Eğitim Bilimleri Bölümü Koleksiyonuhttps://hdl.handle.net/11494/3802024-03-28T20:46:34Z2024-03-28T20:46:34ZPerspectives of teachers and school administrators on contract teachingAydın Güngör, Tubahttps://hdl.handle.net/11494/48832023-05-29T11:53:35Z2023-01-01T00:00:00ZPerspectives of teachers and school administrators on contract teaching
Aydın Güngör, Tuba
The Turkish educational system employs teachers in a variety of positions with varying levels of privileges
but also with some shared traits. This study aims to ascertain contract teachers' and school administrators'
perspectives on the contract teaching procedure from the standpoint of these distinctions. The focus group
interview technique, which favors the phenomenology approach, a qualitative research method, was
employed in the study. 15 educators and 6 administrators who are employed in the Türkiye for the 2022–
2023 school year make up the two separate study groups. Additionally, a semi-structured observation
form was utilized in the research as a method for gathering data. In the data analysis, the content analysis
technique was used to examine the information gleaned from the open-ended questions asked in the semistructured interviews. As a result of the content analysis, the study findings were thoroughly assessed, and
the data gathered within the confines of each sub-problem was coded. These codes were then collected
under the appropriate themes. It was concluded that the contract teaching had a negative impact on
school administrators, contract teachers, and the educational process
2023-01-01T00:00:00ZOnline discussion: effects of identity versus anonymity and interaction with pedagogical agentsSmith, GlennBeşaltı, Metinhttps://hdl.handle.net/11494/48782023-05-05T11:23:37Z2023-01-01T00:00:00ZOnline discussion: effects of identity versus anonymity and interaction with pedagogical agents
Smith, Glenn; Beşaltı, Metin
This study investigated: (a) how the task relevance of postings differed between anonymous versus identified
online discussions in elementary school, and (b) how game-like conversations with story characters impacted
the task relevance of postings. A total of 342 fourth graders in Slovenia participated in the study. During
one and a half-hour, synchronous online sessions, students read short web-based eBooks with small group
online discussions and game-like conservations with characters. We employed a mixed-method approach,
combining both qualitative and quantitative research data. All discussion postings were qualitatively
coded in terms of discussion relevance, and other functionalities. The frequencies of the qualitative codes
were computed statistically. The results revealed that students in name-identified group discussions were
significantly more on-task than those in anonymous discussions. Furthermore, students who engaged in
game-like interactions with story characters were also significantly more on task than those who did not.
The effective design of small-group synchronous online discussions within an interactive eBook has great
potential in promoting engagement in reading, and making reading more social, in times of pandemiccaused remote education, or at any time.
2023-01-01T00:00:00ZIndividual innovativeness and leadership self-efficacy among the teacher candidates: the mediatıng role of self-regulation approachÇakır, ÇiğdemAydın Güngör, Tubahttps://hdl.handle.net/11494/48652023-03-28T08:34:12Z2022-01-01T00:00:00ZIndividual innovativeness and leadership self-efficacy among the teacher candidates: the mediatıng role of self-regulation approach
Çakır, Çiğdem; Aydın Güngör, Tuba
A limited number of studies have assessed the relation between individual innovativeness and leadership self-efficacy among the teacher candidates. This research investigated the mediating effects of Self-Regulation Approach, to determine the direct and indirect relationships between teacher candidates' individual innovativeness and leadership self-efficacy. Participants (between 17 and 24 years old) at a university (N=350) participated in this study, 68.9% (241) of the participants were female, 31.1% (109) were male. The correlational survey model was used. Instrument of the study was comprised of four sections: (i) Personal Information Form containing demographic variables, (ii) Individual Innovativeness Scale (IIS), (iii) Leadership Self-Efficacy Scale (LSES) and (iv) Self-Assessment Approach Scale (SAAS). The results show that regression analysis was used to test the hypotheses, and leadership self-efficacy scale was defined as dependent, individual innovativeness as independent, self-assessment approach as mediator, and gender and grade level as control variables.; Um número limitado de estudos avaliou a relação entre inovação individual e autoeficácia de liderança entre os candidatos a professores. Esta pesquisa