scholarly journals Student Teachers’ Preparedness to Teach: The Case of Turkey

2019 ◽  
Vol 12 (3) ◽  
pp. 90
Author(s):  
Öznur Ataş Akdemir
Keyword(s):  
Student Teachers ◽  
Undergraduate Students ◽  
Survey Study ◽  
Effective Learning ◽  
Significant Difference ◽  
Data Analysis Procedure ◽  
Faculty Of Education ◽  
Descriptive Survey ◽  
Preparedness To Teach ◽  
Difference Test

In this research, it is aimed to investigate the level of student teachers’ preparedness to teach in terms of different variables. To this end, a descriptive survey study is conducted with 211 undergraduate students studying at the faculty of education of a Turkish public university. The data is collected with The Preparedness to Teach Scale. Standard deviation, arithmetic mean, frequency, percentage, t test, one-way analysis of variance (ANOVA), Scheffe and LSD (Least Significant Difference) test are used in data analysis procedure. According to the results, it is found that student teachers’ level of preparedness to teach, understanding learner, designing effective learning environment, designing the process of teaching and technopedagogical competencies are at sufficient level. Additionally, while there isn’t any difference between the levels of student teachers’ preparedness to teach in terms of gender, there are some differences between them in terms of their departments and class levels. Some suggestions based on the result of the present study are directed at researchers and practitioners.

scholarly journals Flipped Higher Education Classroom: An Application in Environmental Education Course in Primary Education

2017 ◽  
Vol 7 (3) ◽  
pp. 93 ◽  
Author(s):  
Ozkan Yilmaz
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Primary Education ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Instructional Materials ◽  
Effective Learning ◽  
Instruction And Learning ◽  
Faculty Of Education ◽  
Study Participants

Usage of technology in educational settings is becoming a standard for 21st century’s learners. Flipped classroom presents an entirely new learning environment based on technology for students, thus requiring different research for establishing effective learning and teaching.This paper aimed to explore usability of flipped classroom in higher education from the perspective of students’ experience. The study participants are undergraduate students who are enrolled department of primary education in faculty of education. In study used a mixed-method to answer research questions. Students were post tested on usage of flipped classroom model in the frame of instructional materials attitude. And, focus group interview used to get students’ perceptions. One of the more significant findings to emerge from this study is that students’ attitude toward the flipped classroom were positive. The second major finding was that flipped classroom model is effective on: (1) Instruction and learning environment, (2) Individual changes.

scholarly journals University of Ilorin Final Year Students’ Experience in Practice Teaching Exercise

2017 ◽  
Vol 3 (3) ◽  
pp. 99-106
Author(s):  
Musa Siddiq Abdullahi ◽  
Mussa Salisu
Keyword(s):  
Student Teachers ◽  
Instructional Resources ◽  
Cognitive Domains ◽  
Instructional Objectives ◽  
Preparatory Program ◽  
Practice Teaching ◽  
Training Institutions ◽  
Faculty Of Education ◽  
The University ◽  
Descriptive Survey

Practice teaching is a vital aspect of the teacher preparatory program in teacher training institutions. This study examined the University of Ilorin final year students’ experience in a practice teaching exercise. It made use of descriptive survey research design. The population for this study were all students of the Faculty of Education, University of Ilorin, Ilorin, Nigeria. The researchers’ self-developed questionnaire with a reliability coefficient of 0.63 was used for data collection while the data collected were analysed using descriptive statistics of mean and standard deviation and inferential statistics of independent t-test. It was found that during the course of practice teaching exercises, student-teachers acquired skills which enabled them to use a variety of teaching methods, and instructional resources, improved their skills in tests construction, scoring and recording, built their teaching confidence and presentation, among others. However, student-teachers were faced with a number of challenges in the course of lesson presentation during practice teaching. It was, therefore, recommended among others, that student-teachers should not perceive their personality and logical presentation of instructional objectives as challenges but rather should embrace and exploit it to improve and widen their (cognitive) domains.

