scholarly journals What are Teachers’ and Students’ Views of the Learning-teaching Process? A Study on Turkish Language and Literature

2021 ◽  
Vol 12 (3) ◽  
pp. 28
Author(s):  
Hüma Nayman ◽  
Sertel Altun
Keyword(s):  
Learning Strategies ◽  
Structured Interview ◽  
Research Approach ◽  
Reading Habit ◽  
Prior Learning ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Language And Literature ◽  
Teachers And Students ◽  
Turkish Language

This study aims to examine teachers’ and students’ views of learning-teaching on Turkish Language and Literature course. Also, this study aims to determine the prior learning-teaching strategies of teachers and students. It was designed by qualitative research approach, phenomenology design. In the study, there are two participant groups; teachers and students. In sampling for both teachers and students, convenient sampling of purposive sampling type was used. Semi-structured interview questions were used as a data collection tool. Accordingly, content analysis was deemed proper to analyze the data. As a result, teachers’ and students’ views on learning and teaching are compatible with each other in a general framework such as self-study, students’ involvement, active lesson process, teaching the lesson as art and especially the importance of reading habit. However; in the learning-teaching process, teachers’ most strong emphasis was on individual differences, different/active methods implementations during the lesson and; whereas students’ emphasis was on learning strategies such as memorizing, coding, doing research, observing and teachers’ interest in them. It can be seen in the findings that teachers tend to teach the course by enabling learners to participate and students would like to have an active lesson process. Teachers and students share a similar idea on the fact that the Turkish Language and Literature course is an art; so, the learning-teaching process should be formed accordingly. According to the findings teachers’ and students check the understanding by productivity and test results. Conclusively, teachers and students are keen on an active teaching environment; reading habit is one of the most important skill as the course’s attainment, however exam pressure can limit their actions.

scholarly journals Values Education Using Historical-Literary Works: Turkish Language and Literature Course Curriculum (Grades 9-12) and the Work of Şifâyî Entitled “Şerh-i Şebistân-ı Hayâl”

2020 ◽  
Vol 13 (9) ◽  
pp. 96
Author(s):  
Gökhan BİLGİÇ ◽  
Sercan DEMİRGÜNEŞ
Keyword(s):  
Teaching And Learning ◽  
Values Education ◽  
Self Control ◽  
16Th Century ◽  
Teaching Process ◽  
Literary Works ◽  
Learning And Teaching ◽  
Language And Literature ◽  
Universal Values ◽  
Turkish Language

Literary works, apart from being written with an artistic purpose, contribute to the transfer of some universal values to the reader. Thus, “values” continue to exist as they are transferred from generation to generation, similar to a context where the curriculum of a teaching process may work in the same way. The act of transferring universal values not only makes the existing work constant but also the value attempted to be taught in the same manner. The effective involvement of such works, which contain important information and the characteristics of the society of that period, has an important effect on the learning and teaching process of values. “Şebistân-ı Hayâl” is an advising work with a mixture of verse and prose written by Persian poet Fettâhî (d. 852/1448-49 or 853/1449-50) from which modern readers can also benefit. The text tries to convey universal values via using Islamic elements as a concrete base. Since Şebistân-ı Hayâl is written in the style of riddle, the advice that adorns the morality inside the text is difficult to understand. For this reason, according to the current information, Şebistân-ı Hayâl was expounded by Sürûrî in the 16th century and by Dervîş Muhammed Şifâyî in the 17th century. In this study, sample texts selected from Şerh-i Şebistân-ı Hayâl, written by Dervîş Muhammed Şifâyî, are examined in terms of basic “values” (p. 6); justice, friendship, honesty, self-control, patience, respect, love, responsibility, benevolence that takes place in the Secondary Education Turkish Language and Literature Course Curriculum (9-12 Grades). As it is stated in the curriculum (MEB, 2019, p. 6), these values will come to life in teaching and learning process, not only by themselves, but also by the sub-values they are related to and also with other basic values as well.

scholarly journals O Fórum dos Coordenadores do Programa Institucional de Bolsa de Iniciação à Docência no contexto de luta pela valorização dos professores da educação básica

2018 ◽  
Vol 4 (7) ◽  
pp. 06
Author(s):  
Alessandra ASSIS ◽  
Jaqueline Barbosa da SILVA
Keyword(s):  
Higher Education ◽  
High Education ◽  
Primary Education ◽  
Basic Education ◽  
The Other ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Teachers And Students

