ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;What Concerns Pre-Service Teachers the Most?&quot;: A Quantitative Reserarch for Concurrrent and Consecutive Teacher Traning Methods
Author: Dinçer, Aysemine
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Preservice Teacher Education,Foreign Countries,Teacher Certification,Individual Differences,Gender Differences

In the Republic of Turkey, as in many other countries, there are primarily two types of teacher preparation. One is the concurrent model, where a student spends four to five years at university in an Education faculty, learning to become a school teacher. The second is the consecutive model, where university seniors and/or graduates of the Arts &amp; Sciences faculty attend a one-year pedagogical formation certification programme to become qualified as a teacher. Only authorized Education faculties are eligible to provide these types of pedagogical formation education. Students attending an Education faculty through the concurrent model, take several pedagogical and practicum courses over a four-year period, while the students in the consecutive model only take a portion of the pedagogical courses and then complete a teaching practicum during the second semester of the year-long programme. This current study is based on the idea that along with professional competencies, psychological readiness for teaching is also affected by teacher education and training. Thus, in this study, the preservice teachers' concerns about teaching were analyzed as well as whether their concerns differed according to programme type, gender, and/or field of study. Data from a Teacher Concerns Checklist (TCC) completed by 545 pre-service teachers was analysed through descriptive statistics as well as multivariate analysis of variance (MANOVA) and one-way analysis of variance (one-way ANOVA). It was revealed in the analysis results that students from the concurrent model of teacher education were most concerned about the lack of public support for schools, insufficient clerical help for teachers, and the large number of administrative interruptions. While, the students from the consecutive teacher education model were most concerned about having too many students in class, lack of public support for schools, and too many standards and regulations for teachers to follow. Overall, the students from the concurrent model had significantly fewer concerns about teaching than students from the consecutive model. The field of study did have a significant effect on the concerns of preservice teachers; whereas, gender had no effect.
Information and Communication Technology in a Global World: Teachers&apos; Perceptions of Continuing Professional Development
Author: Ohlin, Christer
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Professional Development,Professional Continuing Education,Information Technology,Technology Integration,Teacher Role,Role Perception,Relevance (Education),Learner Engagement,Academic Achievement,Special Education,Elementary School Teachers,Preschool Teachers,Educational Quality,Foreign Countries

This study takes its departure from ongoing debate about teachers' (collective) &quot;continuing professional development&quot; (CPD). The overall aim is to highlight active teachers' perceptions on developing a self-understanding of their complex role in daily practice by using digital tools. The following research questions guided the study: How can teachers make schools more relevant and engaging? How can students' achievement increase? In what way can teachers provide high-quality education for all students? Three perspectives will be guiding the study: Information and Communication Technology (ICT), learning, and special education. The participants in the study are 21 staff members in preschool, primary school, and a recreation center with whom we conducted structured individual interviews and focus group discussions. Field notes were also taken during the interview and discussion sessions. The findings reveal the importance of the teachers' deeper understanding of students' creativity, critical thinking, communication, and collaboration. Furthermore, the most powerful thing teachers can do is to design engaging, meaningful, and authentic work and technology-enhanced learning experiences. In order to improve learning in a digital world, the teachers must be engaged and supported by professional learning opportunities to continually improve and strengthen their digital competencies and teaching practices. The theoretical standpoint is the norm model as an analytical tool to understand the teachers' perceptions. The concept of &quot;norm&quot; is a collective term for the factors and structures that are regarded as a normal balance between the aspects of value/will, system conditions/possibilities, and cognition/knowledge.
Organisational Learning: A Scale Development Study
Author: Yavas, Tuba
Date: 2020-00-00
Type: Journal Articles
Subjects: Organizational Culture,Learning,Test Construction,Measures (Individuals),High School Teachers,Foreign Countries,Test Validity,Goodness of Fit,Test Reliability

