scholarly journals THE POWERFUL LEARNING ENVIRONMENTS IN VOCATIONAL AND TECHNICAL SECONDARY EDUCATION IN TURKEY: TEACHERS' VIEWS

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Gündüz Güngör
Keyword(s):  
Secondary Education ◽  
Technical Education ◽  
Technological Development ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Vocational High School ◽  
Teacher Student ◽  
Powerful Learning ◽  
Vocational And Technical Education ◽  
Education In Turkey

<p>This research aims to determine the opinions of vocational high school teachers about the Powerful Learning Environment (PLE) approach in vocational and technical secondary education. This study, which was carried out with the qualitative research method, was designed with the phenomenological pattern. The participants of the research consist of 28 teachers. The data were obtained with a semi-structured interview form, and the descriptive analysis method was used in data analysis. According to the results of the research, the obstacles to creating a PLE in vocational and technical education are the theoretical weight of the course programs, work-orientedness in internship workplaces (rejection of the learning process) and outdated vocational field training program modules and workshop equipment. On the other hand, the suggestions for creating a PLE in vocational and technical education are using an on-the-job learning model and increasing the internship period, reducing the theoretical Intensity in the curriculum and emphasizing the practice and increasing teacher orientation, providing program, equipment and workshop materials suitable for technological development, constant communication and interaction between teacher-student-parent-internship employer, the establishment of commercial relations between vocational high schools and establishment of virtual companies in entrepreneurship clubs, meeting with industry representatives to adapt to the changing expectations of the post-pandemic industry and using the advantages of peer learning in vocational skills education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0845/a.php" alt="Hit counter" /></p>

scholarly journals Geography in secondary education: an analysis of the structure of curricula and their evaluation

2020 ◽  
Vol 92 (1) ◽  
Author(s):  
Tatjana Resnik Planinc ◽  
Eva Konečnik Kotnik ◽  
Karmen Kolnik ◽  
Mojca Ilc Klun
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Educational Level ◽  
Technical Education ◽  
School Curriculum ◽  
Technical Schools ◽  
Vocational And Technical Education ◽  
Primary School Curriculum ◽  
Different Levels

The purpose of this paper is to present some of the results of a broader survey of current geography curricula at primary and secondary levels of education in Slovenia. The primary aim of the study was to find out what kind of curricula for geography lessons teachers of geography and others interested in geography would like to see at different levels of education. The study consisted of two parts: in the first part, we took an analytical view of the primary school curriculum in geography, and in the second part, which is provided in this paper, we focused on the secondary educational level, looking at both gymnasiums and secondary vocational and technical education. We present the opinions of the survey respondents on the basic conceptual orientation of the geography curricula in gymnasiums and in secondary vocational and technical schools, their elementary structure and scope, and the respondents' reflections on the comprehensiveness, usefulness and suitability of individual curriculum elements for teaching geography. //   Namen prispevka je predstaviti del rezultatov širše raziskave o dosedanjih geografskih učnih načrtih na primarni in sekundarni ravni izobraževanja v Sloveniji. Temeljni cilj raziskave je bil ugotoviti, kakšne učne načrte za pouk geografije si želijo učitelji geografije in druga zainteresirana geografska javnost na različnih vzgojno-izobraževalnih ravneh. Raziskava je bila dvodelna; v prvem delu smo osvetlili analitični pogled na osnovnošolski učni načrt za geografijo, v drugem delu, ki ga podajamo v tem prispevku, pa smo se osredotočili na srednješolsko vzgojno-izobraževalno raven, in sicer tako na gimnazijsko kot na srednje strokovno in poklicno-tehniško izobraževanje. Predstavljamo mnenje anketiranih o osnovni konceptualni usmeritvi učnega načrta za geografijo v gimnaziji ter kataloga znanja za geografijo v srednjem strokovnem in poklicno-tehniškem izobraževanju, o njuni elementarni strukturi in obsegu ter razmišljanja anketiranih o vključenosti, uporabnosti in ustreznosti posameznih elementov učnega načrta oziroma kataloga znanja za pouk geografije.

scholarly journals Ortaokul Öğretmenlerinin Görüşlerine Göre Ortaöğretim Merkezi Sınavı (LGS)’nin Üstünlükleri ve Sınırlıkları

2021 ◽  
Vol 7 (13) ◽  
pp. 123-146
Author(s):  
Esra Azili ◽  
Ömer Faruk Tutkun
Keyword(s):  
Middle School ◽  
Secondary Education ◽  
Data Collection ◽  
Middle School Teachers ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Education Curriculum ◽  
School Teachers ◽  
High Level ◽  
Academic Year