Curriculum up-gradation practices among higher education institutions of Pakistan: does curriculum ideologies make difference?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Mujtaba Asad ◽  
Amjad Ali Rind ◽  
Zahid Hussain Khand ◽  
Irfan Ahmed Rind ◽  
Shahid Hussain Mughal
Keyword(s):  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
National Curriculum ◽  
Likert Scale ◽  
Faculty Members ◽  
Survey Study ◽  
Content Type ◽  
Curriculum Ideologies ◽  
Descriptive Survey

PurposeThe purpose of this study was to find out the perception of prospective teachers and teacher educators regarding the curriculum ideologies. The student–teachers and teacher educators from a public university of Pakistan participated in the study.Design/methodology/approachThe current study has employed quantitative approach and used descriptive survey research design. The data was collected through the convenience sampling techniques. The data was collected through a questionnaire developed by Schiro in 2008. The questionnaire consisting of six parts and each part contains four statements on the curriculum ideologies of Scholar Academy, Social efficacy learner centered and social reconstruction ideology. The population of study comprised of 200 Prospective teachers of education department of a public sector University of Sindh, Pakistan. The data was collected by using 4-point Likert scale. The likert scale was ranging from the first priority to least priority. The reliability statistics was computed through Cronbach alpha α = 0.763. The data was analyzed through Statistical package for social science (SPSS) version 23.0 and mean and percentages were computed in this study.FindingsThe findings of the study revealed that most of the prospective teachers as well faculty members are following the scholar academy ideology to align with national goals of curriculum. The prospective teachers and faculty members believe that knowledge should be transferred from the institutions to the learners rather than the knowledge can be disseminated from the other sources as per the new dimensions for updated curriculum.Practical implicationsThe current study suggests curriculum ideology awareness programs should be given to prospective teachers and faculty members before their induction. The study also recommends that a survey study can be conducted from teachers and teacher educators before designing the national curriculum of Pakistan because majority of participants believed that knowledge can only be transferred from institutions.Originality/valueThis empirical study has given thoughtful insights to investigate the curriculum ideologies with new dimensions for those who are studying in teacher education courses and for their mentors. So, this study has contributed new knowledge in the context of Sindh, Pakistan specifically in the domain of curriculum ideologies and frameworks.

scholarly journals The Impact of the Seven Principles of Good Practice as a Teaching Technique on EFL Student –Teachers' Performance

2021 ◽  
Vol 32 (4) ◽  
pp. 38-49
Author(s):  
Sawsan Saud Aziz
Keyword(s):  
Student Teachers ◽  
Undergraduate Students ◽  
Good Practice ◽  
Educational Process ◽  
Control Group ◽  
Seven Principles ◽  
Significant Difference ◽  
Teaching Technique ◽  
The Impact ◽  
Principles Of Good Practice

The interest in pre-service teacher training has become influential in teaching English as a foreign language, and the purpose of this training course is to prepare qualified teachers to teach effectively through the application of this technique by undergraduate students. This research aims to find out the effect of using the seven principles of good practice as a teaching technique on the fourth stage student-teachers’ performance at the College of Education for Women/University of Baghdad, during the academic year 2017-2018. The sample includes (60) students selected according to the stratified sampling method. The observational checklist used by the department to assess the student teachers’ performance during the practicum period is used as a study instrument.  This quantitative study used the quasi-experimental design of two independent samples, experimental control groups and the control group trained traditionally. The former group is designed to verify the hypothesis that states, “there is no statistically significant difference between the mean scores of the experimental group trained by seven principles of good practice and that of the control group trained traditionally in their teaching performance”. The study has concluded that the hypothesis is rejected according to the result of the T-test of two independent samples. Accordingly, the researcher recommends the university administration to use new techniques in learning and overcoming the difficulties that the student teachers face and the shortcoming encountered during the educational process.  

