scholarly journals TEACHING-LEARNING CONCEPTIONS AND PEDAGOGICAL COMPETENCE PERCEPTIONS OF TEACHERS: A CORRELATIONAL RESEARCH

2019 ◽  
Vol 9 (1) ◽  
pp. 65-80
Author(s):  
Cihad Şentürk ◽  
Gülçin Zeybek
Keyword(s):  
Public Schools ◽  
Traditional Teaching ◽  
Constructivist Teaching ◽  
Correlational Research ◽  
Learning Conception ◽  
Pedagogical Competence ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship ◽  
Negative Relationships

The objective of this research is to examine the relationship between teachers’ teaching-learning conceptions and pedagogical competence perceptions and to reveal the related findings. The research was designed in the relational survey model. The study group of the research is composed of teachers who work in elementary and secondary public schools in Karaman district of Turkey (n = 223). In the research, it was found that there are positive or negative relationships between teachers’ teaching-learning conceptions and pedagogical competence perceptions sub-dimensions. In addition, according to regression analysis, it was seen that the model was significant as a whole and teachers’ teaching-learning conceptions and pedagogical competence perceptions were significantly associated. It was understood that the teachers’ teaching-learning conceptions explained 42% of their pedagogical competence perceptions. According to the findings of the research, it was observed that teachers mostly had traditional teaching-learning conceptions and there was no significant relationship between their traditional teaching-learning conceptions and their pedagogical competence perceptions except the first dimension. It was found that there was a significantly positive relationship between their teaching-learning conceptions and their pedagogical competence perceptions among teachers who have constructivist teaching-learning conception. According to these findings, teachers’ pedagogical competence perception levels decrease as their teaching-learning conceptions move towards the traditional conceptions, and pedagogical competence perception levels increases as their teaching-learning conceptions move towards constructivism. When all these results are taken into consideration, teachers should be educated in accordance with the constructivist teaching-learning conception in line with their contemporary educational philosophies, models and conceptions.

scholarly journals AS AULAS DOS ESTAGIÁRIOS DE GEOGRAFIA DA UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA: concepções e práticas

2019 ◽  
Vol 8 (16) ◽  
pp. 59-76
Author(s):  
Willian Falcão Lopes ◽  
Maria Cleonice Barbosa Braga ◽  
Solange Lucas Ribeiro
Keyword(s):  
Teaching And Learning ◽  
Scientific Paper ◽  
Constructivist Teaching ◽  
Transmission Of Knowledge ◽  
Bibliographical Survey ◽  
Constructive Teaching ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship

O presente artigo investigou as aulas desenvolvidas por estagiários de Geografia da UEFS na perspectiva de compreender a articulação entre as suas concepções teóricas e as práticas desenvolvidas no período de estágio de regência nas escolas, entre os semestres 2013.2 e 2014.1. Para tanto, foram desenvolvidos os seguintes procedimentos: levantamento e estudos bibliográficos sobre as concepções de ensino-aprendizagem; observação de seis aulas de cada uma das três duplas de estagiários participantes e entrevistas com 26 estagiários de Estágio Supervisionado em Geografia III. O estudo apoiou-se nas abordagens qualitativas de pesquisa, tendo como método o estudo de caso. A compreensão a que se chegou foi que a maioria dos estagiários investigados afirmam desenvolver um ensino construtivo, pensando a aula como o espaço onde se processa a relação entre o estudante, o professor e o conhecimento. Entretanto, nas observações das aulas identificou-se que a maior preocupação era em transmitir os conteúdos. Entende-se, portanto, que os participantes demonstravam conhecer as teorias que embasavam as relações de ensino e aprendizagem construtivistas, todavia, na prática, não conseguiam desenvolver procedimentos que encaminhassem os estudantes a construírem seus próprios conhecimentos. Assim, ficou perceptível que a apropriação do discurso, presente no cotidiano acadêmico, não assegura, necessariamente, mudanças nas práticas escolares. Palavras-chaveAula de Geografia, Concepções e práticas, Estágio de regência.THE LESSONS OF THE UEFS GEOGRAPHY TRAINERS: conceptions and practicesAbstractThis scientific paper investigated the classes developed by the Geography teacher internship program students from UEFS in the perspective of understanding the articulation between their theoretical conceptions and the practices developed during the teacher internship period in the schools between the semesters of 2013.2 and 2014.1.  For that, it was developed the following procedures:  bibliographical survey about the teaching and learning conceptions; observation of six lessons of each one of the three of participating interns; interviews with twenty-six interns of the Geography III Supervised Internship Program. The study was grounded in the qualitatives research approaches, having as method the case study. The comprehension achieved was that most of the investigated future teachers claims to seek to develop a constructive teaching, considering the class as a space were the relationship between the students and the teachers and these and the knowledge is processed. However, in the observations of the classes it was found that their biggest concern was with the transmission of knowledge. The interns demonstrated to well know the theories that based the constructivist teaching-learning relations, however, in practice they could not develop the procedures that would forward the students to construct their own knowledge.  Thus, it became clear that the appropriation of discourse, present in academic everyday life, does not necessarily guarantee changes in school practices.KeywordsGeography lesson, Conceptions and practices, Stage of regency.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Investigation of the Relationship between Organizational Democracy and Job Stress Level Perceptions of Administrators and Teachers