This study aims to develop a scale in order to determine the organisational learning levels of educational organisations. The scale took its final form after the items were written, experts' opinions were received and pilot applications were implemented. A survey was administered to 267 teachers using a simple random sampling method. An 18-item organisational learning scale (OLS) was obtained as a result of the exploratory factor analysis. OLS was prepared on the basis of frequency (never-always) to render a possible 5-point Likert type measurement. This 18-item scale was validated by confirmatory factor analyses (CFAs). The factor analyses carried out revealed an 18-item scale with a total of four subscales. These subscales are continuous learning, cognitive processes, transparency and issue orientation. The goodness of fit index values revealed by the results of the CFA carried out indicated that OLS is valid and acceptable. Cronbach's alpha reliability coefficients of the factors ranged between 0.65 and 0.81. The overall Cronbach's alpha reliability coefficient of the OLS was determined as 0.85 and its Kaiser-Meyer-Olkin (KMO) value was determined as 0.87. In conclusion, OLS is proposed as a scale based on which the organisational learning levels of schools can be measured in four different subscales.
The Phenomenon of Cyberbullying in the Children and Adolescents Population: A Scientometric Analysis
Author: Cáceres-Reche, María-Pilar
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Children,Adolescents,Bibliometrics,Periodicals,Journal Articles,Internet,Victims

Cyberbullying has become a global problem; cases of violence increase and the rate of suicide by victims has skyrocketed. The purpose of this work was to analyze the scientific production published on cyberbullying in children and adolescents from its beginning until 2018. To this end, a scientific analysis was carried out in the Scopus database, determining diachronic productivity, journals, countries, and institutions with the greatest interest in the subject and articles with greater scientific impact due to the number of citations. In addition, a network map was established to highlight keywords related to cyberbullying in both populations. Among the results, it is worth noting the increase in publications in 2018 and the configuration of certain journals, institutions, countries, and authors as references in the subject. Finally, potential explanations for the findings of the study and suggestions for future research are discussed.
Possible Interactions with Mathematically Gifted Students: Views of Prospective Teachers
Author: Yazgan-Sag, Gönül
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Mathematics Achievement,High Achievement,Secondary School Teachers,Preservice Teachers,Foreign Countries,Student Attitudes,Classroom Environment,Mathematics Instruction,Teacher Student Relationship,Extracurricular Activities

Teachers' interactions with mathematically gifted students in the classroom environment, and the elements of this interaction have become prominent recently. This qualitative study's purpose is to reveal the views of prospective secondary mathematics teachers about these interactions. The study participants were seven prospective teachers attending the fourth year of a secondary mathematics teaching programme in a public university in Turkey during the 2018-2019 academic year. These prospective teachers participated in a 90-minute focus group interview which was recorded with a video camera. During the interview, the researcher brought up possible classroom environment scenarios that could occur with mathematically gifted students who may have the characteristics that the participants described. The prospective teachers' views about the kinds of behaviours they can exhibit, and what methods they can reveal in these theoretical interactions were analysed with the descriptive analysis method. The study results indicated that the participants exhibited different approaches to situations they might encounter in the classroom. For example, some prospective mathematics teachers asserted that mathematically gifted students should be assisted in the classroom context; others stated that such students should be supported with out-of-class activities rather than helping them in the classroom. Besides, the participants suggested that the history of mathematics and advanced mathematics subjects could also be used to educate mathematically gifted students. [This study was presented as an oral presentation at 4th International Symposium of Turkish Computer and Mathematics Education (TURCOMAT), Dokuz Eylül University, 26-28 September 2019, Çesme, Turkey.]
Investigation of Teachers&apos; Perceptions on Self-Leadership Behaviors and Self-Development Level = Ögretmenlerin Kendi Liderlik Davranislarina Iliskin Algilarinin ve Kendilerini Gelistirme Düzeylerinin Incelenmesi
Author: Kasapoglu, Hülya
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Leadership,Teacher Behavior,Secondary School Teachers,Foreign Countries,Leadership Qualities,Correlation,Faculty Development,Teacher Improvement,Teacher Characteristics,Cooperation,Cognitive Development,Physical Development,Emotional Development,Spiritual Development

