Oral Exam System at Teacher Appointments in Turkey

2017 ◽  
Vol 6 (3) ◽  
pp. 227
Author(s):  
Ismail Colak ◽  
Selcuk Besir Demir
Keyword(s):  
Teacher Candidates ◽  
Oral Exam ◽  
General Knowledge ◽  
Preferential Treatment ◽  
The World ◽  
General Skills ◽  
Educational Sciences ◽  
Exam System

<span lang="EN-US">Oral Exam system is applied all over the world, is recently applied in Turkey. After teacher candidates pass the PESE (General Knowledge, General Skills, Educational Sciences, and TPFK), they receive Oral Exam, and they are appointed with the points they receive from this stage or they are considered as unsuccessful. In other words, while Oral Exams are used as the complementary elements of written and similar other exams in the world, they are used as the sole determinants of appointing teachers in Turkey, which is beyond being complementary. As a matter of fact, in countries where Oral Exams are applied, it is observed that this system is used sometimes for preferential purposes, and the influence of Oral Exams on appointment point is kept low. Another reason for the criticisms of the educational syndicates that are active in Turkey on Oral Exam application is the suspicion of its activating the “preferential treatment” mechanism, because evaluations have subjectivity in them; and the evaluations of the members of the commission about the answers of the candidates are not based on adequate and concrete data</span>

scholarly journals PERSEPSI CALON GURU PAI TERHADAP KOMPETENSI 6C DALAM MENGHADAPI ERA 4.0

2020 ◽  
pp. 89
Author(s):  
Ali Fikri ◽  
Aulia Rahmawati ◽  
Nur Hidayati
Keyword(s):  
Prospective Teachers ◽  
Teacher Candidates ◽  
Qualitative Method ◽  
Literature Study ◽  
The World ◽  
Prospective Educators ◽  
Descriptive Qualitative

In the 4.0 era, technology was rapidly developing which caused changes in the perspective of education. The competencies needed in the world of education are also changing. This affects the competency of prospective teachers. They must prepare, improve, and continue to hone their competencies to be able to produce a quality generation that is able to answer the challenges in the current 4.0 era. This study aims to explain the perceptions of prospective PAI teachers, inform about 6C competencies which is an update in the 4.0 era curriculum which was formerly known as 4C competencies but now gets two additional new competencies by the Minister of Education and Culture so that they become 6C competencies, as well as challenges faced by prospective PAI teachers in era 4.0. The method used in this research is descriptive qualitative method and literature study. The results and discussion of this research are found that: 1. From the perception of PAI teacher candidates many do not know about the 6C competency being promoted by the Minister of Education and Culture because it has not been a focus among educators. 2. Prospective educators try to hone their competencies to face the 4.0 era.

Is P3P an Answer to Protecting Information Privacy?

2011 ◽  
pp. 331-347
Author(s):  
Noushin Ashrafi ◽  
Jean-Pierre Kuilboer
Keyword(s):  
World Wide ◽  
Personal Information ◽  
New Technology ◽  
Information Privacy ◽  
General Knowledge ◽  
Business Organizations ◽  
Online Transactions ◽  
Privacy Preferences ◽  
The World ◽  
Enhancement Technologies

Increasingly the Internet is used as a common tool for communication, information gathering, and online transactions. Information privacy is threatened as users are expected to reveal personal information without knowing the consequences of sharing their information. To that end, research groups, both from academia and industry, have embarked on the development of privacy enhancement technologies. One such technology is platform for privacy preferences (P3P). Developed by the World Wide Web Consortium (W3C), P3P has a number of prominent stakeholders such as IBM, Microsoft, and AT&T. Yet there is little general knowledge on what P3P is and the extent of its deployment by e-business organizations. This study is exploratory in nature and aims at addressing these questions; in particular, we look at P3P both as a new technology and as a standard. We use our empirical data on top-500 interactive companies to assess its adoption.

