Ways of overcoming difficulties in working with students with depression in the opinion of Polish teachers - results of qualitative research conducted within the Heads Up project

Science teaching is one of the essential elements that can ensure the training of individuals who know scientific knowledge and scientific processes and use scientific methods in defining and solving the problems encountered. Within science lessons, the factors affecting the scientific process should be examined and presented. It was aimed to determine the opinions of prospective science teachers on this issue, since it is thought that the opinions of teachers, who are the most effective individuals in gaining the intended characteristics to students, on the factors affecting the scientific development process may affect the way they do their jobs. The study was conducted in the phenomenology model, which is one of the qualitative research methods, and the study group consisted of 37 prospective senior teachers. An open-ended questionnaire a data collection tool and a content analysis method were used in the analysis of the data. In the research results, it has been determined that prospective teachers mentioned social and cultural factors that affect the science and science-making process most frequently and emphasized the importance of raising individuals with inquirer minds. They structured their views on the purpose of scientific studies on producing information and carrying out activities for the benefit of the society; furthermore, they stated that the family and education system affected the scientific development process.

This study was conducted to determine the opinions of elementary teachers about the child abuse and neglect education program developed according to the quantum learning model. This study was carried out with the participation of 20 elementary teachers working in the Yozgat province of Turkey. Quantitative and qualitative research methods were used together. Within the scope of the quantitative research, the “In-Service Training Programs Evaluation Scale” developed by Tekin and Yaman in 2008 was used. This scale had two factors and 28 items. The Cronbach’s alpha coefficient of the scale in the original study was 0.95. Within the scope of the qualitative research, open-ended structured questions were asked to determine the opinions of elementary teachers on child abuse and neglect and the quantum learning model. Descriptive statistics and descriptive analysis were used in the analysis of the data. As a result of the analysis, it was determined that the opinions of teachers on the in-service training program were positive; they considered the quantum learning model as a physics-related model that developed the student in all aspects; they did not plan to implement the quantum learning model in the classroom; and they found it positive that the quantum learning model and child abuse and neglect were handled together. Teachers also reported that parents should participate in the training program on child abuse and neglect. The teachers acquired the learning outcome “Knows that he/she should call the Alo 183 social support line in case of child abuse and neglect” at the end of the training program. As a result of the study, recommendations were made regarding the nature of the courses to be organized for teachers, the arrangements that can be made in schools for the implementation of the quantum learning model, and the need to organize educational programs for parents.

This study tried to determine the opinions of Turkish language teachers living in Germany on their native Turkish lessons. One of the most criticalissues of the children of expatriatesliving abroad is that they canprotect their own culture against the dominant culture. In this context, it is essentialfor them to learn and use their mother tongue,which is anessentialelement of culture. The attitudes, behaviors,and motivations of the teachers who provide Turkishlessons are determining factorsin learning their mother tongue. The opinions of the teachers on the students’ interest in the lessons are essentialfor understanding the education on mother tongue in the country where they reside. Within the scope of qualitative research, relevant resources were scanned,and a data collection tool was developed based on face-to-face interviews with teachers who are actively involved and by including expert opinions. The data collected from the teacher were analyzed in SPSS program. According to the findings obtained through the opinions of the teachers, it was seen that the significantproblems that the children of the teachers living and working in Germany encounter in learning their mother tongue are the situation of their families, the environment and the time in which the lessonswere held, and the need for a specialist teacher who will carry out their jobs with devotion. However, the approach of the country of residence towards the lessons in mother tongue indicated how important the interest or indifference of politicians and bureaucrats in this regard and how this affected the future of lessonsin the mother tongue. It was also observed that the teachers did not major from the field and did not have adequate knowledgeand competence.