This study aims to evaluate the perception of teachers, who have the mission of leading to and developing of students, about their own leadership behaviors and self-development level. In this context, a total of 305 teachers, 235 in state secondary schools and 70 in private secondary schools in Trabzon province, were involved into the study. During the collection of the data, &quot;Teacher Leadership Scale&quot; and &quot;Self-Development Scale&quot; were used. The results of the study showed that teachers' perceptions of their own leadership behaviors and level of self-development were evaluated in most of the time intervals, and there was a meaningful difference in leadership behaviors in favor of private school teachers and in self-development behaviors in favor of female teachers. When the relationship between teachers' perceptions about their own leadership behaviors and self-development level was examined, weak associations in positive direction were found. In the regression analysis, it was observed that teacher leadership scale score increased as self-development scale score increased, and the total scores of the self-development scale and school type had a statistically meaningful effect on the teacher leadership scale. As a result of the research, it is suggested to select teachers for the profession who seek the ways for professional development and have leadership skills, provide trainings to teachers in these areas, and make changes in the curricula of the faculty of education to encourage teacher development and leadership.
Prediction of Professional Commitment of Teachers by the Job Characteristics of Teaching Profession = Ögretmenlik Meslegi Is Özelliklerinin Meslege Adanmisligi Yordama Düzeyi
Author: Meriç, Erdal
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Elementary School Teachers,Secondary School Teachers,Foreign Countries,Predictor Variables,Teacher Competencies,Professional Autonomy,Job Performance,Feedback (Response),Marital Status,Teaching Experience,Work Attitudes,Teacher Role,Teacher Responsibility,Teacher Student Relationship,Job Satisfaction

The purpose of this study is to investigate the predictive value of the characteristics of teaching profession for teachers' professional commitment to their job. The target population of the research consists of 812 teachers working in public primary and secondary schools in Fatsa district of Ordu. Of the entire target population, 327 teachers are selected by cluster sampling method. Using the correlational survey design, the set data is obtained by using Teaching Job Characteristics and Teachers' Professional Commitment scales. Results of the study suggest that teachers' perceptions of job characteristics and their professional commitment levels are very high. Multiple linear regression analysis results suggest that there is a moderate level of positive relation between teachers' perceptions of job characteristics and professional commitment, commitment to job and commitment to students, and a low level of positive relation between perceptions of job characteristics and devoted work. It is also revealed that job characteristics explain 34% of professional commitment and that the sub-dimensions of job characteristics; teacher competencies, teacher performance feedback and teacher autonomy are significant predictors of professional commitment. It is determined that teachers' perceptions of job characteristics and general levels of professional commitment do not differ in terms of gender, area and educational level; although the perceptions of job characteristics do not differ in terms of marital status and year of service, the general level of Professional commitment is found to differ in favor of single teachers and teachers with 1-10 years of service.
Examination on Personality Types of Visually Impaired Elite Athletes
Author: Çeviker, Abdulkerim
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality,Visual Impairments,Athletes,Personality Studies,Foreign Countries,Individual Differences,Gender Differences

The present study aims to examine personalities of visually impaired elite athletes and reveal the effect of sports on personality. The study sample covers 168 visually impaired elite level athletes, 51 of whom were female and 117 of whom were male. The age range of these athletes was 15-25 years. All visually impaired athletes who participated in the study are competitors in B1 level national teams. The &quot;Big Five Scale&quot; developed John and al., (1991), which was adapted to Turkish by Gencoz and Oncul (2003), was used in the study as the data gathering instrument. The data obtained in the research was transferred into SPSS 22.0 program. Significant differences were found between age groups and personalities of visually impaired athletes in terms of their convergence-peacefulness and personality scale and between score averages of subdimensions in term of sports branch variables.
A Possible Way to Develop Algorithmic Thinking
Author: Geda, Gábor
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics,Thinking Skills,Technological Literacy,Information Technology,Children,Educational Technology,Technology Uses in Education,Problem Solving,Elementary School Students,Foreign Countries

The pace of development of computer technology and information technology over the last few decades has been unprecedented in the history of technology. Not to mention the impact this has on our daily lives. This requires our children to quickly become familiar with the mindset that is important to be able to use their IT tools effectively in their various activities in the future. This necessitates the development of the ability to follow rules and creativity at the same time. How could this contradiction, which is more present in younger age, be resolved? Perhaps it is not surprising that the key to success lies in playful exercises that children are eager to solve.
Colleges of Education Students&apos; Awareness of Use of Multiple Representations in Explaining Chemistry Concepts in Kwara State, Nigeria
Author: Yusuf, Nusirat Bolanle
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Scientific Concepts,Science Instruction,Teaching Methods,Instructional Effectiveness,Gender Differences,Instructional Program Divisions,Foreign Countries,Schools of Education,College Students,Student Attitudes

