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

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 Classroom Debate Activities on Pre-service Teachers’ Argumentativeness

Open Journal for Educational Research ◽

10.32591/coas.ojer.0502.01119s ◽

2021 ◽

Vol 5 (2) ◽

pp. 119-130

Author(s):

Kübra Şengül ◽

Ahmet Demirel

Keyword(s):

Prospective Teachers ◽

Test Scores ◽

Teacher Candidates ◽

Structured Interview ◽

Future Research ◽

Study Group ◽

Application Process ◽

Significant Difference ◽

Post Test ◽

Turkish Language

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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Proficiency Perceptions and Attitudes of Pre-Service Teachers on İnformation and Communication Technologies

International Education Studies ◽

10.5539/ies.v12n1p24 ◽

2018 ◽

Vol 12 (1) ◽

pp. 24

Author(s):

İlhami Arseven ◽

Ahmet Turan Orhan ◽

Ayla Arseven

Keyword(s):

Information And Communication Technologies ◽

Teacher Candidates ◽

Communication Technologies ◽

Attitude Scale ◽

Internet Usage ◽

Usage Frequency ◽

Significant Difference ◽

Computer Ownership ◽

Information And Communication ◽

Faculty Of Education

The aim of this study is to examine teacher candidates’ perceptions of their own proficiency in using information and communication technologies and their attitudes towards information and communication technologies in terms of gender, major, internet usage frequency and computer ownership. The study group consists of 336 teacher candidates, 98 male (29%) and 238 female (71%) senior students, in different departments at Cumhuriyet University Faculty of Education during the 2017-2018 academic year. The “Proficiency Perception Scale for Using Information and Communication Technologies” and “The Attitude Scale for Information and Communication Technologies” developed by different researchers were administered to the candidate teachers. As a result of the findings obtained from the research, there was no significant difference between proficiency levels of the teacher candidates regarding the use of information and communication technologies. Besides, there was not significant difference between the means of attitude towards information and communication technologies in terms of majors and the internet usage frequency, and between the mean proficiency perception scores of using information and communication technologies with regard to gender. It was ascertained that there was a slightly meaningful difference between the attitudes scores for information and communication technologies in favor of males in terms of gender, and as to computer ownership, there was a low level of difference between both attitude and perception scores in favor of computer owners. The findings are discussed within the scope of literature.

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OPINIONS OF PHYSICAL EDUCATION AND SPORTS TEACHER CANDIDATES ON THE PRESENT AND FUTURE OF THE PROFESSION

IEDSR Association ◽

10.46872/pj.416 ◽

2021 ◽

Vol 6 (16) ◽

pp. 167-178

Author(s):

Muhammet TORTUMLU

Keyword(s):

Physical Education ◽

Teacher Candidates ◽

Personal Information ◽

Structured Interview ◽

Teaching Profession ◽

Grade Point Averages ◽

Grade Point ◽

Content Analysis Method ◽

Technological Developments ◽

Data Content

The main purpose of this research is to determine the views of physical education and sports teacher candidates about the current situation and future of their profession. The current study employed the phenomenological design, one of the qualitative research designs. This study was conducted with twenty-four physical education and sports teacher candidates living in different regions of Turkey, of different genders, ages, and academic grade point averages between the years 2020-2021. The participants of the current study were selected by using the maximum variation sampling method, one of the purposive sampling methods. The data were collected by using the personal information form prepared by the researchers and a semi-structured interview form administered online. In the analysis of the collected data, content analysis method was used. The findings obtained as a result of the research were examined within the framework of four main themes: the importance of physical education and the sports teaching profession, the image of the profession, the features required by the profession, and the opinions on the profession depending on technological developments. These findings obtained in the current study were discussed in reference to the literature and suggestions were made in light of the findings.

