Female Teacher Candidates Research Articles

Investigation of the Preschool Teacher Candidates’ Philosophical Views on the Nature of Mathematics

Teachers’ views on the nature of maths have a crucial effect on their interactions with children, their choice of method and technique to be used while preparing the curriculum, their decision on the type and frequency of activities to be applied, their behaviors in the classroom, children’s attitudes towards maths and their achievement. With this research, it is aimed to examine teacher candidates’ philosophical views on the nature of maths. The research is in relational scanning model. “The Scale of Philosophical Thoughts on the Nature of Mathematics” was implemented to 141 pre-school teacher candidates studying in 2019-2020, which constitute the sample of the study. As a result of the analysis, it has been found that 52.5% of teacher candidates have an absolutist view, the views of female and male teacher candidates support each other and there is a significant difference between the grade level in they study.

Teacher Candidates' Value Perceptions and Their Opinions on the Acquisition of Values in Education Faculties

This research aims to determine teacher candidates’ value perceptions and their opinions on the acquisition of values to teacher candidates, in education faculties. In the research, a survey model was used to describe an existing situation. In this context, a questionnaire was applied to 2274 teacher candidates. Research results show that the value perceptions of male teacher candidates are lower than female teacher candidates. The value perceptions of teacher candidates who chose the teaching profession because they had to, were lower than those who preferred it because they loved it. Perceptions of teacher candidates about the acquisition of values are low in the sub-dimensions of understanding and empathy, and medium in the other sub-dimensions. Teacher candidates’ perceptions of the values that teachers should have are quite high in all sub-dimensions. Despite this, the scores regarding the acquisition of the same values in education faculties are statistically significantly lower and middle levels. These results indicate that the values cannot be gained enough in education faculties. Various suggestions were made in line with the research findings and results, and recommendations were made for future research.

EXAMINATION OF THE RELATIONSHIP BETWEEN THE EDUCATIONALTEACHING SATISFACTION AND ACADEMIC MOTIVATION OF BIOLOGY TEACHERS

The aim of this study is to examine the relationship between academic motivation and educational satisfaction of biology teacher candidates who continue their education in higher education by considering different variables. In the research, scanning design was used within the scope of quantitative model to reveal the current situation. The study group of the study consists of 121 biology teacher candidates who continue their education in two different state universities in Ankara. In order to collect the data of the research, "Student Satisfaction Scale for Education and Training in Higher Education" and "Academic Motivation Scale" were used. According to the results obtained from the research; It was determined that the satisfaction and academic motivation of biology teacher candidates about education in higher education is above the middle level. When the gender sub-dimension of the research results was examined, it was found that the education satisfaction and academic motivation of the male teacher candidates were higher than the female teacher candidates. When the university variable of teacher candidates is examined, it can be said that there is a difference in terms of satisfaction, especially between equipment and laboratory and communication with academic and administrative staff and these situations affect the satisfaction of the candidates. When the class level sub-dimension of the study was examined, it was concluded that there was a significant difference between the satisfaction of 4th grade candidates and those of other classes. While 4th grade candidates show a medium level of satisfaction, candidates in the other class show a high level of satisfaction. It is noteworthy that the reason for this is related to belonging and guidance in the sub-dimension of the satisfaction scale. It is seen that the highest satisfaction among candidates is in the first year. According to the results of the research, the frequency of voluntary coming to the department of the second university teacher candidates is higher than the frequency of voluntary coming to the department of the candidates in the 1st university. These results support that the motivation levels of the candidates may differ due to internal motivation reasons. One of the results obtained from the study is to determine a positive and moderate relationship (r = 438) between the education satisfaction and academic motivation of biology teacher candidates. This situation shows that when the education-teaching satisfaction levels of biology teacher candidates are affected, the academic motivation of the candidate may be affected at a moderate level.

