The Effect of Classroom Debate Activities on Pre-service Teachers’ Argumentativeness

The aim of this study is to examine the effect of classroom debate activities on the argumentativeness of Turkish language teacher candidates. The study group of the research consists of 29 freshman students in the Turkish Language Teaching program. Designed in mixed method, in this study Argumentativeness Scale and Semi-Structured Interview Form were used as data collection tools. The application process of the study took a total five weeks. For the analysis of the quantitative data which was obtained through the Argumentativeness Scale, the pre and post-test scores were compared using the t-test. However, at the end of the application, the opinions of the students were taken through the semi-structured interview form and these data were analyzed using the content analysis technique. As a result of the research, it was determined that there is a significant difference between the argumentativeness pre-test scores and post-test scores of the study group. The findings obtained from the interviews also confirmed that there is a difference in the argumentativeness of the teacher candidates. As a result, it was seen that classroom debate activities carried out in accordance with the rules can motivate prospective teachers to do discussions and reduce their anxiety and fear of discussions. In addition to this, according to the findings, debate activities encourage students to do research, create a competitive environment in the classroom and ensure active participation in the lessons. In line with the research results, suggestions for classroom discussion practices and suggestions for future research have been presented.

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Impact of the Digital Literacy Courses Taken by the Prospective Social Studies Teachers by Distance Learning on Digital Citizenship Skills

Research on Education and Media ◽

10.2478/rem-2020-0006 ◽

2020 ◽

Vol 12 (1) ◽

pp. 42-57

Author(s):

Mithat Aydın ◽

Türkan Çelik

Keyword(s):

Social Sciences ◽

Distance Learning ◽

Prospective Teachers ◽

Digital Literacy ◽

Test Scores ◽

Digital Citizenship ◽

Significant Difference ◽

Post Test ◽

Literacy Course ◽

Citizenship Skills

Abstract The purpose of this study is to determine the efficacy of the digital literacy course taught to undergraduates with the cooperation of the Council of Higher Education (CHE) and Anadolu University on the ‘digital citizenship skills’ of social sciences teachers. In this context, 30 prospective social sciences teachers who received digital literacy training participated in the study, which employed criterion sampling, a purposive sampling technique. The study followed a pre-test and post-test uncontrolled quasi-experimental model. The digital literacy course process by distance learning covered eight weeks. At the beginning and the end of the digital literacy course, a ‘digital citizenship’ scale was applied to the prospective teachers. In research results, a significant positive difference was detected between the pre-test and post-test scores of prospective teachers obtained from the whole of the digital citizenship skills scale. Between pre-test and post-test scores of ‘digital communication’, ‘digital ethics’, and ‘critical thinking’ sub-dimensions of the digital citizenship scale, a significant difference was not detected. On the other hand, a positive significant difference was detected between scores from its digital skills, digital participation, digital rights and responsibilities, and digital commerce sub-dimensions. Similarly, between digital security points, which is another sub-dimension of the study, a significant difference was detected, though this difference was found to be negative. In this context, it is proposed that similar training should be made more common, more functional subjects in digital topics that teachers do not know should be the focus rather than those prospective teachers are expected to know, some changes regarding digital security must be implemented in institutions that teach the digital literacy course with distance learning and that these should enrich this subject further.

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The Perception of the Educational Philosophy in the Industrial Age 4.0 and the Educational Philosophy Productivity of Teacher Candidates

World Journal of Education ◽

10.5430/wje.v8n3p149 ◽

2018 ◽

Vol 8 (3) ◽

pp. 149 ◽

Cited By ~ 3

Author(s):

Yavuz Bolat ◽

Muhammed Baş

Keyword(s):