2021 ◽  
Vol 9 (2) ◽  
pp. 26-33
Author(s):  
Aytekin Tokgöz ◽  
Özgür Önen
Keyword(s):  
Public Schools ◽  
Job Stress ◽  
Work Stress ◽  
Educational Organizations ◽  
Organizational Democracy ◽  
Correlational Research ◽  
Stress Levels ◽  
Research Findings ◽  
The Relationship ◽  
Perceptions Of Administrators

This study aims to determine the relationship between the levels of work stress and the democratic perceptions of principals and teachers. The research was conducted in public schools located in Isparta. Correlational research design is followed.Interestingly, participants’ perceptions of accountability for their superiors significantly predict the job stress levels of administrators and teachers positively. This can be interpreted as the perception of accountability increases, job stress increases. The fact that principals and teachers are supervised frequently by their managers, who gives importance to accountability, may cause pressure them. Additionally, it was observed that the perception of justice and equality significantly predicted the stress levels of teachers and administrators negatively. This finding can be interpreted that the increase in the fair attitude of the managers towards the employees and demonstrating equal behaviors cause a lower level of work stress.Moreover, the gender of principals and teachers predicted work stress significantly. It was determined that male participants’ perception of job stress was higher than female participants. However, the seniority of administrators and teachers did not significantly predict the perception of work stress. Finally, the transparency and participation dimension of the organizational democracy did not significantly predict the job stress levels of administrators and teachers. This may be a result of a centralized organizational structure.Based on the research findings, recommendations were given to reduce the work stress experienced by principals and teachers and develop a culture of democracy in educational organizations.

scholarly journals Multiple intelligences: Educational and cognitive development with a guiding focus

2021 ◽  
Vol 41 (2) ◽  
pp. 1-10
Author(s):  
Beatriz Berrios Aguayo ◽  
Cristina Arazola Ruano ◽  
Antonio Pantoja Vallejo
Keyword(s):  
Multiple Intelligences ◽  
Student Development ◽  
Control Group ◽  
Traditional Teaching ◽  
Creative Development ◽  
Teaching Learning ◽  
Traditional Pedagogy ◽  
The Relationship ◽  
Educational Field ◽  
Experimental Group

Development and dissemination of innovative pedagogies continues to be one of the challenges of the 21st century. The visible deficiencies in the educational field have highlighted the need for other types of pedagogies that promote complete student development. Gardner’s theory about multiple intelligences (MIs) has great potential that has not yet been realised in practice in school contexts. With this research we aimed to analyse the relationship between the intelligences that students develop in primary education and the increase in certain cognitive and academic capacities, and to demonstrate that a pedagogy based on Gardner’s theory does more to promote creativity, maturation and school performance than traditional teaching-learning pedagogies. A total of 420 participants from 2 state-funded schools participated in this study (experimental group = EG; control group = CG). The EG (n = 230) was taught using Gardner’s theory and the CG (n = 190) was taught according to traditional pedagogy. There was an association between the intelligences developed by the students and their academic, creative, and maturational levels. Finally, significant differences were found between the EG and CG, with the EG obtaining a higher mean in the variables analysed in favour of the EG. In conclusion, using MIs in classrooms allows for a more mature and creative development and greater academic performance.

Teachers' Innovativeness and Teaching Approach: The Mediating Role of Creative Classroom Behaviors

2018 ◽  
Vol 46 (10) ◽  
pp. 1697-1711 ◽  
Author(s):  
Sukran Ucus ◽  
Ibrahim H. Acar
Keyword(s):  
Positive Association ◽  
Negative Association ◽  
Teaching Approach ◽  
Traditional Teaching ◽  
Classroom Behaviors ◽  
Constructivist Teaching ◽  
Mediating Role ◽  
Study Participants ◽  
The Relationship

We examined the associations between teachers' innovativeness, creative classroom behaviors, and teaching approach (constructivist and traditional) focusing in particular, on the mediating role of teachers' creative classroom behaviors in the relationship between their innovativeness and their teaching approach. We recruited 247 teachers (80.6% women, 19.4% men) working in early childhood centers and junior classes at elementary schools in Turkey to participate in the study. Participants reported on their innovativeness, creative classroom behaviors, and teaching approach. There was a positive association between creative classroom behaviors and use of the constructivist teaching approach, and a negative association between innovativeness and use of the traditional teaching approach. Mediation analysis results showed that there was an indirect effect from innovativeness to the constructivist teaching approach through creative classroom behaviors but this effect did not occur when a traditional teaching approach was used. Implications of our findings are discussed.