EXAMINATION OF THE RELATIONSHIP BETWEEN THE EDUCATIONALTEACHING SATISFACTION AND ACADEMIC MOTIVATION OF BIOLOGY TEACHERS

The aim of this study is to examine the relationship between academic motivation and educational satisfaction of biology teacher candidates who continue their education in higher education by considering different variables. In the research, scanning design was used within the scope of quantitative model to reveal the current situation. The study group of the study consists of 121 biology teacher candidates who continue their education in two different state universities in Ankara. In order to collect the data of the research, "Student Satisfaction Scale for Education and Training in Higher Education" and "Academic Motivation Scale" were used. According to the results obtained from the research; It was determined that the satisfaction and academic motivation of biology teacher candidates about education in higher education is above the middle level. When the gender sub-dimension of the research results was examined, it was found that the education satisfaction and academic motivation of the male teacher candidates were higher than the female teacher candidates. When the university variable of teacher candidates is examined, it can be said that there is a difference in terms of satisfaction, especially between equipment and laboratory and communication with academic and administrative staff and these situations affect the satisfaction of the candidates. When the class level sub-dimension of the study was examined, it was concluded that there was a significant difference between the satisfaction of 4th grade candidates and those of other classes. While 4th grade candidates show a medium level of satisfaction, candidates in the other class show a high level of satisfaction. It is noteworthy that the reason for this is related to belonging and guidance in the sub-dimension of the satisfaction scale. It is seen that the highest satisfaction among candidates is in the first year. According to the results of the research, the frequency of voluntary coming to the department of the second university teacher candidates is higher than the frequency of voluntary coming to the department of the candidates in the 1st university. These results support that the motivation levels of the candidates may differ due to internal motivation reasons. One of the results obtained from the study is to determine a positive and moderate relationship (r = 438) between the education satisfaction and academic motivation of biology teacher candidates. This situation shows that when the education-teaching satisfaction levels of biology teacher candidates are affected, the academic motivation of the candidate may be affected at a moderate level.

Investigation of the psychological resilience of teacher candidates in terms of sense of humor and life satisfaction

The aim of this study is to examine the psychological resilience in teacher candidates in terms of sense of humor and life satisfaction. Correlational research model was used in the study. The dependent variable of the research is psychological resilience and independent variables are sense of humor and life satisfaction. The research was carried out on 427 teacher candidates between the ages of 18-27, 318 females (74.5%) and 109 males (25.5%). The Resilience Scale for Adults, The Multidimensional Sense of Humor Scale, The Satisfaction with Life Scale and Personal Information Form were used to collect data. Descriptive statistics, independent groups t-test, variance analysis, Pearson correlation coefficient and hierarchical regression analysis were used to analyze the data. When the findings of the study are analyzed, it is seen that psychological resilience in terms of gender differs significantly in favor of female teacher candidates. A positive relationship was found between teacher candidates' psychological resilience and sense of humor. In addition, a positive relationship was found between psychological resilience and life satisfaction. Looking at the findings, it is seen that the variables of sense of humor and life satisfaction predict psychological resilience significantly. The findings were discussed according to the literature and various suggestions were presented.

Implications for Conducting Special Education Research Drawn From the Reflexive Accounts of a Deaf With Disabilities Professor and Three Student Researchers

AbstractA Deaf with disabilities (DWD) male professor, 2 hearing female teacher candidates, 11 parents (4 of whom were immigrants), and 6 DWD children sought to better understand the experiences of parents of DWD children by conducting an ethnographic study (Singer, Kamenakis, Shapiro, & Cacciato, in press). The research team recorded reflexive journals as a way to analyse their methodology. In this essay, we reflect on 3 themes developed from the reflexive journals: (a) researcher positionality, (b) negotiating power in research, and (c) language variation in practice. We discuss our experiences and contextualise these accounts within relevant scholarship, attempting to locate some amount of resolution to the very human experiences upon which we reflect. We provide key takeaways for doing research with and among people with disabilities in special educational settings, particularly focusing on people who communicate in nonnormative ways. We conclude with a culminating discussion of the significance of creating emancipatory special education research.

Examination of the Curriculum Knowledge Levels of Pre-Service Teachers in Terms of Different Variables

The teaching profession is an area of expertise that combines many professional and academic competences. While all of these competences are important for the quality of learning-teaching processes, the curriculum and content knowledge that teachers are expected to have is one of the main characteristics that are directly determinative in achieving the learning objectives. The aim of this study was to examine the pre-service teachers' knowledge of curriculum in terms of different variables. The study group of the study, which was conducted according to the descriptive research model, consisted of 237 students in the 4th grade of the faculty in 2018-2019 academic year. In the study, the pre-service teachers' general curriculum knowledge, the average points they received from curriculum development questions and the average points they received only from the questions related to the curriculum in their field of study were handled. As a result of the findings, it was seen that pre-service teachers' curriculum knowledge their field showed a significant difference in favor of female teacher candidates. Also, it was observed that the average of all three points of pre-service teachers differed significantly according to their branches and general curriculum knowledge differed significantly according to their branches.