Test Scores ◽

Teacher Candidates ◽

Educational Philosophy ◽

Structured Interview ◽

Educational Design ◽

Industrial Age ◽

Class Level ◽

Significant Difference ◽

Technological Developments ◽

Faculty Of Education

While philosophy has confronted us as a concept that has taken place in every age of the thinking adventure of thehumankind, philosophical considerations have been influential on all elements of human creation. One of theseinfluence areas is education studies. Education has been influenced by the philosophy of education, which hasoccurred more specifically than philosophy. Educational leaders and pre-service teachers should notice theavailability of using this influence and the educational philosophy as a tool. This research was conducted in order todetermine the perception of educational philosophy in the industrial age 4.0 and to find the educational philosophyproductivity of pre-service teachers. The study group includes 111 pre-service teachers who take the trainingphilosophy course in the 2nd class level in the Faculty of Education of Mustafa Kemal University in Turkey. 72 ofthese pre-service teachers are female, and 39 are male. This research where quantitative and qualitative data are usedtogether is a mixed educational research. In the study, a 25-question test developed by the researcher and asemi-structured interview form consisting of 3 questions has been used to collect data. While the pre-test andpost-test studies were conducted with the test which is the data collection tool, the data were analyzed by using thedescriptive analysis and the content analysis of the data obtained from the interview form. When the findings of thestudy were taken into consideration, it was found that there was a significant difference between pre-test scores andpost-test scores of the pre-service teachers participating in the research. The teaching process of the trainingphilosophy course given has been found to be successful. It has been concluded that pre-service teachers haveexpressed the philosophy and education relationship with human-based views. It has been found that pre-serviceteachers prefer the "progressive training philosophy" if they want to make a new educational design. However, it hasbeen determined that pre-service teachers did not have an idea about technology and technological developments inthe industrial age 4.0.

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The Effect of Project Exhibition Event on Physics Success and Prospective Teachers’ Opinions about Projects

Science Education International ◽

10.33828/sei.v29.i1.5 ◽

2018 ◽

Vol 29 (1) ◽

pp. 39-48

Author(s):

Ezgi Güven Yıldırım ◽

◽

Ayşe Nesibe Köklükaya ◽

Keyword(s):

Prospective Teachers ◽

Teacher Candidates ◽

Qualitative Data ◽

Project Based Learning ◽

Research Model ◽

Physics Teacher ◽

Quantitative And Qualitative Research ◽

Significant Difference ◽

Post Test ◽

Research Show

The purposes of this study were first to investigate the effects of the project-based learning (PBL) method and project exhibition event on the success of physics teacher candidates, and second, to reveal the experiment group students’ views toward this learning method and project exhibition. The research model called explanatory mixed method, in which both quantitative and qualitative research methods were used. The findings obtained from the research show that there was a significant difference in favor of the experiment group among the point averages of the achievement post-test of the groups. When the findings regarding the questions posed to prospective teachers were examined, it was seen that while they stated that there were a few disadvantages of PBL and project exhibition event, there were many advantages. The results obtained from the quantitative and qualitative data of the research showed that PBL contributed positively to the teaching process and learning characteristics in many aspects.

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Sosyal Bilgiler Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Motivasyonlarının İncelenmesi / Investigation of Social Studies Prospective Teachers’ Motivation for Teaching Profession

Journal of History Culture and Art Research ◽

10.7596/taksad.v8i1.1894 ◽

2019 ◽

Vol 8 (1) ◽

pp. 320

Author(s):

Serpil Recepoğlu ◽

Bilgin Ünal İbret

Keyword(s):

Social Studies ◽

Prospective Teachers ◽

Teacher Candidates ◽

Grade Level ◽

First Grade ◽

Teaching Profession ◽

Study Group ◽

Teachers Perceptions ◽

Descriptive Research ◽

Significant Difference

Abstract In this study, it is aimed to determine motivation levels of social studies prospective teachers towards teaching profession. This is a descriptive research in survey model. The study group consists of total 2193 social studies prospective teachers of 1st 2nd 3th 4th grade at Education Faculty of 12 Universities in the 20142015 academic years. According to findings of this research, the perceptions of social studies prospective teachers’ motivation for teaching profession are high and agreeing. Social studies prospective teachers’ motivation for teaching profession shows a significant difference according to the gender of teacher candidates. Female prospective teachers 'perceptions are higher than male prospective teachers' perceptions. Social studies prospective teachers’ motivation for teaching profession changes significantly according to grade level. Social studies prospective teachers’ motivation for teaching profession is at the highest level in the first grade, but it is the lowest level in the 4th grade. Social studies prospective teachers’ motivation for teaching profession does not differ significantly according to university.ÖzBu çalışmada, Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyon düzeylerinin belirlenmesi amaçlanmaktadır. Tarama modelinde betimsel bir araştırmadır. Araştırmanın çalışma grubunu 2014-2015 öğretim yılında 12 üniversitede eğitim fakültelerinin İlköğretim Sosyal Bilgiler öğretmenliği 1.2.3.4. sınıflarında öğrenim gören 2193 öğretmen adayı oluşturmaktadır. Acat ve Yenilmez (2004) tarafından oluşturulan “Öğretmen Adaylarının Öğretmenlik Mesleğine İlişkin Motivasyon Düzeyleri” ölçeği kullanılmıştır. Araştırma bulgularına göre, öğretmenlik mesleğine yönelik motivasyona ilişkin Sosyal Bilgiler öğretmen adaylarının algılarının yüksek ve katılıyorum düzeyinde olduğu bulunmuştur. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonlarında öğretmen adaylarının cinsiyetine göre anlamlı bir farklılık görülmektedir. Kadın Sosyal Bilgiler öğretmen adaylarının algıları, erkek adayların algılarından daha yüksektir. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonları sınıf düzeyine göre anlamlı bir şekilde değişmektedir. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonları 1. Sınıfta en yüksek düzeyde; 4. Sınıfta ise en düşük düzeydedir. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonlarında üniversite değişkenine göre anlamlı farklılık görülmemektedir.