investigou os efeitos mediadores da Abordagem de Autorregulação, para determinar as relações diretas e indiretas entre a inovação individual de candidatos a professores e a autoeficácia de liderança. Participantes (entre 17 e 24 anos - N=350) de uma universidade participaram deste estudo, 68,9% (241) dos participantes eram do sexo feminino, 31,1% (109) eram do sexo masculino. Foi utilizado o modelo de pesquisa correlacional. O instrumento do estudo foi composto por quatro seções: (i) Formulário de Informações Pessoais contendo variáveis demográficas, (ii) Escala de Inovação Individual (IIS), (iii) Escala de Autoeficácia de Liderança (LSES) e (iv) Escala de Abordagem de Autoavaliação (SAA). Os resultados mostram que a análise de regressão foi usada para testar as hipóteses, e a escala de autoeficácia de liderança foi definida como dependente, inovação individual como independente, abordagem de autoavaliação como mediadora e gênero e série como variáveis de controle.; Un número limitado de estudios ha evaluado la relación entre la innovación individual y la autoeficacia de liderazgo entre los candidatos a docentes. Esta investigación investigó los efectos mediadores del Enfoque de Autorregulación, para determinar las relaciones directas e indirectas entre la innovación individual de los candidatos a docentes y la autoeficacia de liderazgo. Los participantes (entre 17 y 24 años) en una universidad (N=350) participaron en este estudio, el 68,9% (241) de los participantes eran mujeres, el 31,1% (109) eran hombres. Se utilizó el modelo de encuesta correlacional. El instrumento del estudio estuvo compuesto por cuatro secciones: (i) Formulario de información personal que contiene variables demográficas, (ii) Escala de innovación individual (IIS), (iii) Escala de autoeficacia de liderazgo (LSES) y (iv) Escala de enfoque de autoevaluación (SAAS). Los resultados muestran que se utilizó el análisis de regresión para probar las hipótesis, y la escala de autoeficacia de liderazgo se definió como dependiente, la innovación individual como independiente, el enfoque de autoevaluación como mediador y el género y el grado como variables de control
2022-01-01T00:00:00ZFatih projesi ile eğitimde bilişim teknolojilerinin kullanımı: ne kadar yol alındı?Bozkuş, Kıvançhttps://hdl.handle.net/11494/48612023-03-14T11:44:11Z2019-01-01T00:00:00ZFatih projesi ile eğitimde bilişim teknolojilerinin kullanımı: ne kadar yol alındı?
Bozkuş, Kıvanç
Araştırmanın amacı FATİH Projesi aracılığıyla eğitimde bilişim teknolojilerinin kullanımında gelinen noktayı proje koordinatörlerinin görüşlerine dayalı olarak belirlemektir. Araştırmanın çalışma grubunu 2016-2017 eğitim-öğretim döneminde Şanlıurfa ilinde görev yapan 10 proje koordinatörü oluşturmaktadır. Araştırmada veriler görüşme tekniğiyle elde edilmiştir. Alanyazın ve uzman görüşlerine göre hazırlanan 10 açık uçlu sorunun yer aldığı bir görüşme formu kullanılmıştır. Proje kapsamında okulların akıllı tahta, çok fonksiyonlu yazıcı-fotokopi makinesi, tablet ve internet ile donatıldığı fakat öğretmenlere yeterli eğitimlerin verilemediği belirlenmiştir. Projenin öğretmenin soru çözümleri için harcadığı zamanı azalttığı, soyut kavramları somutlaştırmada kolaylık sağladığı, öğrencilerin derse ilgisini arttırdığı katılımcılar tarafından ifade edilmiştir. Akıllı tahta ve tabletlerdeki uygulamaların daha da geliştirilmesi gerektiği, öğretmenlerin akıllı tahta kullanmak istemedikleri, tabletlerin öğretmenler tarafından amacına uygun olarak kullanılmadığı, içerik ve materyal konusundaki eksiklerden dolayı birçok öğretmenin şikayetçi olduğu, içeriklerin geliştirilmesi, çoğaltılması ve yenilenmesi gerektiği belirtilmiştir.; The purpose of the research is to determine the point reached in the use of information technologies in education through the FATIH Project based on the opinions of the project coordinators. The study group of the research consisted of 10 project coordinators working in Şanlıurfa province during the 2016-2017 academic year. Data were gathered using the interview technique. Data were gathered using an interview form including 10 open-ended questions developed according to the literature and field experts. It was determined that schools were equipped with smart boards, multi-function photocopy machines, tablets and internet without adequate in-service training to teachers. Participants stated that the project shortens the time teachers spent on question solutions, enables concretizing abstract notions and increases student involvement. It has been expressed that the applications on smart boards and tablets need to be further developed, teachers do not want to use smart boards, tablets are not used appropriately by teachers for their purposes, many teachers complain about the lack of content and materials, and existing contents need to be improved.
2019-01-01T00:00:00Z