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Search Results for 'Turkey'
57 items found 1 / 6
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1   |   From section Trends in Teacher Education
Teacher Education Futures: Today’s Trends, Tomorrow’s Expectations
This article investigate teacher educators’ views of current trends and their consequences for teacher education futures. The findings reported give voice to the expert participants. The data were then used to develop the discussion which comprised two scenarios. Two major fields of change are identified here and these are used to imagine different futures through the use of a two-dimensional model. The two major fields identified from the discussion are a continuum on location of teacher education, from school based to university based, and a continuum on autonomy and regulation, ranging from high government regulation to self-regulation by the profession.
Publication Year: 2013    |    Updated in ITEC: May 8, 2017
2   |   From section Teacher Education Programs
Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program
This study aimed to explore the nature of changes in pre-service science teachers’ (PSTs’) self-efficacy beliefs toward science teaching through a mixed-methods approach. The findings revealed that microteaching sessions provided pre-service teachers experiences in a controlled and supportive environment. The microteaching process also provided vicarious experiences to the PSTs through observation of teaching performance of teammates and other participants. The a collaborative peer microteaching (Cope-M) process created a practice of discussion-based and supportive teaching to shift the PSTs’ teaching practice to a more robust understanding. Furthermore, the findings suggested that the level of self-efficacy beliefs toward science teaching were positively affected by the Cope-M and were affected slightly negatively after early field experiences.
Publication Year: 2016    |    Updated in ITEC: March 8, 2017
3   |   From section ICT & Teaching
Factors Influencing Turkish Preservice Teachers’ Intentions to Use Educational Technologies and Mediating Role of Risk Perceptions
An expanded version of the Decomposed Theory of Planned Behavior, which incorporated the concept of Risk Perceptions (RP), was used to examine the intentions of Turkish preservice middle school teachers to use educational technologies (ET) in their future classrooms.
Publication Year: 2016    |    Updated in ITEC: March 2, 2017
4   |   From section Preservice Teachers
Perceptions of Pre-service English Teachers towards the Integration of an LMS into English Language Teacher Education
This article reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an Learning Management Systems (LMSs) into courses at a state university in Turkey. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses.
Publication Year: 2015    |    Updated in ITEC: February 26, 2017
5   |   From section Theories & Approaches
Acceptance of Virtual Worlds as Learning Space
This study investigated the acceptance of virtual worlds as a learning space. In this study, the effect of perceived usefulness (PU), ease of use and perceived enjoyment on the behavioural intention (BI) of students to use virtual worlds, as well as the relationship among the variables were examined. The findings from this study highlight important issues related to acceptance and adoption of virtual worlds. First, the results contribute to the literature by defining virtual worlds as a mixed system with both utilitarian and hedonic value. Virtual worlds can focus on the productive use of a system to increase learning as well as the prolonged use to provide fun and enjoyment.
Publication Year: 2015    |    Updated in ITEC: January 29, 2017
6   |   From section Preservice Teachers
Development of Preservice Identities: Learning from a Multigrade Classroom Practicum Context
The purpose of the study was to understand how practice in multigrade classrooms in villages located in rural areas in Turkey might influence preservice elementary teachers’ identity. The results indicated a positive change in teachers’ willingness to engage in the profession. The practicum is very important in providing preservice teachers with experience in this type of classroom, as well as in developing a set of role expectations and positive attitudes towards multigrade teaching. The results indicated that these experiences helped students to recognise new institutional roles and modify their expectations, as well as creating positive attitudes towards multigrade schooling and the realities of rural life.
Publication Year: 2015    |    Updated in ITEC: October 5, 2016
7   |   From section Instruction in Teacher Training
Quality of Preservice Physics Teachers’ Reflections in Their Teaching Portfolios and Their Perceived Reflections: Do They Intersect?
This study focused on comparison between preservice physics teachers’ quality of reflections in their teaching portfolios and their perceived reflections. Findings demonstrated that preservice physics teachers were aware of how much they could reflect their teaching profession to their portfolios. The participants realized which products reflected them better and what else they could have put into their portfolios to be more reflective. Furthermore, the participants whose portfolios needed improvement to be more reflective knew that the instructor’s evaluation about their portfolios was in the same line.
Publication Year: 2014    |    Updated in ITEC: August 1, 2016
8   |   From section Instruction in Teacher Training
Changing Pre-service Mathematics Teachers’ Beliefs about Using Computers for Teaching and Learning Mathematics: The Effect of Three Different Models
The purpose of this study is to determine the effect of three different computer integration models on Turkish pre-service mathematics teachers’ beliefs about using computers in mathematics education. The results indicated a remarkable change in beliefs within the Exploring Mathematical Relationships with Mathematical Software (EMReMaS) and Integrated Model (IM) groups concerning computer use in teaching and learning mathematics. Another significant result is that the beliefs of the students in the IM group are statistically higher than the ones from the EMReMaS group. The author suggests that pre-service mathematics teacher education programmes should give their students opportunities to learn about mathematical software and relevant instructional technologies and opportunities to use these technologies and software to design and implement reform-based mathematics lessons.
Publication Year: 2014    |    Updated in ITEC: May 2, 2016
9   |   From section Preservice Teachers
Pre-service and In-service Teachers’ Beliefs about Teaching and Learning Chemistry in Turkey
The purpose of this study was to investigate different aspects of teacher beliefs in Turkey in the case of chemistry education, including any differences existing between in-service and pre-service teachers. The results showed that both pre-service and in-service teachers in Turkey hold very traditional views when it comes to the teaching and learning of chemistry. These beliefs are characterised by high levels of teacher-centredness, a transmissionoriented understanding of learning, and a strong focus on pure subject-matter learning. On the other hand, the part of the study examining the nature of good education showed that both groups of teachers value more modern ideas when it comes to teaching and learning in general.
Publication Year: 2013    |    Updated in ITEC: March 8, 2016
10   |   From section Instruction in Teacher Training
Questioning to Scaffold: An Exploration of Questions in Pre-service Teacher Training Feedback Sessions
This study explored trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching.
Publication Year: 2013    |    Updated in ITEC: December 22, 2015
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