A usage-based account of subextraction effects

2019 ◽  
Vol 30 (4) ◽  
pp. 719-750
Author(s):  
Rui P. Chaves ◽  
Adriana King
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Science ◽  
Experimental Evidence ◽  
Framing Effect ◽  
Complex Structures ◽  
General Knowledge ◽  
World Knowledge ◽  
Long Distance ◽  
The World ◽  
Main Verb

Abstract The idea that conventionalized general knowledge – sometimes referred to as a frame – guides the perception and interpretation of the world around us has long permeated various branches of cognitive science, including psychology, linguistics, and artificial intelligence. In this paper we provide experimental evidence suggesting that frames also play a role in explaining certain long-distance dependency phenomena, as originally proposed by Deane (1991). We focus on a constraint that restricts the extraction of an NP from another NP, called subextraction, which Deane (1991) claims is ultimately a framing effect. In Experiment 1 we provide evidence showing that referents are extractable to the degree that they are deemed important for the proposition expressed by the utterance. This suggests that the world knowledge that the main verb evokes plays a key role in establishing which referents are extractable. In Experiment 2 we offer evidence suggesting that the acceptability of deep subextractions is correlated with the overall plausibility of the proposition, suggesting that complex structures can evoke complex frames as well, if sufficiently frequent and semantically coherent, and therefore more easily license deeper subextractions.

IDEAS ABOUT PROFESSIONS OF THIRD-GRADE STUDENTS OF PRIMARY SCHOOL BASED ON OWN RESEARCH

2020 ◽  
Vol 22 ◽  
pp. 123-136
Author(s):  
Beata Matusek
Keyword(s):  
Primary School ◽  
Third Grade ◽  
General Knowledge ◽  
Professional Work ◽  
Primary School Students ◽  
School Students ◽  
School Based ◽  
Third Grade Students ◽  
The World ◽  
The Subject

The presented publication is the result of qualitative research on the ideas of professions carried out among third-grade students of primary school. The subject is of interest to researchers all over the world. The aim of the research was to check how third-grade students imagine professional work in general and how they imagine the work of people in particular occupations. The main problem that included specific problems was the question: What are the ideas of the professions of third-year primary school students? The research results show a positive image of professional work of third-grade students. They are able to identify their own interests, see the practical side of their professional work (obtaining the means necessary for living), understand the work as a service to other people (they associate the profession with the responsible work of a firefighter, policeman, teacher, doctor, secretary),they also have general knowledge about the work of their parents, correctly associate objects (props) with professions, know the names of the professions and they are able to indicate the features of a good and bad employee. The publication is supplemented with works by third-grade students presenting work in various professions.

scholarly journals Analysis of Professional Dispositions Taught to Prospective Teachers in Public Sector Universities of Punjab

2020 ◽  
Vol 1 (3) ◽  
pp. 255-264
Author(s):  
Muhammad Riaz ◽  
Dr. Muhammad Uzair ul Hassan
Keyword(s):  
Public Sector ◽  
Prospective Teachers ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
The Public ◽  
Academic Achievements ◽  
Professional Dispositions ◽  
Multi Stage ◽  
Core Subject ◽  
The World

Due to the importance of dispositions, the National Accreditation Council for Teacher Education (NACTE) in Pakistan like many other countries of the world has included dispositions in its standards. NACTE also entails that teacher-training institutes are responsible to develop and impart dispositions among pre-service teachers. The current study analyzed the professional dispositions taught to prospective teachers at public sector universities of Punjab. The quantitative survey research design was employed to accomplish the study. The accessible population of the study was 1592 teacher-candidates of the final semester of BS/B. Ed. Honors in Education and M. A. Education programs. The sample was selected through multi-stage sampling. A questionnaire was developed for data collection keeping in view the dispositions described in the document of National Professional Standards for Teachers in Pakistan (NPSTP). The study concluded that dispositions related to the categories “moral values and commitment to students’ learning” are being taught in the public universities to a greater extent as compared to other categories. The study also concluded a positive correlation between dispositions taught to prospective teachers and academic achievements (CGPA). Researchers recommend that policymakers may introduce a core subject based on professional dispositions having more dispositions-oriented content, so as to produce effective teachers for future needs of the educational institutes of Pakistan.

scholarly journals Pre-Service English Teachers’ Narrative Identity

2020 ◽  
Vol 11 (1) ◽  
pp. 92-101
Author(s):  
Ömer Gökhan ULUM
Keyword(s):  
Professional Identity ◽  
Teacher Candidates ◽  
Narrative Identity ◽  
Phenomenological Study ◽  
Personal Constructs ◽  
Phenomenological Inquiry ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
The World ◽  
Practicum Experiences

Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity

scholarly journals Confronting Race and Colonialism: Experiences and Lessons Learned From Teaching Social Studies

in education ◽  
2014 ◽  
Vol 20 (1) ◽  
pp. 25-39
Author(s):  
Bryan A. B. Smith
Keyword(s):  
Critical Race Theory ◽  
Social Studies ◽  
Teacher Candidates ◽  
Lessons Learned ◽  
Whiteness Studies ◽  
Race Theory ◽  
Social Studies Methods ◽  
Pedagogical Strategies ◽  
White Teacher ◽  
The World