Este artigo intenciona socializar a trajetória do Fórum dos Coordenadores do PIBID (FORPIBID), enfatizando o percurso histórico do Programa no âmbito nacional. O diálogo paritário entre docentes e discentes, da Educação Básica e do Ensino Superior, evidencia o processo aprendente e ensinante que tem impulsionado a relação entre o FORPIBID, os órgãos financiadores e a rede interinstitucional de instituições de Ensino Superior brasileiras, consolidando a luta pela permanência e aperfeiçoamento do programa, bem como sua organicidade em relação a outros programas voltados para a valorização da formação de professores para a Educação Básica, a exemplo do PARFOR, LIFE, PRODOCÊNCIA, NOVOS TALENTOS, PNAIC. FORPIBID. PIBID Diversidade. Educação Básica. Ensino Superior. ABSTRACTThis article intends to socialize the trajectory of the Fórum dos Coordenadores do PIBID (PIBID Coordinators Forum - FORPIBID), emphasizing the historical way of the program in the national scope. The dialogue between peers of the teachers and students, from the basic education and the higher education, evidences the learning and teaching process that has boosted the relation between the FORPIBID, the financiers agencies and the inter institutional net of the Brazilians high education institutions, consolidating the fight for the permanence and the improvement of the program, as well as its organization concerning the other programs direct toward the appreciation of the teachers education to the basic education, as it has been seen in PARFOR, LIFE, PRODOCÊNCIA, NOVOS TALENTOS, PNAIC. FORPIBID. PIBID Diversidade. Basic Education. Higher Education.The Forum of the Institutional Program of the Initiation to Teaching Scholarship in the context of the struggle for the valuation of primary education teachers

scholarly journals Intercultural Management in Culturally Diverse Classrooms

2018 ◽  
Vol 3 (2) ◽  
pp. 69
Author(s):  
Xiaoli Jiang
Keyword(s):  
Learning Strategies ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Classroom Culture ◽  
Cultural Backgrounds ◽  
Learning And Teaching ◽  
Self In Relation ◽  
Diverse Classrooms ◽  
Teachers And Students

Globalisation and internationalisation have brought culturally diverse classrooms into universities and schools worldwide. There are increasing opportunities for culturally diverse teachers and students to interact and learn from each other. This paper investigates the changes that occur when classrooms are managed by teachers with different cultural backgrounds from that of their students, utilising observations and interviews. The research indicates that when people from both collective and individualist cultures are in the same classroom, the different dynamics require adjustments from at least one cultural group to achieve desirable learning outcomes, in particular from the teacher. This is largely due to, in individualistic and collective cultures, teachers having different roles associated with their respective power structure and social hierarchy caused by various ways of establishing and maintaining individual self-esteem and perceiving self in relation to others. It would appear that the changes are engineered by a teacher’s desire to allow students to learn more effectively and teachers’ belief as to what are effective teaching and learning strategies. However, the changes are also accompanied by many challenges and personal growth on the part of the teachers. Bridging cultural differences should never been taken for granted. Should teachers reflect deeply and adjust to changes in classroom culture, the learning and teaching experiences can be both enriching and enlightening. Intellectual challenges and reflections on different home and host cultural assumptions are required when managing students who are from dissimilar cultural backgrounds.

scholarly journals Grammar Teaching in the Turkish Language Course Curriculum: An Examination in the Context of Acquisitions, Activity, and Teachers’ Opinions

2021 ◽  
Vol 10 (2) ◽  
pp. 28
Author(s):  
Hülya Kodan ◽  
Kürşad Kara
Keyword(s):  
Primary School ◽  
Mother Tongue ◽  
Structured Interview ◽  
Ministry Of Education ◽  
Teaching Process ◽  
National Education ◽  
Grammar Teaching ◽  
Grammar Acquisition ◽  
Turkish Language ◽  
Document Review

This research aimed to reveal teachers’ opinions about how the grammar-teaching process is related to the acquisitions in the curriculum, activities, and acquisitions presented in the textbooks teaching in mother tongue, the study reviewed different textbooks from four publishers, Cem, Sonuç, Koza, and Ministry of National Education (MEB) publications prepared for the 2018 primary school Turkish language course curriculum and Education Information Network (EBA) of the Turkish Ministry of Education. Moreover, opinions of ten primary school teachers who have taught all grades regarding the teaching process for grammar acquisition were investigated. The study conducted a case study method, which is one of the qualitative research techniques. Besides, a document analysis was conducted to obtain the research findings. Structured interview protocol and document review were used as the data collection tool. The findings of the study revealed that acquisition in the learning areas of reading and writing for grammar in the curriculum was not clearly and transparently identified, and the limits of the teaching framework were not specified. The study findings also revealed that information was transferred only in the majority of the grammar activities in the textbooks. Also, classroom teachers reported that they used different methods on the subjects they could embody in the teaching process, but they claimed to have difficulties in teaching abstract concepts.

scholarly journals Students’ perceptions towards native and non-native english speaker teachers

2021 ◽  
Vol 12 (2) ◽  
pp. 80-95
Author(s):  
Ratih Ayu Wulandari ◽  
Asih Rosnaningsih ◽  
Fairus Sintawati
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Formal Education ◽  
Mother Tongue ◽  
Education Institution ◽  
English Teachers ◽  
Structured Interview ◽  
Effective Learning ◽  
Teachers And Students ◽  
Native Teachers

