Research in English Language Pedagogy最新文献_第6页

Predictors of the challenges faced by beginning teachers: Pre-service teacher education competency and professional commitment 初任教师面临挑战的预测因子:职前教师教育能力与专业承诺

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2101001k

I. Kozikoğlu, Nuray Senemoğlu

{"title":"Predictors of the challenges faced by beginning teachers: Pre-service teacher education competency and professional commitment","authors":"I. Kozikoğlu, Nuray Senemoğlu","doi":"10.5937/istrped2101001k","DOIUrl":"https://doi.org/10.5937/istrped2101001k","url":null,"abstract":"The purpose of this study is to determine to what level beginning teachers' perceptions concerning the competency of pre-service teacher education and their professional commitment predict the challenges they face. This study was conducted with 942 beginning teachers working at İstanbul, Konya, Gaziantep and Van provinces in Turkey. The data were collected with the scale of challenges faced by beginning teachers, teachers' perceptions scale concerning the competency of preservice teacher education and teachers' professional commitment scale developed by the researchers. Descriptive statistics, MANOVA, Pearson Product-Moment Correlation Coefficient and stepwise regression analysis were used for data analysis. As a result of the study, it was found that beginning teachers face challenges at moderate level in their first year. Furthermore, it was found that three variables (\"relations with students, colleagues, administrators, parents and society\", \"teaching planning and implementation \" and \"commitment to the profession\") are significant predictors explaining approximately one third (%30.4) of the variance concerning the challenges faced by beginning teachers.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76215800","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

Samoprocjene kreativnosti kod studenata u zavisnosti od njihovog pola i akademskog uspjeha

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2102418k

Sonja Kaurin, Ranka Perućica

引用次数: 0

Effect of a research methodology course on prospective teachers' research anxiety and self-efficacy 研究方法论课程对准教师研究焦虑和自我效能感的影响

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2102557a

Kucukaydin Alkis, Gökalp Şimşir

{"title":"Effect of a research methodology course on prospective teachers' research anxiety and self-efficacy","authors":"Kucukaydin Alkis, Gökalp Şimşir","doi":"10.5937/istrped2102557a","DOIUrl":"https://doi.org/10.5937/istrped2102557a","url":null,"abstract":"The purpose of this study was to investigate the change in the levels of self-efficacy for research and anxiety about research among prospective teachers participating in a course on research methodology in education. This study was structured with an exploratory sequential pattern, which is a mixed method. Seventy-four prospective teachers attending a major university in Turkey and taking the course on research methodology in education participated in the study. A single group pre-test/post-test experimental pattern was used in the first phase of the study. The data were analyzed using the two-way ANOVA method. In the second phase of the study, the opinions of 12 prospective teachers were collected using a questionnaire consisting of openended questions. The results of the study showed that the 14-week course on research methods in education given to the prospective teachers was effective in increasing their self-efficacy levels for research, but there was no change in research anxiety. The qualitative data showed that different factors were effective on the self-efficacy and anxiety of the prospective teachers. In this context, the effectiveness of the research methodology course given to the prospective teachers was investigated. In light of the results, the importance of academic guidance offered to prospective teachers was noted and a number of recommendations were presented for researchers.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"90 10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77287630","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

Mind mapping as a new method that supports readiness for primary school 思维导图作为一种支持小学准备的新方法

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2102431p

Özgül Polat, Nevra Atis-Akyol

{"title":"Mind mapping as a new method that supports readiness for primary school","authors":"Özgül Polat, Nevra Atis-Akyol","doi":"10.5937/istrped2102431p","DOIUrl":"https://doi.org/10.5937/istrped2102431p","url":null,"abstract":"In the changing and developing world, the methods and approaches which promote learning experiences of individuals develop at the same pace. If such methods are integrated into the education system as an alternative to traditional teaching methods, it will enrich the learning experience for children and provide teachers with an opportunity to reach more children. As part of this, the research aims to use the mind mapping method to develop school readiness skills of preschoolers. This study was designed with a quantitative research procedure and was planned using a quasi-experimental design. The working group for the study was made up of 44 children, of which, 21 belong to the experimental group and 23 the control group. For the first step of the study, teachers were given mind mapping training and later the children in the experimental group were subjected to mind mapping applications in 22 themes (school, numbers, shapes, our healty, cooperation, emotions, nature…), comprising 7 large group and 15 individual mind mapping applications. The mind map theme of the week was covered every day in that week's program. As a result of the study, a significant difference in scores for school readiness skills between the experimental and control groups was revealed for all sub-dimensions in favour of the experimental group. The study indicates that the mind mapping technique applied with the children in the experimental group supports their readiness for primary school considerably.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82258254","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

