scholarly journals Investigation of Teachers' Attitudes Towards Sports in Turkey

2021 ◽  
Vol 1 (1) ◽  
pp. 20-30
Author(s):  
Mehmet Şakir Salar ◽  
Hulusi ALP
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Religious Culture ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Technology Design ◽  
Significant Difference ◽  
Literature History ◽  
Teachers Attitudes ◽  
Vocational Courses

This research was conducted to examine the Attitudes of Teachers working in public schools towards Sports in terms of Different Variables. The data of the research were obtained from 403 teachers working in Aydın during the 2020-2021 academic year. As the data collection tool, "Attitude Scale towards Sports" made by Halil Evren Şentürk (2012) was used. Descriptive statistics and nonparametric tests were used to analyze the data. Mann Whitney U-test was used for comparisons of two groups, and Kruskal Wallis H was used for comparing more than two groups. The Cronbach's Alpha coefficient of the scale was found to be 0.97. As a result of the research, a statistically significant difference was found as a result of the analysis made between the sub-dimensions of the attitude towards sports in the variables of the teachers' Gender, Education and Branch (p <0.05). In the gender variable, it was concluded that the Attitudes of Female Teachers towards Sports were higher than male teachers in all sub-dimensions of the scale. When the Educational Status Variable is examined, it is seen that in the dimension of Interest in Sports, Graduate Teachers' Attitudes towards Sports are higher than Undergraduate teachers. In the Active Sports dimension, it is concluded that the Graduate Teachers' Attitude towards Sports scores are higher than the Undergraduate Teachers. It was concluded that Physics, Biology and Science, Turkish and Literature, History, Geography and Social, Religious Culture and Moral Knowledge, PDR and Philosophy, Mathematics and Information Technologies, Vocational Courses and Technology Design teachers were higher than their attitude scores. Physical Education and Sports Teachers' attitude scores in the dimension of Life with Sports Foreign Language Teachers (German and English), Chemistry, Physics, Biology and Science, Turkish and Literature, Religion and Moral Knowledge, PDR and Philosophy, Mathematics and Information Technologies, Vocational Courses and It is higher than the attitude scores of Technology Design teachers. The attitude scores of Physical Education and Sports Teachers in the Active Sports dimension are Foreign Language Teachers (German and English), Chemistry, Physics, Biology and Science, Turkish and Literature, History, Geography and Social, Classroom and Preschool, Special Education, Religious Culture and It is higher than Teachers of Morality, PDR and Philosophy, Mathematics, Information Technology, Vocational Courses and Technology Design. It was concluded that there was no statistically significant difference between the sub-dimensions of age, marital status, education level and attitude towards sports (p> 0.05).

scholarly journals THE MODERN TRENDS IN FUTURE FOREIGN LANGUAGE TEACHERS` TRAINING TO ICT USAGE IN THEIR FUTURE CAREER

2017 ◽  
Author(s):  
Vladimir Proshkin ◽  
Oksana Glushak ◽  
Nataliia Mazur
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Information And Communications Technologies ◽  
Foreign Language Teachers ◽  
Reading And Writing ◽  
Professional Activities ◽  
Communications Technologies

The analysis of competences that should be formed in the future foreign language teachers by the tools of modern information and communications technologies is presented by the authors. It is been determined that generic (core) competences include: informatics, informational, organizational and methodological competences; profile (specific) competences include the abilities of information and communications technologies usage for such pupils` skills forming as: listening, speaking, reading and writing. The program of electronic study course to support the realization of above-mentioned task is presented. The purpose of the program is to create a modern level of informational and computer culture, acquiring practical skills of application information technologies by teachers and philologists in order to increase the efficiency of the educational process; students of philological specialties and their preparation for the pedagogically effective use of information technology training in further professional activities. The content of the program modules has been given. Module 1. Network technologies in foreign languages, module 2. Office technologies in foreign languages, module 3. Multimedia technologies. The stages of using ICT in education have been identified, they are search, analysis and research of information, software, methodological resources for a lesson preparation with the further discussion; planning of organizational and methodological measures aimed at achieving goals and objectives of a certain lesson type; developing information materials according to the topic and type of lesson using ICT tools; assessment of future foreign language teachers readiness for the introduction of informational materials on the basis of software resources into the learning process. The usage of ICT for listening, speaking, reading and writing skills forming is demonstrated on the examples of software, on-line services and various podcasts.