In this study, the opinions of the teachers about the effect of the television serials containing school on the behavior of students were investigated. The data was collected from 233 teachers from Vocational and Anatolia High Schools with the survey technique. As measuring tools; “The School Effects Scale on Student Behavior Scale of Content Series” was used. The collected data were analyzed using SPSS 17.0 statistical software package. Data was analyzed via frequency, t-test, OneWay ANOVA statistical techniques. The obtained data was investigated under five sub-categories; the effect of the school serials on students, the negative effect of students’ behavior on teachers and administrators, whether there is difference between the opinions of Anatolia and Vocational High School teachers and their work experiences. In general, according to the result of research, both the Vocational and Anatolian High School teachers’ denoted that the serials containing schools, broadcasted a televisions, have negative effect on students’ behaviors. When the data was analyzed according to the school type and work experience of teachers, there were not found differences between the opinions of Vocational and Anatolia High School teacher on questionnaire. © 2015 IOJES. All rights reserved

The purpose of the article is summarisation of basic results of research into the issue expressed by the following question: What are opinions of pupils and teachers in the Czech Republic for use of tablets in the classroom? The research took the form of qualitative survey using criteria questionnaire. The research deals with two areas: a) Current status of tablets use in classroom, and b) Opinions of teachers and opinions of pupils concerning use of tablets for teaching/learning purposes. The research was performed at two grammar schools with general orientation and was implemented in the period from June to September 2015. Both schools had iPads available for classroom work since September 2014. The first school strongly supports education in science and therefore its description is grammar school with science orientation (term by the authors of this article). The second school supports foreign language learning and therefore its description is grammar school with humanities orientation (term by the authors of this article).

This study, which was carried out to determine the opinions of pre-school teachers and pre-service teachers on values education in the pre-school period, is a qualitative study. The case study design was used in the study. The study group of the research consists of 60 pre-school teachers working at independent kindergartens and nursery classes affiliated to Konya Provincial Directorate of National Education and 60 pre-service teachers studying at Necmettin Erbakan University, Department of Pre-School Education. The data in the study were collected using the “Personal Information Form” and the semi-structured interview form that consists of open-ended questions. In research results, the main factor affecting values education in the pre-school period is “family” according to the common opinions of teachers and pre-service teachers. The values that pre-school children must acquire in the family are “respect”and “love”. The values that pre-school children must acquire at pre-school education institutions are “helpfulness” and “empathy”. The type of activity used for introducing values in pre-school education is “play activity”. The values education given to pre-school children supports “social-emotional development”area. The teachers and the pre-service teachers expressed the benefit that values education given in the pre-school period provides to children in their future lives as “being a good person”. The reason for giving values education at pre-school education institutions is to “prepare the children for their future roles”.

A web-based education system was designed within the scope of a project to ensure the professional development of middle school mathematics teachers. This system was designed in a way to allow teachers to prepare a Hypothetical Learning Trajectory and lesson plan related to the algebra learning content and also to give feedback to these contents prepared. In this study, it was aimed to determine teachers’ opinions about such web-based education system. In line with this aim, at the end of application, semi-structured interviews were conducted with twelve mathematics teachers. In this study, phenomenology, one of the qualitative research designs, was adopted, and thematic analysis was used in the analysis of data. Accordingly, six main themes regarding the process taking place from the design stage to the application stage of the web-based education system were specified to determine the opinions of teachers regarding the system. According to the results obtained, it was observed that teachers generally liked the design of the system. When teachers’ opinions about the strengths and weaknesses of the system are examined, the strengths are the facts that it makes teachers prepare lesson plans and that the system enables to revise these lesson plans prepared in line with the reflective questions and feedback received from moderators. Regarding the weak aspect of the system, only one teacher expressed his/her opinion that integrating the theoretical knowledge in the feedback of moderators into the class does not apply to all learning environments. The general opinion of teachers about their satisfaction with the web-based education system is that they are satisfied with the system. They emphasized that teachers get detailed information about certain algebraic concepts and integrate this information into their teaching thanks to expert opinions they receive. Furthermore, it was observed that teachers agree that the system is useful in recognising their own shortcomings and mistakes.