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Teacher Candidates’ Anxieties Regarding Facebook Usage in Education

Journal of Education and Training Studies ◽

10.11114/jets.v6i11a.3820 ◽

2018 ◽

Vol 6 (11a) ◽

pp. 229

Author(s):

Mehmet Ramazanoğlu ◽

Esef Hakan Toytok

Keyword(s):

Teacher Candidates ◽

Quantitative Research ◽

Instructional Technologies ◽

Quantitative Research Methods ◽

Significant Difference ◽

Anxiety Levels ◽

Facebook Usage ◽

Faculty Of Education ◽

Descriptive Survey ◽

Academic Year

The aim of this research is to determine the anxiety levels of teacher candidates regarding Facebook usage in education and analyse it according to various variables. In the research, descriptive survey model was used which is one of the quantitative research methods. The population of the research includes 184 teacher candidates who are receiving education in the Department of Computer and Instructional Technologies Education of Siirt University Faculty of Education in 2017-2018 academic year. Since the population is accessible, no attempt has been made for sampling. Facebook Usage Anxiety in Education (FUAE) scale was used as data collection inventory in the study. According to results obtained in the research; it was seen that the anxiety levels of teacher candidates were high while using Facebook, Facebook usage anxiety had no significant difference with respect to class and age independent variables; however, there was a meaningful difference with respect to gender independent variable.

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Examination of the Relationship Between Teacher Candidates’ Emotional Intelligence and Communication Skills

Journal of Education and Learning ◽

10.5539/jel.v8n5p232 ◽

2019 ◽

Vol 8 (5) ◽

pp. 232

Author(s):

Tugba Cevriye Ozkaral ◽

Hasan Ustu

Keyword(s):

Emotional Intelligence ◽

Communication Skills ◽

Teacher Candidates ◽

Intelligence Scale ◽

Screening Model ◽

Significant Difference ◽

Low Levels ◽

Faculty Of Education ◽

The Relationship ◽

The Universe

In this study, the relationship between teacher candidates’ emotional intelligence levels and communication skills was examined. It was examined whether there was a significant difference between teacher candidates’ emotional intelligence and communication skills, depending on gender and the departments they studied at. The research was designed in relational screening model. The universe of the research consists of teacher candidates, who are students at Necmettin Erbakan University Ahmet Keleşoğlu, Faculty of Education. In this universe, 326 teacher candidates were selected as the research sample. “Emotional Intelligence Scale” and “Communication Skills Inventory” were used to collect data. In the analysis of the data, one-way variance analysis and independent samples t-test, one of the parametric tests, were used. It is observed that there are low levels of positive relationship between teacher candidates’ communication skills and their emotional intelligence levels. No significant difference was found between teacher candidates’ emotional intelligence levels and communication skills regarding gender and department variables.

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An Investigation of Academic Self-Efficacy Perceptions of Primary Mathematics Teacher Candidates

Higher Education Studies ◽

10.5539/hes.v9n2p72 ◽

2019 ◽

Vol 9 (2) ◽

pp. 72

Author(s):

Cahit Taşdemir

Keyword(s):

Mathematics Teacher ◽

Self Efficacy ◽

Teacher Candidates ◽

Reliability And Validity ◽

State University ◽

Validity Scale ◽

Significant Difference ◽

And Mathematics ◽

Faculty Of Education ◽

Academic Self Efficacy

The aim of this study was to investigate the academic self-efficacy perceptions of primary school mathematics teacher candidates according to different variables. For this purpose, the “Academic Self-Efficacy Scale”, which was developed by Jerusalem and Schwarz (1981) to measure the academic self-efficacy beliefs of mathematics teacher candidates, which was adapted to Turkish by Yılmaz, Gürçay and Ekici (2007) and validated by the reliability and validity scale, were used as data collection tools. The study was conducted in the fall semester of 2017-2018 academic year. The sample of the study consists of 157 teacher candidates studying at the 1st, 2nd, 3rd and 4th years of the Elementary Mathematics Teaching Program of the Faculty of Education at a state university. Independent sample t-test and ANOVA were used for the analysis of collected information. As a results of data analysis, student’s academic self efficacy perceptions were found generally high. In addition, it was concluded that the mean scores of academic self-efficacy perceptions of mathematics teachers did not show a statistically significant difference according to their gender and grade level, but there was a significant difference between the age, whether they willingly chose what they are studying or not and mathematics achievement groups.