There was an argument that native English teachers have many advantages than non-native English teachers and students preferred native to non-native teachers; however, the argument had to be assessed. Many researchers had been exploring students’ perceptions of native and non-native English teachers worldwide in formal education institutions. This study aimed to explore students’ perceptions of native and non-native English teachers in a non-formal education institution. This was a qualitative study based on a descriptive approach conducted using three instruments: close-ended questionnaire, semi-structured interview, and documentation. The study revealed that native and non-native English teachers had their own specific roles in the Indonesian context. Students needed native more than non-native teachers because the latter were bilingual having the same mother tongue as them, and they enabled a successful learning process because of the effective learning strategies they shared. Also, non-native teachers helped students deal with difficulties and challenges in their learning process.

scholarly journals Distance Learning at the Hungarian Dance Academy during the COVID-19 pandemic

2020 ◽  
Vol 1 (1) ◽  
pp. 59-79
Author(s):  
Adrienn Papp-Danka ◽  
Anita Lanszki
Keyword(s):  
Distance Learning ◽  
Structured Interview ◽  
Digital Tool ◽  
Online Questionnaire ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance ◽  
New Curricula

The Hungarian government prescribed distance learning for higher education institutions due to the spread of the coronavirus epidemic which was challenging at the Hungarian Dance Academy. The development of movement skills was difficult without personal presence, no common e-learning practice had existed in the institution before the pandemic. In the research we explored the distance learning and teaching practices developed at the theoretical and dance courses at the Hungarian Dance Academy, as well as the experiences of both teachers and students during the 3 and a half months. Instructors (n=65) and students (n=240) completed an online questionnaire on digital tool use and course management, furthermore 13 of the responding instructors also shared their experiences in a structured interview. Most of the instructors welcomed everything they could benefit from distance learning (e.g. creating new curricula, learning about new digital tools, improving relationships with students), but understandably, online distance learning of dance was considered impossible by many. Some students enjoyed distance learning because of their own schedule and the convenience of their home, but there were many critical remarks about its methods.

scholarly journals Examination of the Problems of the Department of Turkish Language and Literature Students Receiving Pedagogical Formation Training

2019 ◽  
Vol 7 (10) ◽  
pp. 143
Author(s):  
Faruk Polatcan
Keyword(s):  
Qualitative Research ◽  
Sampling Method ◽  
Structured Interview ◽  
Analysis Method ◽  
Qualitative Research Design ◽  
Content Analysis Method ◽  
Language And Literature ◽  
Convenience Sampling ◽  
Turkish Language

The aim of this study is to investigate the problems encountered during education by the Department of Turkish Language and Literature students who receive pedagogical formation training. The case study was used as a qualitative research design, in which students’ opinions were obtained by using a semi-structured interview form. 36 students voluntarily participated in the study, in which the convenience sampling method was used. The collected data were evaluated by using the content analysis method. The findings of the study show that the students consider the formation training necessary; that some of the lecturers did not fully teach the curriculum; they had problems with lighting and heating in the classroom; and they could not focus on the departmental courses due to the addition of the formation courses. In addition, students believe that pedagogical formation training should not be used for commercial purposes.

scholarly journals The Perceptions about Computer Assisted Language Learning for L2 Vocabulary Acquisition

2019 ◽  
Vol 10 (5) ◽  
pp. 926
Author(s):  
Md. Zahangir Alam ◽  
Farhana Binte Mizan
Keyword(s):  
Language Learning ◽  
Vocabulary Acquisition ◽  
Modern Science ◽  
Computer Assisted ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Special Children ◽  
Negative Feelings ◽  
L2 Vocabulary

Being the digital natives, instructors and learners of this cutting edge era largely depend on technology to intensify their learning and teaching process inside and outside the classroom. Many devices are found to make language teaching more effecting and alluring for the learners. Arguably, both parties’ teachers and students are receiving some benefits after including this addition of modern science in their learning and teaching process.  This study focuses on how CALL aids learning and teaching to this integral component of the language. It is found that certain software which were installed in the computer offer learners help immensely to internalize ESL vocabulary. Indeed, accesses of visual imagery on computer screen aids learners make concrete images of uncommon vocabulary which support very effectively L2 vocabulary acquisition. Most notably the study has found that CALL eases learning points for the special children besides it helps learners retain the vocabulary which they learn. With the availability, teachers can present lesson in realistic fashion which guide learners internalize the L2 vocabulary. Teachers are found ambivalent about including CALL tools in their daily taught lessons as technology always carries some fringe crisis though none expressed any negative feelings about the worth of CALL in case of vocabulary acquisition.

administrasi sarana dan prasarana pendidikan

2019 ◽  
Author(s):  
Dyah nurul qodri siregar
Keyword(s):  
Educational Facilities ◽  
Teaching Materials ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Teachers And Students

this article discusses the administration of educational facilities and infrastructure. educational facilities and infrastructure are very supportive in facilitating and facilitating the teaching process. education and teaching materials are needed by teachers and students in the process of learning and teaching

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