Öz: Çalışma, bir anda küresel bir kriz haline gelen Covid-19 pandemisi sürecinde verilen özel eğitimin öğretmen ve ebeveyn görüşleri doğrultusunda incelenmesi amacıyla yapılmıştır. Araştırmada nitel araştırma çeşitlerinden tipik durum çalışması yöntemi kullanılmıştır. Araştırma kapsamında 2019-2020 eğitim öğretim yılı bahar döneminde Afyon/Karahisar il Millî Eğitim Müdürlüğü’ne bağlı özel eğitim kurumlarında görev yapan 14 özel eğitim öğretmeni ve 21 ebeveyn ile görüşme yapılmıştır. Çalışmada özel eğitim öğretmelerinin ve özel gereksinimi olan çocukların ebeveynlerinin pandemi sürecinde verilen eğitime ilişki görüşlerini incelenmek için yarı yapılandırılmış görüşmeler yapılmıştır. Veriler, Temmuz-Ağustos 2020 tarihleri arasında, öğretmen ve ebeveynlerin uygun olduğu zamanlarda telefon ile yapılan görüşmelerle toplanmıştır. Elde edilen verilerin analizinde içerik analiz tekniği kullanılmıştır. Çalışmadan elde edilen sonuçlar, pandemi sürecinde özel gereksinimi olan çocukların eğitimlerinin olumsuz etkilendiğini göstermektedir. Bu olumsuzlukları gidermek için öğretmen ve ebeveyn boyutunda yapılması gereken önemli müdahaleler bulunduğu söylenebilir.

In the history of the world, there have been great epidemics that seriously threaten humanity. The last major epidemic, the Covid-19 pandemic, can be considered one of the largest and most widespread epidemics in the modern era. The developing transportation and communication sector has unfortunately been a negative factor that facilitates the spread of the pandemic. As in all areas of life, serious problems and changes have been experienced in education. Online education studies with the distance education system are the most popular development of this period. The study aims to determine the opinions of Turkish teachers who teach Turkish to foreigners on the positive and negative aspects of distance online education and formal education. Using the qualitative research method, the opinions of the teachers who participated in the survey were compiled through Google forms. After three demographic questions in the survey, twelve 5-point Likert scale questions were asked. As a result of the study, it has been concluded that distance education does not need institutional spaces compared to online education, but there are advantages such as financial opportunity, transportation, and time, but face-to-face teaching is much more functional in terms of the efficiency of the courses and gains. From now on, it has become necessary to develop hybrid teaching models in which both face-to-face and online courses are used together and to use them in a more planned and organized way.

Bu çalışmada eTwinning projesine katılan fen bilimleri öğretmenlerinin süreç içerisindeki deneyimlerine yönelik görüşleri incelenmiştir. Araştırma nitel araştırma yöntemine göre tasarlanmış fenomenolojik bir çalışmadır. Araştırmanın çalışma grubunu 2018-2019 eğitim-öğretim yılında farklı illerde görev yapan 11 fen bilimleri öğretmeni oluşturmaktadır. Çalışma grubundaki öğretmenler, eTwinning platformu üzerinden gerçekleştirilen astronomi içerikli konuların etkinlik temelli öğretilmesine yönelik hazırlanan proje çalışmasına katılım sağlamıştır. Beş haftalık süreç içerisinde öğretmenler, eTwinning platformu üzerinde yer alan proje ile ilgili etkinlikleri sınıflarında gerçekleştirmiş olup etkinliklere ait görüşlerini ve görselleri projeye katılan diğer meslektaşları ile paylaşmışlardır. Sürecin sonunda öğretmenler öğrencilerinin gerçekleştirdikleri etkinlikleri ve oluşturdukları ürünleri kendi okullarında sunmaları amacıyla bir sergi gerçekleştirmiş ve proje tamamlanmıştır. Veri toplama aracı olarak açık uçlu soru formu kullanılmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Elde edilen bulgular öğretmenlerin görüşleri ile desteklenmiştir. Araştırmanın sonucunda öğretmenlerin bu proje çalışmalarına etkinlik temelli ders işlemek ve mesleki gelişimlerine katkı sağlamak amacıyla katıldıkları belirlenmiştir. Öte yandan gerçekleştirilen etkinliklerin öğrencilerde merak uyandırdığı, öğrencilerin sürece aktif katıldıkları, soyut olan kavramları eğlenerek öğrendikleri ve somutlaştırdıkları da elde edilen sonuçlardandır. Öğretmenler proje ile ilgili ayrılan sürenin daha uzun olması, daha fazla etkinliğe yer verilmesi ve süreçte meslektaşları arasındaki iletişimin daha güçlü olması gerektiği gibi önerilerde bulunmuşlardır.

