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The present research is a descriptive study, conducted in order to define the effects of microteaching practices on pre-service physical education and sports teachers' attitudes towards teaching profession. The research was conducted on 60 individuals, who studied at Gaziantep University, Department of Physical Education and Sports Teaching and took Special Teaching Methods II course in 2015-2016 academic year. In order to collect data for the present research, Attitude Scale towards the Profession of Teaching developed by Üst(ner was employed. For data collection, a-week microteaching practice was implemented on pre-service physical education and sports teachers. Data collection tool was implemented on the work group twice, before and after the implementation. Collected data were analysed on SPSS 22.0 program. Paired-Samples t test was utilized as the statistical method. According to the obtained findings, pre-service teachers' attitudes towards teaching profession are high positivee, and microteaching practice affected pre-service physical education and sports teachers' attitudes towards teaching profession positively.
In this study, microteaching was tested to improve pre-service Turkish Language teachers speaking anxieties. The purpose of this study is to reveal the effect of microteaching on pre-service Turkish Language teacherss speaking anxieties. This study which was carried out within the context of Speaking Education course was conducted in the spring term of 2014-2015 academic year. The study group of this research which progressed during all the term consists of the students who took Speaking Education course in the term aforesaid in Yuzuncu Yil University, College of Education, Turkish Language Education Department. For this study which was carried on with true experimental design two groups were formed one of them being Experimental Group and the other one being Control Group. While Speaking Education course was given to Experimental Group based upon microteaching, the same course was given traditionally (the continuous teaching style) to Control Group. Pretests and posttests were implemented to both groups for the study and, at the end of the study, not only both groups interior differences between pretests and posttests were analyzed, but also two groups difference between posttests was analyzed. In the analysis of data t-test were used. Besides, effect size was computed with Cohens d. At the end of the study, it was found that there was a significant decline (from intermediate level to beginner levell in experimental groupps speaking anxieties posttest scores while there wasnnt any decline in control groupps speaking anxieties posttest scores.
The present study is conducted to identify 12 th grade high school students' opinions about the effectiveness of physical education classes. In the study, the interview method of qualitative research method is used. In order to obtain data of the study, open-ended questions that are designed to evaluate students' views and suggestions are used. These questions are following: (1) How do you find the teaching of the lesson, (2) What are the achievements of the course, (3) What are popular and unpopular aspects of the lessons, (4) How do you relate these classes with other courses, (5) What are your recommendations in terms of how to do the class. The research group was formed with 50 students who are studying in the 12 th grade in official high schools depending on Gaziantep Directorate of National Education. Content analysis is applied to the data obtained from student's opinions. Consequently, considering high school 12 th grade students' opinions about physical education classes, it can be said that physical education classes are effective and efficient. It is identified that students think physical education classes are important as they contribute to the development of physical, psychological and social aspects of human beings. However, the number of class hours and environmental conditions are not sufficient enough so this affects the effectiveness of the classes negatively.
For the development of preschool children, games are generally very beneficial and effective. When we look at the education systems of the developed countries in recent years, it is seen that the concept of game is an important activity in terms of children's development. For most of the scientists, game is the best way to get to know and observe the child. And it is the best way to analyze. Children gain many skills while playing. They often learn behavior during playing such as learning, making effective decisions, cooperation, honesty, sharing, respecting the rights of others, liking friends, helping others. By observing the skills during the transition period to adulthood, the child practice and perfect them through the games. This study was conducted in order to determine the views of pre-school teachers about the teaching with games method. In the study, it was tried to determine the general views of preschool teachers on teaching with games, if they prefer teaching with games method, effects of game on learning, game types used in education, until what age children are supposed to play games, which games girls and boys play, which problems teacher encounter while having children play games and suggestions of preschool teachers on teaching with games method. Using the interview method which is one of the qualitative research methods in the research, the data obtained from 50 preschool teachers working in the kindergartens in Gaziantep province were analyzed by content analysis method. As a result of the study, it was found that most of the preschool teachers believe games contribute to motor, cognitive and social development of children, they are also helpful in terms of expressing themselves, they are effective since the learning is fast and permanent with games and children adopt the rules. It was also concluded that children have a strong memory along with their gaming activities, they develop intelligence, children love their school and friends, and that their creative features have improved. Therefore, it can be said that the teaching with games is an important method that contributes to children in almost all dimensions within the development process. However, in terms of teachers' views, physical and environmental conditions should be improved and the necessity of providing in-service trainings in the field of play education has emerged.
This study is a descriptive study aimed at determining the attitudes of primary school teachers towards playing games involving physical activity. The study environment constitutes primary school teachers who are teaching in the primary school as a teacher at the department of Gaziantep University in the Faculty of Education. In the sample group, there are 225 primary school teachers (55 male, 170 female). Casualty scale developed by Caspian (2015) was used in obtaining research data. In the analysis of the data, independent t test, One Way ANOVA and Pearson correlation analysis were used. As a result of the research, it was found that the passion and risk taking attitudes of the male primary school teachers were higher than the female teachers in the study conducted in order to determine the attitudes of the primary school teachers towards playing games involving physical activity. The first level students had higher game passions than the other classroom levels. Compliance levels were found to be higher than subclasses. A positive correlation was found between the scores obtained from the scale subscales of both male and female teachers, when the general average score was determined to be higher for game passions and game requests.
Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama
Sosyal Bı̇lgı̇ler Öğretmen Adaylarının Mikro Öğretı̇m Uygulaması Hakkındaki̇ Değerlendı̇rmelerı̇- Assessments of Social Studies Teacher Candidates on Microteaching Practice2019 •
Extended Abstract Introduction Microteaching is one of the most appropriate methods by which a teacher or teacher candidate will have the opportunity to put the principles and theories s/he has into practice (Görgen, 2003). The microteaching method aims to prepare teacher candidates by exercising the teaching practices in real classroom environments at schools (Kazu, 1996). In addition, the fear of making mistakes is minimized in microteaching practices, which contributes to the self-confidence of teacher candidates (Tan, Kayabaşı, & Erdoğan, 2003). Furthermore, the microteaching method helps teacher candidates to discover their strengths and weaknesses, make self-assessment through video records, learn about new teaching strategies, methods, techniques, and practices, and make a meaningful connection between theory and practice (Amobi & Irwin, 2009; Çoban, 2015; Taşkaya, 2018). On the other hand, microteaching is criticized due to the fact that the class is not taught in a real classroom environment, peer evaluation cannot be done objectively, presence of the camera causes nervousness and the practice is performed in fourth grade classroom settings (Akbaba-Dağ & Doğan-Temur, 2018; Saban & Çoklar, 2013). The microteaching approach that follows the “Teach-Re-Teach” cycle can be continued until the targeted skills are gained (Demirel, 2006). Although there are different opinions, it is generally recommended that each teacher is given 10-15 minutes per session, and a minimum of 4 and a maximum of 20 teacher candidates take place during the microteaching process (Küçükahmet, 1997). The microteaching practice that allows the improvement of various skills of prospective teachers is examined in studies conducted in the world and in Turkey (Atav, Kunduz, & Seçken, 2014; Benton-Kupper, 2001; Borg, 1972; Karadeniz, 2014; Saraçoğlu, Gürışık, & Furat, 2018). Unlike other studies, the microteaching practice was conducted at two stages in this study. The first stage of the practice was conducted at the university and the second stage was conducted at the state-owned secondary schools where teacher candidates made observations. The aim of the study designed in this direction is to elicit social studies teacher candidates’ considerations about the microteaching practice. Method The study was conducted as a case study that is one of the qualitative research methods. In the case of studies, a specific case, event, situation, practice, program, or activity is taken and scrutinized in its natural environment based on various sources (Hancock & Algozzine, 2017). The study group consists of 18 social studies teacher candidates studying at Necmettin Erbakan University. Participants were selected with the purposeful sampling method. Purposeful sampling provides the researchers with the opportunity to work in a variety of ways on a certain topic (Denzin & Lincoln, 2005). Besides, in this method, the participants are selected according to the research questions and have common experiences related to a specific event or situation the researcher wants to define (Willig, 2013). Interviews were conducted and structured observation forms were used to collect data. Interview questions were prepared after reviewing the related literature on microteaching. The structured observation form was adapted from the “Teacher Candidate Performance Evaluation Form” used by the Ministry of National Education. The data were analyzed and interpreted through the content analysis method. Two field experts have been consulted to improve the reliability and validity of data collection tools and data analysis. Findings and Discussion Findings of the study show that the most important advantage of the micro-scanning practice is that it helps teacher candidates to discover their own weaknesses and strengths. The most important components of this very advantage are video camera recording and feedbacks. This finding complies with the findings of almost all studies (Akbaba-Dağ & Doğan-Temur, 2018; Görgen, 2003; Kazu, 1996) on microteaching in the literature. On the other hand, the biggest disadvantage of microteaching is that the practice environment (classroom) is artificial. As emphasized by Bilen (2014), Çoban (2015) and Şen (2009), some of the candidates find the microteaching class artificial because they were actually teaching the class to their peers and having difficulty in viewing them as students. In addition, it was found that microteaching contributes to the teacher candidates’ psychological-personal and professional proficiency qualifications. Finally, it can be seen that teacher candidates encountered some problems in the planning and implementation stages of the microteaching process. Faculty members should not confine micro teaching studies to merely the practices at the university, and combine it with the real classroom practices at schools.