scholarly journals A Study on preservice teachers’ academic self-efficacy

2018 ◽  
Vol 8 (2) ◽  
pp. 255-274
Author(s):  
Gülçin Kezban Saraçoğlu
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Fields Of Study ◽  
Significant Difference ◽  
Convenience Sampling ◽  
Faculty Of Education ◽  
Descriptive Survey ◽  
Academic Self Efficacy

The aim of this study was to explore if there is a significant difference between preservice teachers’ academic self-efficacy perceptions and their gender, fields of study in high school and departments at their university. The study was carried out through descriptive survey model, one of quantitative research models. The sample of the study consisted of 653 freshmen preservice teachers in the Faculty of Education at Gazi University. Convenience sampling method was used in the study. Percentage, frequency, arithmetic mean, standard deviation, Kruskal-Wallis and t test were used in the analysis of the data collected via “Academic Self-Efficacy Scale”. Findings reveal that there is no significant difference between preservice teachers’ academic self-efficacy levels and their gender, fields of study in high school and departments at their university. Findings also indicate that preservice teachers’ academic self-efficacy levels are in “partly sufficient” range.

scholarly journals Undergraduate Students’ Achievement in GST 101 Using Corrected Scores and Uncorrected Scores

2020 ◽  
Vol 10 (2) ◽  
pp. 126
Author(s):  
Peter Agbadobi Uloku Ossai ◽  
Chiekem Enwefa
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
First Year ◽  
State University ◽  
Public Examination ◽  
Correction Formula ◽  
Significant Difference ◽  
Research Questions ◽  
Descriptive Survey ◽  
Delta State University

Students’ dependence on guessing so as to pass their examinations prompted this study on Undergraduate Students’ Achievement in GST 101 using Corrected Scores and Uncorrected Scores. The study involved the entire students of the first year undergraduate students of the Department of Guidance and Counselling, Delta State University, Abraka, Nigeria. The study adopted a descriptive survey design. Four research questions and three null hypotheses guided the study. Scores obtained by the subjects in the 2018/2019 GST 101 examination were used in the study. Two sets of scores namely, uncorrected scores and corrected scores were analysed using independent samples t-test. The result showed that students’ mean achievement in GST 101 differed significantly with respect to uncorrected and corrected scores. Students had a higher mean score in the uncorrected scores. Relating gender separately to corrected and uncorrected scores, the result produced no significant difference. It was concluded that the use of correction formula drastically reduced students’ original scores in GST 101. It is hereby recommended that correction formula be introduced in public examination to forestall guessing in examinations.

scholarly journals Teacher Candidates’ Anxieties Regarding Facebook Usage in Education

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.

scholarly journals Attitudes of Prospective French Teachers Towards School Experience and Teaching Practice Courses

2021 ◽  
Vol 8 (4) ◽  
pp. 65-91
Author(s):  
Zuhre Yilmaz Gungor
Keyword(s):  
Teaching Practice ◽  
School Experience ◽  
French Language ◽  
Analysis Method ◽  
Important Place ◽  
Significant Difference ◽  
Faculty Of Education ◽  
Gender Factor ◽  
Descriptive Survey ◽  
Very High

Education is an important concept that prepares society for change and pushes development. The teacher, who is one of the basic elements of the education phenomenon, has important duties. Accordingly, the teacher has a very important place in the life of the students. The aim of this study is to determine the attitudes of the prospective French teachers towards School Experience and Teaching Practice courses and to reveal whether their attitudes differ according to the gender factor. The research has been conducted by means of a descriptive survey model and was carried out with the participation of 18 volunteer students (10 females, 8 males) studying at the department of French Language Teaching of the Faculty of Education at Anadolu University. The quantitative data of the study has been collected with a 5-point Likert-type scale consisting of 30 items. Moreover, in addition to the scale, the opinions of the students on the School experience and Teaching Practice courses have been collected by means of 5 open-ended questions drawn up by the researcher. The qualitative data acquired in this study has been reviewed through the document analysis method. According to the obtained data, it has been determined that the students had positive opinions about these courses. In addition, their attitudes towards ‘School Experience’ and ‘Teaching Practice’ courses have a very high average. This research shows that, these courses make significant contributions to the professional development of students. However, no significant difference was observed in terms of the gender factor based on the opinions of the participants with respect to the aforementioned courses.