scholarly journals Necessity of improvement of foreign language teaching in the Slovak Republic

2021 ◽  
Vol 12 (2) ◽  
pp. 251-263
Author(s):  
Marcela Šarvajcová ◽  
Monika Štrbová
Keyword(s):  
Focus Group ◽  
Foreign Language ◽  
Language Learning ◽  
Information Technologies ◽  
Slovak Republic ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers

Aim. The aim of the research study was to investigate the opinions of the Slovakian secondary school foreign language teachers and learn about their views on the system of education in the field of enhancement of teachers` professional qualifications. Methods. To perform the results of the study the method of focus group was used. Results. The results of the presented research show the differences between the perception of foreign language education in the past and how it appears today through the views of selected number of foreign language teachers in Slovakia. The pivotal role is played by the technological skills of the students and their ability to use information technologies instructed in foreign languages. The research results also indicate the possibilities of teachers to get in direct contact with the target foreign language as a part of their professional development. The research participants also specified the factors that they considered the most influential in the process of foreign language learning. Conclusion. The purpose of the article is to discuss the urge to achieve highly professional foreign language education in today`s technological society. As shown by the results obtained from the focus group, the teachers/participants agreed on a single highly impactful factor: family.

scholarly journals ATTRIBUTES OF EFFECTIVE FOREIGN LANGUAGE TEACHERS: INSIGHTS FROM UKRAINE

2021 ◽  
pp. 33-41
Author(s):  
Marianna Levrints (Lőrincz) ◽  
Svitlana Myshko ◽  
Kateryna Lizák
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Teacher Effectiveness ◽  
Language Teaching ◽  
Language Teachers ◽  
Self Report ◽  
Target Language ◽  
Snowball Sampling ◽  
Foreign Language Teachers ◽  
Significant Difference

  The paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness.  Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes. 

scholarly journals ICT AS A TOOL FOR REDUCING ANXIETY IN PRE-SERVICE FOREIGN LANGUAGE TEACHERS’ PRACTICUM

2020 ◽  
Vol 78 (4) ◽  
pp. 193-202
Author(s):  
Ольга Троценко ◽  
Ольга Білик ◽  
Наталія Пилячик
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Information Technologies ◽  
Language Teachers ◽  
General Level ◽  
Foreign Language Teachers ◽  
Graduation Requirement ◽  
Teaching Practicum ◽  
Learning And Teaching ◽  
National University

Pre-service teachers who have grown up with ICT all around them are considered to be digitally literate. In this case, they are supposed to be proficient in their use of ICT for learning and teaching. This article explores ICT as the factor that influences pre-service teachers’ anxiety. Additionally, it aims at determining the role of ICT in reducing the level of pre-service foreign language teachers’ anxiety during their teaching activities. Anxiety is considered to have a powerful impact on people’s everyday life and on learning and teaching process in particular.The research tools were close-ended questionnaires filled by the respondents.The first one was used to measure pre-service teachers’ anxiety scale in different everyday life situations. The second questionnaire was based on the authors’ socio-psychological experiment, aiming at revealing the influence of ICT on pre-service teachers’ anxiety during their teaching practicum. The study was carried out with 120 pre-service EFL teachers studying at Vasyl Stefanyk Precarpathian National University and Pavlo Tychyna Uman State Pedagogical University who completed their teaching practicum as part of their graduation requirement at the Departments of Foreign Languages.The data obtained from the questionnaires were grouped into two main categories: the general level of students’ anxiety and the anxiety connected with using ICT in teaching English. The latter was categorized into “Very positive”, “Positive” and “Negative” groups based on pre-service teachers’ experience gained during their teaching practicum. ICT use was found to be positively and significantly related to reducing teachers’ level of anxiety. The results of the research proved that the students who did the ICT-related course as a part of their curriculum felt more confident while conducting classes and their level of anxiety was reduced while using modern information technologies.