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The Relationship between Thinking Styles and the Need for Cognition of Students in the Faculty of Education

International Education Studies ◽

10.5539/ies.v11n11p1 ◽

2018 ◽

Vol 11 (11) ◽

pp. 1

Author(s):

Nesrin Uyanık Sağlam ◽

Erhan Tunç

Keyword(s):

Secondary School ◽

Need For Cognition ◽

Thinking Styles ◽

Thinking Style ◽

Class Level ◽

Significant Difference ◽

Scale Scores ◽

Faculty Of Education ◽

The Relationship ◽

Cognition Scale

This study aims to identify the relationship between thinking styles and the need for cognition in students of the faculty of education, as well as the existence of significant differences between these two variables according to gender, department of study, class level, educational background from secondary school level, monthly incomes of families and the place where families have resided longest. The study was conducted with 820 students studying at different departments of the Faculty of Education at Gaziantep University, during the 2014-2015 academic year. In the study, data was collected using the Thinking Styles Scale and the Need for Cognition Scale, while demographic details of students were obtained through a Personal Information Form created by the researcher. Pearson’s correlation test, t-test and one-way analysis of variance (ANOVA) were employed in SPSS 20 software for data analysis. According to the findings of the study, students of the education faculty use the legislative thinking style the most and the conservative thinking style the least among the others given in the Thinking Styles Scale. According to the findings regarding the relationship between thinking styles and the need for cognition; the Thinking Styles Scale shows that there are significant differences between the legislative, executive, judicial, hierarchic, oligarchic, anarchic, local, internal, liberal dimensions of thinking and the need for cognition, while there is no significant difference between the global and conservative thinking styles and the need for cognition. It is seen that legislative, executive and hierarchic dimensions of the Thinking Styles Scale differ significantly according to the gender variable. Local, conservative and oligarchic dimensions of the Thinking Style Scale also show significant differences according to the department where the students study. This differentiation is seen in favor of the classroom teaching department against the Psychological Counselling and Guidance (PCG) students in the local thinking style dimension, while it is more favorable for the mathematics teaching department against the PCG students in both conservative and oligarchic dimensions. It is also seen that the legislative and local dimensions of the Thinking Styles Scale differ significantly according to the monthly incomes of families. This differentiation is in favor of the 2000 TL and above income group in each of these thinking styles, against those with monthly incomes between 500-1000 TL. On the other hand, the place where families have resided the longest, which is often the same place where students have completed their secondary education, do not differ significantly according to class levels. The Need for Cognition Scale scores differ significantly in favor of the 4th grade students according to the class level variable. A similar significant differentiation in the Need for Cognition Scale scores is also seen in favor of urban areas (provinces) against rural areas (villages) according to the place where families have resided the longest. Finally, the Need for Cognition Scale scores do not show any significant difference in terms of the departments students study at, their secondary school majors and monthly incomes of families.

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Analyzing Problems Posed by Prospective Teachers Related to Addition and Subtraction Operations with Integers

Higher Education Studies ◽

10.5539/hes.v8n3p1 ◽

2018 ◽

Vol 8 (3) ◽

pp. 1

Author(s):

Cemalettin Isik

Keyword(s):