Bu çalışmada ortaokul öğrencilerinin akıcı okuma becerilerinin tespit edilerek çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Bu bağlamda öğrencilerin akıcı okuma becerileri ile sınıf düzeyleri, cinsiyet özellikleri, sosyoekonomik durumları, anne-baba eğitim düzeyi ve Türkçe dersindeki akademik başarı düzeyleri arasındaki ilişkiler incelenmiştir. Çalışmaya 2016-2017 eğitim-öğretim yılı güz yarıyılında Yozgat il merkezinden tesadüfi olarak belirlenen 340 öğrenci dâhil edilmiştir. Her bir öğrenciye bir olay öyküsü, bir durum öyküsü bir de makale türündeki metin birer dakika okutulmuştur. Öğrencilerin okumaları ses kaydedici ile kaydedilmiştir. Daha sonra bu kayıtlar dinlenerek öğrencilerin akıcı okuma becerileri yanlış kelime sayısı, hız, hatasızlık ve prozodi boyutları üzerinden değerlendirilmiştir. Çalışma, nicel araştırma yöntemlerinden betimsel ve ilişkisel tarama modeli ile yürütülmüştür. Elde edilen veriler istatistik programı ile işlenmiştir. Bu araştırma kapsamında ortaya konan sonuçlara göre akıcı okuma becerisi sınıf seviyesi yükseldikçe artmıştır. Cinsiyet değişkenine göre kız öğrenciler erkek öğrencilerden daha akıcı okumuşlardır. Ailenin sosyoekonomik düzeyi, ebeveynin eğitim düzeyi ve öğrencilerin Türkçe dersi akademik başarı düzeyi yükseldikçe akıcı okuma becerisi de artmıştır.
Bu araştırmanın amacı Türkiye’nin farklı üniversitelerinde öğrenim gören son sınıf Türkçe öğretmeni adaylarının Türkçe öğretmeni özel alan yeterlikleriyle ilgili özyeterlik algılarını tespit etmektir. Araştırmanın örneklemini 2011-2012 eğitim-öğretim yılının bahar döneminde Türkiye’nin değişik üniversitelerinin Türkçe eğitimi bölümlerinde öğrenim gören dördüncü sınıf 244 Türkçe öğretmeni adayı oluşturmaktadır. Araştırmada, betimsel türde ilişkisel tarama modeli kullanılmıştır. Öğretmen daylarına araştırmacılar tarafından geliştirilen özel alan yeterlilik anket formu uygulanmıştır. Elde edilen veriler SPSS 20 paket programı ile analiz edilmiştir. Türkçe öğretmen adaylarının özel alan yeterlikleriyle üniversite, cinsiyet, ortaöğretim mezuniyetleri arasında istatistiksel olarak farkın olup olmadığını incelemek amacıyla frekans, aritmetik ortalama, standart sapma, t testi, Kruskal Wallis, Mann Whitney U testi ve çoklu doğrusal regresyon analizinden faydalanılmıştır. Veri analizi sonucunda elde edilen bulgulara göre Türkçe öğretmeni adaylarının Türkçe öğretmeni özel alan yeterlikleri bakımından kendilerini yeterli olarak görmektedirler. Türkçe öğretmeni adaylarının Türkçe öğretmeni özel alan yeterlikleriyle ilgili görüşleriyle cinsiyetleri, mezuniyetleri, mezuniyet bölümleri, not ortalamaları ve öğretim şekilleri arasından istatistiksel olarak ilişki bulunamamıştır.
The purpose of the present research is examining secondary school 7th grade students’ perceptions of the concept of physical education lesson through metaphors. The present research also tested whether the metaphors produced by the students differ according to gender. The research was conducted on 393 students who study in 7th grade at three different public secondary schools in the province of Konya in 2014-2015 academic year, fall semester. According to the findings obtained in the research, the students produced 45 different metaphors related to the concept of physical education lesson. These metaphors produced by students under 4 conceptual categories. There wasn’t a statistically significant difference between the conceptual categories according to gender. In accordance with the findings obtained in the present research, metaphor method can be used as an important data collection method in order to understand and explain the secondary school 7th grade students’ perceptions of the concept of physical education.
Uluslararası Eğitim ve Kültürde Akademik Çalışmalar
SEMPOZYUMU ÖZET KİTAPÇIĞI ULUSLARARASI EĞİTİMDE VE KÜLTÜRDE AKADEMİK ÇALIŞMALAR II. (II. International Symposium of Academic Studies on Education and Culture2019 •
Eğitim Bilimleri Araştırmaları Dergisi-Journal of Educational Sciences Research
Mikro Öğretim Uygulamasının Öğretim Becerilerine Etkisine İlişkin Öğretmen Adayı Görüşleri-The Teacher Candidates’ Opinions Regarding the Effect of Micro Teaching Implementation on Teaching Skills2012 •
2018 •
Science teacher trainees’ microteaching experiences: A focus group study
Science teacher trainees’ microteaching experiences: A focus group study/ Fen Bilgisi Öğretmen Adaylarının mikroöğretim deneyimleri: Bir odak grup çalışması2016 •
Uşak Üniversitesi Sosyal Bilimler Dergisi
HAYTAP’ın Hayvan Hakları Mücadelesinde Çatışma Yönetimi Hayvan Hakları Savunucularının Kendi Aralarında Uzlaşması Mümkün Mü?.pdf2017 •
International Online Journal of Educational Sciences
Examining Teacher Candidates' Attitudes towards Teaching Profession and Pupil Control IdeologyUluslararası Egitimde ve Kültürde Akademik Çalısmalar Sempozyumu
Somut Olmayan Kültürel Miras Aktarımı ve Örgün Egitim Kurumları2018 •
2016 •
International Online Journal of Educational …
The Problems Teachers Encountered During the Candidacy Process2011 •
2017 •