UbD improves students' cognitive development and participatory insights. This meta-synthesis study guides researchers who want to reference UbD as a design framework in a unit study in the overall assessment of UbD.","PeriodicalId":149650,"journal":{"name":"Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128560153","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