scholarly journals INTEGRATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING ELEMENTS IN THE EDUCATION OF NONLINGUISTIC SPECIALTY STUDENTS BY MEANS OF INFORMATION TECHNOLOGIES

2021 ◽  
Vol 1 ◽  
pp. 316-326
Author(s):  
Anna Kotova ◽  
Victorya Serdyuk ◽  
Iryna Avdieienko ◽  
Olena Lenska ◽  
Orina Ivaniga
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Teaching Method ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Educational Approach ◽  
It Implementation ◽  
Teachers And Students ◽  
Definition Of

The article deals with the problem of CLIL elements integration when teaching students of non-linguistic specialities. Main approaches to the definition of this teaching method are given. It is found that different authors consider CLIL as an educational approach, special education techniques, flexible curricular etc., the main purpose of CLIL methodology is to create the link between the study of the foreign language and the content of the students’ major discipline. The necessity of the IT implementation into the educational process has been substantiated (it allows to reduce the unproductive costs of the teacher's labour, gives students wide scope to a freely choose their own trajectory, increases the efficiency and objectivity of monitoring and evaluating learning outcomes, promotes individualization of educational activities, etc.).We have to use IT technologies as they help improve and diversify students’ work. Precisely, when working with students we often use Moodle platform as it provides unlimited opportunities for both students and teachers. It is found that Moodle platform allows developing reading, listening, writing, and grammar skills. Some examples of how to work using Moodle platform is given in the article. It is shown that such parts of Moodle platform as Chat and Forum are of great interest for both foreign language teachers and students. For those students who officially work or are ill, the Assignment module is of particular interest.

scholarly journals use of modern technologies by foreign language teachers: developing digital skills

2021 ◽  
Vol 5 (S2) ◽  
pp. 16-27
Author(s):  
Iryna O. Biletska ◽  
Alla F. Paladieva ◽  
Halyna D. Avchinnikova ◽  
Yuliia Yu. Kazak
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Digital Technologies ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
New Approach ◽  
New Information ◽  
The Subject ◽  
Modern Technologies

In recent years, the question of using new information technologies in the education system has been increasingly raised. These are not only new technical means but also new forms and methods of teaching, a new approach to the learning process. The purpose of this study consisted in developing a program for teaching future foreign language teachers using digital technologies. In this study, a descriptive and analytical methods were used. Analysis of specialised literature on research topics as well as of training programs for future teachers of a foreign language was conducted. A system of classes for future teachers of a foreign language for a semester in the subject “English” and a number of recommendations for creating a course and conducting classes using digital technologies has been developed. A pilot study that showed the effectiveness of these techniques was conducted. It was found that thanks to the authors’ approach the students can complete the tasks assigned to them more quickly and learn how to correctly apply new tools in their work.

scholarly journals Assessment of Young Learners’ Foreign Language in Slovenian Primary Schools

2005 ◽  
Vol 2 (1-2) ◽  
pp. 167-184
Author(s):  
Mihaela Brumen ◽  
Branka Čagran ◽  
Shelagh Rixon
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Primary Level ◽  
Learning And Teaching ◽  
Young Learners ◽  
Teachers Experiences ◽  
Teachers Attitudes ◽  
The Right

Assessment should regularly and systematically be integrated into the process of learning and teaching. That is, it should reflect the kinds of activity that regularly occur in class and with which pupils are familiar. It should have a strong diagnostic function that will provide useful information to teachers and learners in enabling them to take stock of where they are and if necessary to adapt their particular strategies. The research reported in this article focuses on an investigation of Slovenian foreign language teachers’ experiences and attitudes toward the assessment of primary learners of a foreign language. By means of a survey questionnaire we present the characteristics of teachers’ assessment in practice, and teachers’ attitudes toward assessment at the primary level. The survey shows that all teachers assess their young learners of foreign languages, more often numerically than with comments. They also believe that they are responsible for assessment, just as they believe that teachers and young learners alike have the right to these the results.

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