Literature on teacher education and encounters with race highlight some of the difficulties that teacher candidates face when they confront their own racialized subjectivities. However, many of these projects focus exclusively on Whiteness studies, explicating how White teacher candidates come to witness their own racialized Whiteness in relation to their epistemological understandings of the world. In this paper, I diverge from this pattern of thought, exploring a subset of the tenets of critical race theory, that of silences and exclusions, pervading my own teaching in a primary/junior social studies methods class and exploring how these structured my lessons. Specifically, I look at how counternarratives, critiques against liberalism, and multiculturalism and encounters with racialized and colonial supremacy were involved in my pedagogical strategies. I conclude by suggesting that although these methods may seem daunting for the primary/junior classroom, they can provide valuable insights for teacher candidate orientations to their own pedagogies.     Keywords: social studies pedagogy; anti-racism in practice

scholarly journals STEM ACTIVITIES WITH ROBOTIC CODING; THE EFFECT ON AWARENESS OF TEACHER CANDİDATES REGARDİNG ITS USE İN SCİENCE LESSONS

2021 ◽  
Vol 8 (11) ◽  
pp. 37-54
Author(s):  
Hasan GÜLERYÜZ ◽  
Refik DİLBER
Keyword(s):  
Stem Education ◽  
Teacher Candidates ◽  
Qualitative Data ◽  
Positive Impact ◽  
Structured Interview ◽  
Important Place ◽  
Continuous Innovation ◽  
The World ◽  
Field Notes ◽  
And Robotics

STEM education, which focuses on improving students' 21st century skills, aims to increase interest in engineering professions that have a very important place in the future of the world. Due to continuous innovation in technologies, it is critical to provide STEM and robotics coding training to students. Knowing the content of studies in our country related to STEM is of great importance for awareness of its use in science course.  The aim of this study is to investigate the effect of robotics coding STEM activities on teacher candidates ' awareness of their use in science course. 37 science teacher candidates participated in the 12-week study.  Qualitative research method was used in this study.  Qualitative data was taken from the field notes and semi-structured interview. As part of STEM activities, it is aimed to teach teacher candidates Robotics Coding. In the activities, Arduino IDE, Fritzing programs were taught. Robotics coding STEM activities have had a positive impact on teacher candidates. Teacher candidates reported that activities increased their interest and attitude to science, and that they were instructive, fun, and useful. Teacher candidates expressed that robotics coding activities integrated into education system enabled making learning permanent.

scholarly journals The Power and Limits of Reason: Al-Razı on the Possibility of General and Particular Metaphysical Knowledge

2021 ◽  
Vol 7 (2) ◽  
pp. 121-155
Author(s):  
Eşref Altaş ◽  
Ayaz Asadov
Keyword(s):  
Semantic Interpretation ◽  
General Knowledge ◽  
Theoretical Reason ◽  
The World ◽  
Uncertain Knowledge ◽  
Theoretical Reasoning ◽  
Theoretical Evidence

This article examines al-Rāzī’s views on the possibility of metaphysical knowledge. Firstly, after outlining his classification of the metaphysical knowable into essence and existence as well as undetailed (ijmālī) and detailed (tafṣīlī), the article analyzes al-Rāzī’s acceptance of the possibility of general knowledge of metaphysics under a few headings by delving into some major themes. These include the claims that the category of existence is broader than the world of the sensible, that theoretical reasoning leads to metaphysical knowledge, and lastly that the theoretical evidence provides necessary knowledge about the existence of a creator. Al-Rāzī has also been demonstrated in al-Matālib to have inherited the arguments rejecting metaphysical knowledge, which he had attributed in his earlier works to a group with the name muhandisiyyūn, by restricting them to the issue of God’s essence being knowable. For al-Rāzī, theoretical reasoning could provide knowledge about the existence of a particular metaphysical being but not about its quiddity. The article further underlines the metaphysical and epistemic theses for the position on the unknowability of God’s essence and discusses its semantic interpretation. The debate on the potential of theoretical reason to provide uncertain knowledge of detailed metaphysics in the form of the best possible explanations (the metaphysics of the best explanation, or al-awlawiyya), however, is left to another article.

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