scholarly journals COMPARATIVE STUDY TO ASSESS THE STRESS AMONG WORKING AND NON-WORKING ANTENATAL MOTHERS IN SELECTED HOSPITALS OF UDUPI DISTRICT

2014 ◽  
Vol 04 (03) ◽  
pp. 038-042
Author(s):  
Maggie Fernandes ◽  
Binitha Jose ◽  
Seema Castelino ◽  
Sandhya Prabhu ◽  
Pratibha Kamath ◽  
...  
Keyword(s):  
Comparative Study ◽  
Sampling Technique ◽  
Assessment Scale ◽  
Survey Study ◽  
Mild Stress ◽  
Age Group ◽  
Stress Assessment ◽  
Significant Difference ◽  
Stress Score ◽  
Descriptive Survey

AbstractA comparative study was conducted to assess the stress among working and non-working antenatal mothers in order to develop an information leaflet on antenatal stress management. Materials & Methods: Descriptive survey study was conductedamong working and non-working (30 each) antenatal mothers between the age group of 18-40 years in three local hospitals of Udupi district. The stress was assessed using stress assessment scale and selected a purposive sampling technique. Results: Data shows majority (47%) of the non-working antenatal mothers were in the age group of 18-25 years, 63% of them were primiparous mothers, among these (53%) were between 29-40 weeks of gestation. Most of the working (67%) participated were in the age group of 26-32 years, majority (73%) of them were moderate workers and primipara mothers, 57% of them were between 29-40 weeks of gestation. Stress assessment scale was used to assess the stress, 63% of working antenatal mothers sometimes felt that they had lack of strength, 67% of working and 50% of non-working antenatal mothers sometimes complaining of not getting adequate sleep at night, 50% of working antenatal mothers sometimes felt that they were lacking in socialization due to pregnancy. The t value showed that (p= 0.007) there was significant difference between working and non working antenatal mothers stress score. Conclusion: Since all antenatal mothers participated in this study had mild stress and there was significant difference among working and non-working antenatal mothers stress score. The researchers concluded that antenatal mothers are at more risk of developing stress during pregnancy.

scholarly journals Academic Procrastination Behaviors of Preservice Teachers in Turkish Context

2019 ◽  
Vol 9 (2) ◽  
pp. 13
Author(s):  
Öznur Ataş Akdemir
Keyword(s):  
Preservice Teachers ◽  
Undergraduate Students ◽  
Relevant Literature ◽  
Public University ◽  
Academic Procrastination ◽  
Academic Task ◽  
Class Level ◽  
Negative Perceptions ◽  
Faculty Of Education ◽  
Descriptive Survey

Current study aims at investigating the academic procrastination behaviors of preservice teachers in terms ofdifferent variables. The research is conducted with 211 undergraduate students studying at the faculty of education ata public university in Turkey. The study is designed in descriptive survey model in which the data is collected withthe instrument of Academic Procrastination Scale. Standard deviation, arithmetic mean, frequency, percentage, t test,one-way analysis of variance (ANOVA) and Scheffe and Tukey test are used as data analysis procedures. The resultsshowed that preservice teachers do not mostly exhibit behaviors of academic procrastination, irresponsibility, qualityof perceived academic task, negative perceptions regarding instructors and academic perfectionism. Additionally,there are some differences between preservice teachers’ behaviors of academic procrastination in terms of gender,departments and class level. The findings are discussed in the light of relevant literature and implications for theoryand practice have been presented along with concluding remarks.

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