The purpose of this research is to present the advantages and limitations of the Secondary Education Center Exam (SECE) conducted in 2017-2018 academic year in the opinions of middle school teachers. The study group of the research was consisted of 47 middle school teachers those who entered lessons the 8th grades as of the data collection period in Mamak district. As research method, semi-structured interview model, one of the qualitative research methods, was used in the study. As the data collection tool, structured interview form is applied. The data obtained from the interviews have been analyzed using the method of descriptive analysis. The findings obtained in the research are given below: 1- According to middle school teachers, the advantage of secondary education center exam as regards previous high school admission exams is high distinctiveness and limitation of SECE requires high-level skills. 2- The distinctiveness of successful/unsuccessful students of SECE is high when it comes to yes/no questions. However, it is not qualified to discern from students who is solving problems fast/practical and high level skilled. 3- In SECE, difficulty of skill-based questions is coherent with learning outcomes in secondary education curriculum. Nevertheless, they are not coherent with assessment of high-level behaviors, extent, content intelligibility and schoolbooks. 4- In SECE, assessment of basic skills stated and aimed to improve in secondary education curriculum is adequate. However, the aims in curriculum are not adequate to question high-level skills. 5- According to middle school teachers, student achievement was affected by the students mostly register the closest school to their home and there is no obligation to have an exam.

scholarly journals A Policy Brief on Vocational and Technical Education in Turkey

2021 ◽  
Vol 4 (3) ◽  
pp. 41-45
Author(s):  
Hilal Ayan Karabatman
Keyword(s):  
Information Technology ◽  
Educational Policy ◽  
21St Century ◽  
Technical Education ◽  
Educational Policies ◽  
Production Methods ◽  
Knowledge And Skills ◽  
Vocational And Technical Education ◽  
Education In Turkey

The importance of vocational and technical education (VTE) is increasing in response to the rapidly changing information, technology, production methods, and developments in every aspect of life. The only way to survive in this age and to compete with this challenge is to continuously develop comprehensive educational policies that relate to each other (MoNE, 2018). In this sense, VTE has a very central role in providing societies with the knowledge and skills that the 21st century requires (Çınar, Döngel, & Söğütlü, 2009). For this reason, in educational policy discussions, an area that requires as much attention as other areas of education is VTE. This paper aims to review the current problematic states of VTE in Turkey and make recommendations for improving it.

The Efficient Organisation of Public Intellect: Lyon Playfair and Scottish Education

2019 ◽  
Vol 98 (2) ◽  
pp. 266-290
Author(s):  
Robert Anderson
Keyword(s):  
Secondary Education ◽  
Social Mobility ◽  
Technical Education ◽  
Direct Connection ◽  
National System ◽  
Modern Idea ◽  
History Of ◽  
Parish Schools ◽  
Education Act ◽  
Scottish Politics

Lyon Playfair was a champion of scientific and technical education who was professor of chemistry at Edinburgh University before serving as a Liberal M.P., initially for a Scottish university seat, from 1868 to 1892. This article looks mainly at his role in debates on the Education Act of 1872 and the bills which preceded it. Playfair sought to define the democratic traditions of Scottish education, especially emphasising the legacy of John Knox, and to adapt them to the new national system. He idealised the direct connection between parish schools and universities, and the opportunities available to talented boys, using newly available statistics to support his case. He also contributed to the shaping of Scottish secondary education, and to establishing the modern idea of social mobility through educational merit. When the Scottish Office was established in 1885, Playfair opposed the devolution of education and this dissent led him to move to an English seat. His career has a wider interest for the history of Scottish politics in the age of Gladstone.

Management of Guidance and Counseling on Learning Discipline

2020 ◽  
Vol 10 (2) ◽  
pp. 60-74
Author(s):  
Muhammad Syauqi Mubarok
Keyword(s):  
Statistical Analysis ◽  
Descriptive Analysis ◽  
Field Studies ◽  
Guidance And Counseling ◽  
Analysis Method ◽  
Vocational High School ◽  
Analysis Model ◽  
Survey Techniques ◽  
Analysis Technique ◽  
Path Analysis Model

This article aims to examine and describe the influence of guidance and counseling management on learning discipline. The method used in this research is descriptive analysis method using survey techniques. Data collection techniques that used are documentation studies and field studies. Moreover, the data analysis technique that has been used to answer the research hypothesis is statistical analysis with a path analysis model. The location of the study was at the Ciledug Vocational High School Al-Musaddadiyah Garut, with 85 respondents taking part in the survey. The results of the discussion show that guidance and counseling management has a positive and significant effect on the discipline of learning

The Problems of Syrian Students in the Basic Education in Turkey

2018 ◽  
Vol 5 (1) ◽  
pp. 199-211 ◽  
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.

Sign in / Sign up

Export Citation Format

Share Document