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Social Studies Teacher Candidates’ Views About Information Technologies and Material Used in Social Studies Lesson

International Education Studies ◽

10.5539/ies.v14n8p51 ◽

2021 ◽

Vol 14 (8) ◽

pp. 51

Author(s):

Mehmet ORAN ◽

Mehmet Akif KARALI

Keyword(s):

Social Studies ◽

Prospective Teachers ◽

Classroom Environment ◽

Teacher Candidates ◽

Information Technologies ◽

Structured Interview ◽

Study Group ◽

The Social ◽

Research Designs ◽

Social Studies Teacher

The research was prepared in order to reveal the opinions of social studies teacher candidates on the use of information technologies and materials in social studies lessons. The study group of the research consists of teacher candidates studying in the department of social studies teaching at Cukurova University in Turkey. The research was prepared in accordance with phenomenology, one of the qualitative research designs. A structured interview form, which was previously created by taking expert opinion, was used to collect data. There are 5 questions that complement each other in the interview form. The data obtained from the interview form were subjected to content analysis. The reliability of the study was calculated as 95.5% according to the reliability formula of Miles and Huberman (1994). It was concluded that the prospective teachers who participated in the research supported the use of information technologies in the social studies course. It was seen that the tools in the classroom environment as technology and material were expressed by the majority of the participants.

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The Problems of Syrian Students in the Basic Education in Turkey

European Journal of Social Sciences Education and Research ◽

10.2478/ejser-2018-0023 ◽

2018 ◽

Vol 5 (1) ◽

pp. 199-211 ◽

Cited By ~ 1

Author(s):

Volkan Alparslan Kılıc ◽

Asiye Toker Gokce

Keyword(s):

Basic Education ◽

Structured Interview ◽

Ethnic Origin ◽

Study Group ◽

Daily Lives ◽

Student Profile ◽

Language Problem ◽

Making Friends ◽

Education In Turkey ◽

Turkish Language

Abstract In this study, it was aimed to examine the educational problems of basic education students migrating from Syria encountered in the schools. The research study group involved 37 Syrian students, 4 school managers and 18 teachers who were willing to participate to the research from four different secondary schools. The study group was chosen according to accessibility criterion. The data were collected through interviews. Therefore, the data was analyzed according to the qualitative methods. In the analysis of data collected by using face to face interview technique and semi-structured interview form, the content analysis method was used. According to the research results, it was determined that Syrian students have a language problem, especially during their education. They had sufficient knowledge of the Turkish language to manage their daily lives, however, academically the knowledge was concluded as insufficient. The main problems occurring among Syrian students are communication skills and adaptation. Main causes of these two problems are the differences between the ethnic origin among the Syrians students and the integration and communication with Turkish students. The Syrian students can be divided into two group as Syrian Kurdish or Syrian Arab. Both groups indicate that it is hard to communicate with each other due to the language difference. Furthermore, the Syrian girls expressed that they have more difficulties in being accepted and making friends, which causes the feeling that they are left alone. The findings of the research reveal that Syrian parents do not visit the school and that their skills of understanding and speaking Turkish are far behind their children's ability to understand and speak Turkish. According to the students 'views, the main reason for their parents' not visiting the school is the language problem. According to the data obtained from the interviews conducted by the administrators, guidance teachers and class teachers of the schools, it has been determined that some Syrian students have problems in integration during school, lack of motivation for the classes, and a more introvert student profile compared to other students. On the other hand, it was also stated that it was uncommon that Syrian students were included or had caused for any improper circumstances at school or were involved in any disciplinary case.