Investigation of the communication skills, professional seniority, school stage and gender as predictors of teachers' classroom management styles 沟通技巧、专业年资、学校阶段及性别对教师课堂管理风格之影响

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2102661d

Okay Demir, ŞAdSüLeyman Nihat

{"title":"Investigation of the communication skills, professional seniority, school stage and gender as predictors of teachers' classroom management styles","authors":"Okay Demir, ŞAdSüLeyman Nihat","doi":"10.5937/istrped2102661d","DOIUrl":"https://doi.org/10.5937/istrped2102661d","url":null,"abstract":"This study aimed to test the impacts of communication skills, professional seniority, school stages and gender as predictors of teachers' classroom management styles. Survey and correlation research designs were used in the research. The study group of the research consists of 209 teachers from different subject fields. Classroom Management Styles Scale and Communication Skills Scale-Adult Form were used to collect data in the study. The data obtained were mainly analyzed by multiple regression analysis. Regarding the results of the study, when the teachers' levels of classroom management style scores were examined, it was determined that the most preferred classroom management style was Authoritative style, followed by Authoritarian and Laissez-faire styles, respectively, and the least used classroom management style were Indifferent. Also, it was found that teachers' general communication skills are high. The regression analyses revealed that while Basic Skills and Self-Expression and Active Listening and Non-verbal Communication variables were significant predictors of authoritative classroom management, professional seniority was the only significant predictor of authoritatian classroom management, and Basic Skills and Self-Expression and Willingness to Communicate variables were significant predictors of Indifferent classroom management. However, none of the variables were significant predictors of Laissez-faire classroom management style.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"442 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78179889","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

How to become a constructivist teacher: The impact of philosophical thoughts on constructivist learning beliefs 如何成为建构主义教师:哲学思想对建构主义学习信念的影响

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2101v214b

Salih Bardakci, Karakose Cayci, Alkis Colkesen, Alkan Fatih

引用次数: 2

Konstrukcija i provera skale socijalne uključenosti i isključenosti studenata

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2102351m

Brane Mikanović, Kristijan Popović

{"title":"Konstrukcija i provera skale socijalne uključenosti i isključenosti studenata","authors":"Brane Mikanović, Kristijan Popović","doi":"10.5937/istrped2102351m","DOIUrl":"https://doi.org/10.5937/istrped2102351m","url":null,"abstract":"Cilj rada je da se konstruiše skala za merenje socijalne kompetentnosti studenata, koja ima prihvatljivu (visoku) pouzdanost. Uzorak istraživanja čini 222 studenta, starosti između 19 i 28 godina (M=22,41; SD=1,66). Uz ajteme je ponuđena petostepena skala kojom ispitanici procenjuju stepen saglasnosti sa sadržajem usmerenim na socijalnu uključenost i/ili socijalnu isključenost. Konačnu verziju instrumenta određuju dve zasebne skale, socijalna uključenost sa 12 i socijalna isključenost sa 14 ajtema. Dobijeni koeficijenti pouzdanosti za obe skale su zadovoljavajući, a=0,83 za skalu socijalne uključenosti i a=0,86 za skalu socijalne isključenosti. U proveri diskriminativnosti utvrđeno je da postoji pomeranje skorova prema višim vrednostima na skali socijalne uključenosti (S=-0,97, Ku=1,12) dok distribucija skorova na skali socijalne isključenosti, prema istim parametrima, ne odstupa značajno od normalne (S=0,52, Ku=0,25). Kolmogorov-Smirnov test (K-S=1,50, p<.05) potvrđuje statistički značajno odstupanje skorova od normalne distribucije na skali socijalne uključenosti. Obe skale su predstavljene glavnim komponentama koje varijansu objašnjavaju sa 37,57% zasićenosti, dok sa sumativnim skorovima ostvaruju korelaciju r=0,99. Preliminarni rezultati ukazuju da su predstavljene karakteristike skale zadovoljavajuće. Naredni koraci u potpunoj validaciji skale i njenog korištenja kao konstruisanog istraživačkog instrumenta, sa utvrđenim mernim karakteristikama, podrazumevaju proveru skale na drugim uzorcima i ispitivanje odnosa sa relevantnim spoljnim kriterijskim varijablama.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74577698","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 parent-child communication during the course of Covid-19 pandemic Covid-19大流行期间的亲子沟通