Comparing Harm Done by Mobility and Class Absence: Missing Students and Missing Data

2003 ◽  
Vol 28 (3) ◽  
pp. 269-288 ◽  
Author(s):  
Michelle C. Dunn ◽  
Joseph B. Kadane ◽  
John R. Garrow
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Standardized Tests ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Model Parameters ◽  
Two Stages ◽  
Changing Schools ◽  
The Relationship ◽  
Negative Relationships

This article addresses the relationship between academic achievement and the student characteristics of absence and mobility. Mobility is a measure of how often a student changes schools. Absence is how often a student misses class. Standardized test scores are used as proxies for academic achievement. A model for the full joint distribution of the parameters and the data, both missing and observed, is postulated. After priors are elicited, a Metropolis-Hastings algorithm within a Gibbs sampler is used to evaluate the posterior distributions of the model parameters for the Pittsburgh Public Schools. Results are given in two stages. First, mobility and absence are shown to have, with high probability, negative relationships with academic achievement. Second, the posterior for mobility is viewed in terms of the equivalent harm done by absence: changing schools at least once in the three year period, 1998–2000, has an impact on standardized tests administered in the spring of 2000 equivalent to being absent about 14 days in 1999–2000 or 32 days in 1998–1999.

scholarly journals Constructivism Applied: An Example from the Teaching of Computing

2005 ◽  
Vol 2 (2) ◽  
pp. 21-26
Author(s):  
Brian Hinton
Keyword(s):  
Conceptual Change ◽  
Learning Strategies ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Constructivist Teaching ◽  
Classroom Activities ◽  
Constructivist Model ◽  
Methods Of Learning ◽  
Teaching Learning ◽  
Constructivist Approaches

The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning emphasizing conceptual growth, conceptual change and the conditions that support conceptual change. Practice, however, remains anchored in behaviorist theory and rote methods of learning. “Serious constructivist approaches usually set out to reorganize traditional teaching by including changes of aims, setup of content structures, media, and teaching/learning strategies” (Treagust et al, 1996, p7). Maher and Alston (1990) discuss constructivist reform efforts and the implications for classroom teaching focusing on three issues that arise repeatedly: how to learn to listen to students’ thinking; how to organize classroom activities to support “listening and questioning”; and how to implement forms of assessment that document students’ questions. This paper describes some constructivist teaching methodology and practices, and highlights their effectiveness as an aid to teaching and understanding in the classroom.

scholarly journals The Mediating Role of Self-Directed Learning Readiness in the Relationship Between Teaching-Learning Conceptions and Lifelong Learning Tendencies

2021 ◽  
Vol 46 (6) ◽  
pp. 54-77
Author(s):  
Kasım Karataş ◽  
◽  
Cihad Şentürk ◽  
Aziz Teke ◽  
◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Structural Equation ◽  
Learning Approach ◽  
Constructivist Teaching ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Directed Learning ◽  
Teaching Learning ◽  
The Relationship

In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers’ teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full mediating role. However, there was no significant relationship between traditional teaching-learning approach and lifelong learning tendencies and readiness for self-directed learning. As a result, the type of learning-teaching approach affects readiness for self-directed learning and therefore lifelong learning tendencies.

scholarly journals The Analysis of the Relationship Between Teaching/Learning Conceptions and Reflective Thinking in Physical Education Teacher Candidates

2019 ◽  
Vol 12 (3) ◽  
pp. 116 ◽  
Author(s):  
Mehmet Behzat Turan ◽  
Kenan Koç
Keyword(s):  
Physical Education ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Reflective Thinking ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Conception Of Teaching ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship

This study aimed to analyse the relationship between teaching/learning conceptions and reflective thinking in physical education teacher candidates. To this end, the study recruited, on a voluntary basis, 640 students who were in 1st, 2nd, 3rd and 4th grade in the Department of Physical Education and Sports Teaching in the School of Physical Education and Sports at Erciyes, Ahi Evran, Selcuk and Haci Bektas Veli Universities during the 2017-2018 academic year. As data collection tools, the study used the Teaching/Learning Conception Questionnaire, Reflective Thinking Tendency Scale and Socio-demographic Information Form. The data obtained through the scales was statistically analyzed using SPSS 20.0 software. The candidates’ personal information and inventory total points as well as factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained on the scales, the Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the scores are predictive of each other. Consequently, it was found that the traditional conception of teaching and learning has no statistically significant relationship with any subscale of the reflective thinking tendency scale. On the other hand, the study revealed that the constructivist conception of teaching and learning is statistically correlated with reflective thinking in general and with the subscales open-mindedness and interrogative and effective teaching.

scholarly journals Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

2016 ◽  
Vol 5 (3) ◽  
pp. 308 ◽  
Author(s):  
Gokhan Bas
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Test Anxiety ◽  
Grade Point ◽  
Mediating Role ◽  
Significant Relationships ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the “teaching-learning conceptions scale” (Chan & Elliott, 2004), the “Westside test anxiety scale” (Driscoll, 2007), and the “Grade point average determination form” were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly. 

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