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Educational intervention to improve palliative care knowledge among informal caregivers of cognitively impaired older adults

Palliative & Supportive Care ◽

10.1017/s1478951520001200 ◽

2020 ◽

pp. 1-9

Author(s):

Hyunjin Noh ◽

Lewis H. Lee ◽

Chorong Won

Keyword(s):

Older Adults ◽

Palliative Care ◽

Cognitive Impairment ◽

Educational Intervention ◽

Test Scores ◽

Informal Caregivers ◽

Cognitively Impaired ◽

Significant Difference ◽

Post Test ◽

Seriously Ill

Abstract Objective Lack of palliative care knowledge among caregivers may pose an access barrier for cognitively impaired older adults, who may benefit from the specialized care. Therefore, this study aims to examine the effectiveness of an educational intervention in improving palliative care knowledge among informal caregivers of cognitively impaired older adults. Method Using a one-group, pre- and post-test intervention design, this study implemented an individual, face-to-face educational intervention with an informational brochure for 43 informal caregivers of chronically or seriously ill older adults (50+) with cognitive impairment, recruited from communities in West Alabama. Their level of knowledge about palliative care was assessed by the Palliative Care Knowledge Scale (PaCKS). The pre- and post-test scores were compared by the Wilcoxon signed-ranks test, and the racial subgroup (Whites vs. Blacks) comparison was made by the Mann–Whitney U test. Results There was a statistically significant difference between the pre- and post-test scores (z = 5.38, p < 0.001), indicating a statistically significant effect of the educational intervention in improving palliative care knowledge among participants. There was a significant difference (U = 143, p < 0.05) between Whites and Blacks in the pre-test, which, however, disappeared in the post-test (U = 173.50, p > 0.05), suggesting that the amount of increased PaCKS scores were significantly greater for Blacks (Mdn = 9.50) than for Whites (Mdn = 4.00, U = 130.50, p < 0.05). Significance of results This study demonstrated that a one-time educational intervention can improve the level of palliative care knowledge among informal caregivers of chronically or seriously ill older adults with cognitive impairment, particularly among Black caregivers. Therefore, further educational efforts can be made to promote palliative care knowledge and reduce racial disparities in palliative care knowledge and its use.

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The Process of Inquiry-Based Teaching Practices from the Perspective of Prospective Mathematics Teachers

Acta Educationis Generalis ◽

10.2478/atd-2020-0018 ◽

2020 ◽

Vol 10 (3) ◽

pp. 1-33

Author(s):

Rabia Sarıca ◽

Bayram Çetin

Keyword(s):

Prospective Teachers ◽

Mathematics Teacher ◽

Teacher Candidates ◽

Teaching Practices ◽

Teaching Method ◽

Real Life ◽

Research Process ◽

Structured Interviews ◽

Application Process ◽

3Rd Grade

AbstractIntroduction: Inquiry-based teaching is a constructivist-based method that has become popular in recent years. In this method, students work in a systematic way like a scientist during the research process, actively participate in the learning process, solve problems and learn in practice. The aim of this study is to reveal the opinions of prospective teachers about inquiry based teaching practices.Methods: The study was designed in a qualitative research design. The participants of the study are primary mathematics teacher candidates. Data were collected through semi-structured interviews conducted face-to-face with the students. The data were analyzed using content analysis. The findings obtained from the analysis of the prospective teachers’ views were presented with the relevant themes and codes under the titles.Results: Some of the findings of the prospective teachers’ opinions about the process in which inquiry-based teaching method is applied are as follows. It provides permanent learning, is suitable for real life, develops skills such as research, problem solving, leadership, motivates and gives experience to the profession, is learned actively by doing and experiencing in the process, unexpected difficulties are encountered, the traditional method is easier, not suitable for every course, the lecturer should give more feedback and guidance, communication and coordination in group work is required.Discussion: Prospective teachers stated many positive opinions about the process in which the course content was taught using inquiry-based method. It can be said that the application process positively influences the practical knowledge and skills of teacher candidates. However, it is seen that some prospective teachers find the process tiring and time consuming. It is understood that teacher candidates have intense concerns about Public Personnel Selection Examination (KPSS) and this affects the process. KPSS is a test in Turkey for prospective teachers where they should get enough points to be appointed as teachers after graduation. Although the participants of this study are 3rd grade prospective teachers and they take the KPSS exam after graduation; it is understood that KPSS affects them and their motivation.Limitations: This research is limited to the measurement and evaluation course and to the 3rd grade mathematics teacher candidates who are the participants of this study.Conclusions: Prospective teachers mostly have positive opinions about the inquiry-based teaching process. It can be said that it would be beneficial to use this method in teacher education.