Prospective Teachers ◽

Teacher Candidates ◽

Data Gathering ◽

Structured Interview ◽

School Mathematics ◽

Problem Posing ◽

Problem Types ◽

Addition And Subtraction ◽

Faculty Of Education ◽

The Given

In this study, it was aimed to analyze the structure of prospective middle school mathematics teachers’ problems posed with regard to given symbolic representation including addition and subtraction operations with integers. The study conducted with 96 last gradeelementary school mathematics teacher candidates studying in Faculty of Education of Erciyes University in Turkey at the beginning of 2018 years. A Problem Posing Task including five items regarding addition and subtraction operations with integers and semi-structured interview forms were used as data gathering tools. Results indicated that prospective teachers had difficulties in choosing problem types with regard to the given operation structure. Prospective teachers presented less success in problem posing with integers having different signs. Besides, some of the prospective teachers used signs of integers and operations interchangeably and some others multiplied signs of integers and operations, and they gave meaning to the result of this multiplication while they were posing problems.

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Individual and global social responsibility levels of social studies pre-service teachers in terms of different variables

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v10i3.20552 ◽

2021 ◽

Vol 10 (3) ◽

pp. 1008

Author(s):

Melek Körükcü ◽

Zafer Tangülü

Keyword(s):

Social Studies ◽

Social Responsibility ◽

Teacher Candidates ◽

The Social ◽

Significant Difference ◽

Social Studies Teacher ◽

Medium Level ◽

Faculty Of Education ◽

The Individual ◽

Responsibility Scale

<p><span>The purpose of this research was to determine the individual and global social responsibility levels of social studies pre-service teachers in terms of different variables. The research was in survey model. The study group of the research consisted of 179 pre-service teachers who studied at Social Studies Teaching Program in the Faculty of Education at Niğde Ömer Halisdemir University, Turkey in the 2019-2020 academic year. Data collection tools used in the study are a Demographic Information Form developed by the researcher, Individual Social Responsibility Scale and Global Social Responsibility Scale. The data were analyzed through SPSS 20. The results of the study showed that the social studies teacher candidates' levels of individual social responsibility are high while those of global social responsibility are at medium level. It is also found that there is a significant difference in the individual and global social responsibility levels in terms of gender in favor of female pre-service teachers while there is no significant difference in terms of age variable. Also, the results show that the individual and social responsibility levels of pre-service teachers who have foreign friends are higher than those who do not have foreign friends. Another result of the study is that individual social responsibility levels predict social responsibility levels.</span></p>

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Evaluation of Professıonal Ethics Prınciples by Candidate Teachers

Journal of Education and Training Studies ◽

10.11114/jets.v6i4.2975 ◽

2018 ◽

Vol 6 (4) ◽

pp. 161

Author(s):

Gülsün Şahan

Keyword(s):

Prospective Teachers ◽

Teacher Candidates ◽

Structured Interview ◽

Teaching Profession ◽

Full Time ◽

Negative Behaviors ◽

Safe Environment ◽

Written Form ◽

Ethics Teaching ◽

Faculty Of Education

The aim of this study is to evaluate the teaching ethics principles according to the opinions of the prospective teachers. From the teaching profession ethics principles of the students, the positive and negative aspects of professionalism, service, responsibility, justice, equality, ensuring a healthy and safe environment, morality, honesty, truth and trust, impartiality, professionalism and continuous improvement, specimens were asked to explain how they would behave when they would be teachers and the answers were evaluated. Qualitative research method was used in the research and students' opinions were taken with semi-structured interview forms. Bartin Faculty of Education was formed from a total of 54 students in the 4th grade with easily accessible sample from the sampling group for the study group. The opinions of students of 27 science teaching and 27 culture of religion and knowledge of ethics teaching were taken in written form and the content analysis of obtained data was examined. There are negative behaviors of the teacher candidates such as being inadequate in the field, being closed for development, not using the technology, being unprepared for the lesson, being unprepared in terms of lesson related materials while the positive examples are being planned, using new methods and techniques, teaching lesson with real examples, using time efficiently. They think that they will be teachers who are sufficient, self-developed, educating, updating, planned, regular, full-time teachers.

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