The use of multiple representations in explaining chemistry concepts has been reported to be an unavoidable model for effective teaching and learning of chemistry concepts. Therefore, its awareness by colleges of education chemistry students is of paramount importance. The study was conducted to determine the awareness of use of multiple representations in explaining chemistry concepts. One hundred and seventy-five respondents were involved in the study. A researcher designed questionnaire tagged CSAMPQ was used to collect data from the respondents which was later analysed. The hypotheses were tested using Chi-square statistics. Finding from the study revealed that there was no significant association between both gender and level of education of the students and their awareness of use of multiple representations. It was therefore recommended that the teachers of these students should create awareness for those students that are not aware of the use of multiple representations and this should be irrespective of gender and level of education of the students.
An Application Sample Based on the STEM Approach with Entrepreneurship: Colors
Author: Okusluk, Funda
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Entrepreneurship,Academically Gifted,Secondary School Students,Art Education,Engineering,Foreign Countries,Color,Design,Student Attitudes,Teamwork,Problem Solving,Creative Thinking,Interdisciplinary Approach,Student Projects,Skill Development

In this research, Entrepreneurship and STEM (Science, Technology, Engineering, Mathematics) activity has been established to the gifted secondary school students and to show their applicability. Entrepreneurship and STEM will be shortened as E-STEM. The activity of Colors was implemented at Inönü University Scientific and Technological Research Center (ISTRC) Laboratories and Inönü University Faculty of Fine Arts with gifted secondary school students. In the study, 14 gifted secondary school students were trained for a week based on the ESTEM approach. The students generated solutions to the problem statuses that were given to them using the components of science, technology, mathematics, engineering and entrepreneurship for a week. They developed products with a higher added-value by combining their imagination and creativity, and implemented studies to commercialize their products. The students designed their prototypes in three groups and then developed their designs by examining the dimensions of art and marketing. When examining the answers given by the students to open-ended questions in the activity evaluation form, it was determined that they thought that the E-STEM oriented activity developed their knowledge and skills in the areas of science, technology, mathematics, engineering, entrepreneurship and art.
Investigation of Teachers&apos; Change Fatigue Level: Comparison by Demographics = Ögretmenlerin Degisim Yorgunlugu Düzeyi: Demografik Degiskenler Açisindan Karsilastirma
Author: Limon, Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Fatigue (Biology),Teacher Characteristics,Teaching Experience,Educational Background,Teaching Conditions,Stress Variables,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Educational Change,Job Performance

The aim of this study is to determine teachers' change fatigue level and compare it based on some demographics. To this end, current study employed single screening model which is one of quantitative designs. The study was conducted on two different study groups and population. The data obtained from the first and second study groups were used to run exploratory and confirmatory factor analyses of the scale developed in scope of current study, respectively. On the other hand, the data from population was used for descriptive statistics and comparing the mean scores of groups based on demographics. The findings indicated that teachers had a &quot;I agree&quot; level change fatigue. Additionally, demographics such as gender, educational level, type of school (primary, secondary or high school), district that the school is located, and marital status did not create a statistically significant difference in teachers change fatigue level while experience and the faculty graduated did. The teachers with 10 years and below experience had a higher level of change fatigue than the teachers with 16 years and above experience. The teachers graduating from education faculties had a higher level of change fatigue than the teachers from other faculties. Based on the findings, it can be suggested that there should be fewer change initiatives in Turkish educational system. Also, teachers with less experience and graduates of education faculties should be given special guidance during multiple change initiatives.
An Investigation of Preschool Instructional Materials: A Mixed Method Study with Many Facet Rasch and Nvivo
Author: Arcagok, Serdar
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Materials,Preschool Education,Preservice Teachers,Material Development,Student Attitudes,Competence,Barriers,Difficulty Level

This study used a parallel mixed method approach to evaluate the instructional materials that pre-service teachers developed in their Instructional Technologies and Material Development course. The study group was composed of 10 different instructional materials developed by 2nd year students enrolled in Faculty of Education during their Instructional Technologies and Material Development course during the 2018-2019 academic year. Additionally, 16 preschool education majors in their 2nd year also enrolled in this course volunteered to evaluate the instructional materials. The data collection tool used in this research was the Instructional Materials Evaluation Form. The study's data were analyzed using a Many-facet Rasch Model and NVivo. The study found there to be differences both in the instructional materials developed during the course and in the criteria used to evaluate them in terms of severity and generosity. Furthermore, both the qualitative and quantitative findings revealed that pre-service teachers experienced difficulties fulfilling some, but not all criteria while developing their instructional materials.