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2102511y

Yüksel Büşra, E. Ömeroğlu

{"title":"The parent-child communication during the course of Covid-19 pandemic","authors":"Yüksel Büşra, E. Ömeroğlu","doi":"10.5937/istrped2102511y","DOIUrl":"https://doi.org/10.5937/istrped2102511y","url":null,"abstract":"Due to Covid-19, which emerged in 2019 and had an impact all over the world, many people started working from home and schools started to provide distance education. Therefore, parents had to spend more time at home with their children. Hence, communication between parents and children at home has become even more important. This study aims to examine the communication of parents with children in the preschool period at home during the covid-19 pandemic period with their children. In this context, relational research model, one of the quantitative research methods, was used in the research. Data was gathered in Turkey in 2020, from forty-eight seventy-two-month-old children and from 146 mothers/fathers. Demographic information form and \"Parent-Child Communication Assessment Tool\" were used to collect data. The measurement tool was delivered to the participants in the form of an online link and they were asked to fill in, taking into account their communication with their children during the pandemic period. The data were analyzed and it was observed that the communication of the children at home with their parents differs according to their preschool education status, the number of siblings and the educational level of the father, but not according to the education level of the mother.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83387153","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

Sources of mathematics self-efficacy of gifted and non-gifted students in high school 高中资优与非资优学生数学自我效能感的来源

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2101085o

Bahadır Özcan, Hakkı Kontaş, Ali Unisen

{"title":"Sources of mathematics self-efficacy of gifted and non-gifted students in high school","authors":"Bahadır Özcan, Hakkı Kontaş, Ali Unisen","doi":"10.5937/istrped2101085o","DOIUrl":"https://doi.org/10.5937/istrped2101085o","url":null,"abstract":"Sources of mathematics self-efficacy (SMS), which foster the development of self-efficacy belief, can develop differently in students with different cognitive characteristics. The objective of this study was to compare SMS of gifted and nongifted students after controlling for mathematics achievement. Participants of the study consisted of 106 gifted and 118 non-gifted students in high schools. The study was a causal-comparative design. The data was collected through the Sources of Mathematics Self-Efficacy Scale, and students' self-reported previous fall mathematical grades. The results of the study revealed that after controlling for mathematics grades, while SMS of gifted children sharply decreased, SMS in the nongifted group slightly increased. In addition, only vicarious experience dimensions of SMS were significantly different between gifted and non-gifted children. In conclusion, being gifted or non-gifted has an impact on the vicarious experience dimensions of SMS after controlling for mathematics achievement. Mathematics grade positively affects SMS in the gifted group and negatively affects the non-gifted group. Teachers are suggested to use achievement as a reinforcer for gifted students but not for non-gifted students.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86789631","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

STEM education practices and moral character education: McSTEM? STEM教育实践与道德品质教育:McSTEM?

Research in English Language Pedagogy Pub Date : 2021-01-01 DOI: 10.5937/istrped2101045y

Ferat Yilmaz, Elçin Ayaz

{"title":"STEM education practices and moral character education: McSTEM?","authors":"Ferat Yilmaz, Elçin Ayaz","doi":"10.5937/istrped2101045y","DOIUrl":"https://doi.org/10.5937/istrped2101045y","url":null,"abstract":"The paper deals with the problems of the relationship between the practice of STEM education, which focuses only on scientific disciplines, knowledge, skills and abilities, and opposing views according to which educational practices consisting of scientific or academic disciplines such as STEM and educational practice focus on morality, values and virtues, ie directly considers the possibilities of these differences in attitudes and approaches to education to can be considered together. This paper aims to discuss whether STEM can be considered on the basis of moral character with the support of a compilation piece. In this direction, the discussion in question has been processed and expanded separately from the standpoint of each STEM discipline - science, technology, engineering and mathematics. The paper uses methods of analysis and discourse as a theoretical analysis to investigate the mentioned issue, which examined whether approaches such as STEM-E, STEM-C and STEM-A have a moral point of view. As a result of the literature review, it was concluded that STEM applications can be resolved on a moral basis. Accordingly, suggestions were given to teachers on how to maintain STEM practices within an ethical framework.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85170206","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