Bu araştırmanın amacı, ilkokulda görev yapan sınıf öğretmenlerinin değerler eğitimi ile ilgili görüşlerini belirlemektir. Araştırmada öğretmenlerin görüşleri değerler eğitiminin önemi, değerler eğitiminde yapılan çalışmalar, değerler eğitimini olumsuz etkileyen etmenler ve değerler eğitiminde yapılabilecek çalışmalara yönelik öneriler açılarından incelenmiştir. Araştırma, nitel araştırma yöntemlerinden durum çalışması desenindedir. Araştırmanın çalışma grubunu, Bayburt il merkezinde yer alan 21 sınıf öğretmeni oluşturmaktadır. Araştırmanın çalışma grubu, kolay ulaşılabilir durum örnekleme yöntemi ile belirlenmiştir. Araştırma verilerinin toplanmasında yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde betimsel analiz yönteminden yararlanılmıştır. Araştırma sonucunda; öğretmenlerin büyük çoğunluğunun değerler eğitimine yönelik herhangi bir eğitime katılmadığı, değerler eğitimi kavramının insanlığın yaşamında önemli bir kavram olduğu, değerlerin öğrencilere kazandırılmasında öğretmenlerin daha çok afiş, resim, video, drama yaptırdığı, somut materyaller kullandığı ve öğretmenlerin değerlerin öğrenciler tarafından kısmen davranışa dönüştürüldüğünü düşündükleri bulunmuştur. Ailelerin değerler eğitimi sürecinde rol model olması gerektiği ve öğretmenlerin büyük bir çoğunluğunun da 2017 yılında öğretim programında değerler eğitimi ile ilgili herhangi bir değişikliğin yapılmadığını düşündükleri sonucuna ulaşılmıştır. Öğretmenlerin değerler eğitimini olumsuz etkileyen etmenlere yönelik görüşlerinde de yetişkinlerin daha çok bu süreçte örnek davranış sergilemediğini ifade ettikleri sonucuna ulaşılmıştır.  Ayrıca öğretmenlerin değerler eğitimi sürecinde yapılabilecek çalışmalara yönelik önerilerinde ise sınıf içi ve sınıf dışı etkinliklere daha fazla ağırlık verilmesi gerektiğini belirtmişlerdir.

The purpose of this research is to determine the effect of parents and teachers on the character education of secondary school students based on the opinions of teachers and parents. In order to determine the effect of parents and teachers on the character education of secondary school students, phenomenology design, one of the qualitative research methods, was used in this study. In this context, qualitative data in the research were obtained through a voice recorder based on semi-structured interview form data. The study group of this research consists of 15 teachers and 15 parents working in various branches and levels from 11 different secondary school institutions, including Siirt province central schools, in the fall semester of the 2020-2021 academic year. Persons were selected through maximum diversity case sampling from sampling methods. In the analysis phase of the data obtained from the parents and teachers, descriptive analysis, one of the qualitative data analysis methods, was used. The teachers and parents were coded as "T1 and P1" according to the order in which they were written down. In order to ensure the reliability of the study, two separate researchers analyzed the data, and the obtained findings were tried to increase the reliability by ensuring the similarity by comparison. In addition, direct quotations from the views of the participants were included in order to ensure the reliability of the study. According to parents and teachers, character education is education that includes placing the basic moral values ​​that should be given by parents at a young age to children, that both parents and teachers have a great influence on the character development of children, and that they are fair, patient, sincere, good character traits that teachers should have. good role model, honest, responsible, smiling, consistent, understanding, compassionate, loving, open to learning and teaching, passionate, respectful, good communication, self-confidence and self-efficacy, reliable, disciplined, tolerant, well-intentioned, knowledgeable. It has been concluded that hardworking, self-sacrificing and well mannered. Keywords: Teacher, parent, character, character education. DOI: 10.7176/RHSS/12-20-02 Publication date: October 31 st 2022