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Determination of occupational anxiety levels of teacher candidates studying in a different departmentsFarklı bölümlerde öğrenim gören öğretmen adaylarının mesleki kaygı düzeylerinin belirlenmesi

Journal of Human Sciences ◽

10.14687//jhs.v15i4.5487 ◽

2018 ◽

Vol 15 (4) ◽

pp. 2168

Author(s):

Duygu Harmandar Demirel ◽

Emrah Serdar ◽

Mehmet Demirel

Keyword(s):

Prospective Teachers ◽

Teacher Candidates ◽

Sampling Methods ◽

Personal Information ◽

English Summary ◽

Teaching Profession ◽

Significant Difference ◽

Research Findings ◽

Anxiety Levels

The aim of this study is to determine the anxiety levels of the students studying in the teaching departments and to examine these according to different variables. The sample of the study consisted of 400 non-random sampling methods and 400 prospective teachers who were studying at Dumlupinar University. The personal information form created by the researchers and the data related to the pre-service teachers' concerns about the teaching profession were provided by Caba and Yalçınalp (2009). In the research findings: “Gender”, “Age”, “Satisfaction Status”, “Class”, “Faculty” and “Sports Making Status” showed a significant difference in “OAST” total scores (p <0.05). As a result, it can be concluded that the vocational anxiety levels of the teacher candidates studying in different departments differ according to some variables.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırma ile öğretmenlik bölümlerinde okuyan öğrencilerinin mesleğe yönelik kaygı düzeylerini belirlemek ve bunu farklı değişkenlere göre incelemektir. Araştırmanın örneklemini seçkisiz olmayan örnekleme yöntemlerinden uygun örnekleme yoluyla seçilen ve Dumlupınar Üniversitesinde öğrenim görmekte olan 400 öğretmen adayı oluşturmaktadır. Çalışmada oluşturulan demografik bilgi formu ve öğretmen adaylarının öğretmenlik mesleğine yönelik kaygılarına ilişkin veriler Cabı ve Yalçınalp (2009) tarafından geliştirilen Öğretmen Adaylarına Yönelik Mesleki Kaygı Ölçeği (ÖAYMK) ile sağlanmıştır. Verilerin analizinde; betimsel istatistik yöntemler, Man Whitney U ve Kruskal Wallis testlerinden faydalanılmıştır. Araştırma bulgularında: “Cinsiyet”, “Yaş”, “Okuduğu Bölümden Memnun Olma Durumu”, “Sınıf”, “Fakülte” ve “Spor Yapma Durumu” göre “ÖAYMK” toplam puanlarında manidar farklılık bulunmuştur. Araştırmaya gore, öğretmen adaylarının meslekleri ile ilgili kaygı seviyelerinin değişkenlere göre farklılaştığı sonucuna varılabilir.

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I WROTE, I WAS EVALUATED, AND I LEARNED AN ALTERNATIVE TEACHING PROCESS IN DISTANCE EDUCATION: WRITING-TO-LEARN

Psycho-Educational Research Reviews ◽

10.52963/perr_biruni_v10.n3.07 ◽

2021 ◽

Author(s):

Fatih Kayaalp ◽

Elif Meral ◽

Zeynep Başçı Namlı

Keyword(s):

Distance Education ◽

Prospective Teachers ◽

Structured Interview ◽

Global Scale ◽

Writing To Learn ◽

Application Process ◽

Alternative Teaching ◽

Quality Learning ◽

Holistic Rubric ◽

Education Process

Distance education has become an essential part of life on a global scale during the COVID-19 pandemic. This process has driven all education stakeholders, who focus on providing learning outcomes without any loss, to alternative teaching models. The aim of this study is to examine the extent of the effects of writing-to-learn activities integrated into the distance education process on learning. Conducted as an action research, this study consisted of 42 Year 4 undergraduate prospective teachers studying Social Studies Teaching. A variety of writing-to-learn activities and semi-structured interview forms were used as data collection tools. While writing-to-learn activities were evaluated with holistic rubric, the opinions of prospective teachers were analyzed by content analysis. As a result, it was concluded that writing-to-learn activities included in distance education made significant contributions to the development of students throughout the application process. The activities were found effective on learning since they involved students in the process and facilitated permanent learning. It is understood from the opinions of the prospective teachers that an enjoyable and quality learning can be achieved with such activities included in the study, even from a distance. Based on the results, it can be stated that the writing-to-learn model is an alternative learning approach that can be used in distance education.

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