The aim of this study is to determine the importance of decision making skill at primary school level according to the opinions of classroom teachers. Since a single situation related to a certain group of teachers in a school was examined in depth, the study was conducted using a case study, one of the qualitative research designs. The study group of the study is 25 classroom teachers working in a primary school in Pendik District of Istanbul province with criterion sampling method. The data were collected with an interview form and analyzed by content analysis method. The research results are: According to the opinions of the classroom teachers; decision-making skills are important for primary school level, not being able to earning enough at the primary school level, mistakes are made and problems are experienced in teaching at the primary school level. According to these results, The Ministry of National Education can carry out applications for the development of decision-making skills at the level of all lessons at primary school level can be recommendationed.

Bu araştırmanın amacı öğretmen ve yöneticilerin görüşleri alınarak, 4+4+4 eğitim sisteminin ortaöğretime yansımalarına ilişkin paydaş görüşlerini ayrıntılı bir şekilde incelemektir. Araştırma 2017 yılı Şubat-Haziran ayları arasında gerçekleştirilmiştir. Araştırmanın evrenini Tokat ilinde bulunan çeşitli ortaöğretim kurumlarında görev yapan öğretmen ve yöneticiler oluşturmaktadır. 15 öğretmen ve 15 yöneticiden oluşan araştırma örneklemi, amaçlı örneklem yöntemlerinden “maksimum çeşitlilik örneklemesi” ile belirlenmiştir. Bu araştırma nitel bir araştırmadır ve bir nitel araştırma yöntemi olan “görüşme yöntemi” kullanılmıştır. Araştırmada elde edilen verilerin analizinde betimsel analiz kullanılmıştır. Araştırma sonucunda öğretmenler ve yöneticilerden ortaöğretimin zorunlu olmasının doğru olduğunu ve yanlış olduğunu ifade edenler olduğu görülmüştür. Geçiş sürecinin hızlı olduğunu, planlamanın yapılmadığını, liselerdeki eğitimin niteliğinin olumsuz etkilendiğini, okulların gerekli fiziki altyapı ve teknolojik açıdan yeterli olduğunu, eğitim programlarının güncel olduğunu, zorunlu ortaöğretim sayesinde öğrencilerin kontrol altında tutulduğunu, sanayide ara eleman eksikliği olacağını ve açık lise eğitiminin gerekli olduğunu ifade etmişlerdir. Araştırmada elde edilen sonuçlar doğrultusunda, yeni eğitim sistemine geçilirken geçiş sürecinin çok kısa tutulmaması ve yapılan değişiklikler hakkında öğretmen ve yöneticilere gerekli hizmet içi eğitim ve bilgilendirmelerin yapılması önerilmiştir.

This article discusses the qualitative research supplementing a three-year (2015-2018) pedagogical experiment carried out in schools in southern Poland. The experiment was based on implementing an innovative visual art education program into the primary school curriculum in grades 1-3. This program the Science-Art-Education Model was created on the basis of international experience from countries such as Slovakia, Slovenia, and Ukraine. The innovative outline of art workshops for children used the assumptions of positive pedagogy and the psychology of happiness affirmation and visualization. This paper presents the results of psychometric and qualitative research that accompanied the quantitative research (children essays and self-portraits) as well as opinions of teachers who carried out the experiment regarding two variables: self-awareness and positive hope.