The Investigation of Social Studies Teacher Candidates Cognitive Flexibility Levels and Metacogniyive Learning Strategies in Terms of Different Variables

The purpose of this research; social studies is to examine the relationship between the cognitive flexibility skills of teacher candidates and the learning strategies of supernatural (metacognitive learning strategies) in terms of various variables. The working (study) group of the research, who participated in the study on voluntary basis, is composed of a total of 150 social science teacher candidates; 94 female and 56 male ones who continue their education in the Department of Social Sciences Education at the Faculty of Education at a state university in Central Anatolia. and participate in volunteer work. "Cognitive Flexibility Scale" and "Bilingual Metacognitive Learning Strategies Identification Scale" were used as data collection tools in the research. Relational search screening model was used in the study. The data were analysed using the SPSS 20 program. According to the findings; it was determined found that the levels of cognitive flexibility levels of the social science teacher candidates were are moderate (in part agreeing partly agree) while metacognitive learning strategies identification levels were high.to determine the supra-learning strategies. It is concluded that the metacognitive learning strategies identification levels of female teacher candidates determination of supra-learning strategies are higher than those of male teacher candidates. On the other hand, it has been determined that there is no relationship between cognitive flexibility levels of social science teacher candidates and sex change gender.

THE EFFECT OF OUTCOMES IN THE TEACHING PRINCIPLES AND METHODS COURSE IN THE PEDAGOGICAL FORMATION PROGRAM ON PROSPECTIVE TEACHERS' SELF-EFFICACY BELIEFS

The purpose of this research is to reveal the effect of the gains obtained in the teaching principles and methods course in the pedagogical training program implemented in education faculties in Turkey on the teacher self-efficacy beliefs of prospective teachers. The research is a descriptive study in pre-test and post-test screening model. The study group consisted of 350 prospective teachers studying in the pedagogical formation program of Mehmet Akif Ersoy University, Faculty of Education in the spring semester of 2018-2019 academic year. In obtaining the data for the course of teaching principles and methods , the teaching self-efficacy scale , which was developed by Kuzu and Demir (2015) together with validity and reliability studies, was used. For the sub-dimensions of the scale, t-test was employed for unrelated samples to determine whether the scores of pre-test and post-test differed significantly from each other. Two-way variance analysis (ANOVA) was used for repeated measurements to determine whether the differences in the two tests were statistically significant. Kolmogorov-Smirnov (KS) test was used to determine whether the data were normally distributed or not. According to the findings as a result of the analysis, self-efficacy beliefs of the participants increased significantly in all sub-dimensions of the scale. The teaching area where the self-efficacy increased the most was program development, while the areas where it increased the least were explanation in teaching and planning areas . The distribution of self-efficacy beliefs by gender revealed significant differences in favor of female teacher candidates compared to men. It was determined that prospective teachers showed significant differences depending on department variables and did not show significant differences depending on undergraduate education class variable. Article visualizations:

Mathematical communication profile of female student who is mathematics teacher candidate in implementing teaching practice program

Students who are mathematics teacher candidates have different mathematical communication skills. They carry out mathematics learning when doing teaching practice. Their mathematical communication skills greatly influence the communication that is implemented into mathematics learning in the classroom. This study aims to describe the mathematical communication profile of female students who are mathematics teacher candidates. The participant of this study was a female teacher candidate who was carrying out teaching practice (PPL) at the training school. Data collection was done by recording the implementation of learning, which was presented through learning video transcripts and analyzed by data reduction, data displaying, and interpretation-verification. The results of this study are prospective female teachers always ask students to repeat their answers, to ensure the answers mentioned. This has resulted in the fact that female mathematics teacher candidates are not strict in making decisions, seem rambling in making decisions. The nonverbal communication of female teacher candidates is a clear voice heard throughout the class; ways/gestures, movements of appearance and facial expressions show calmness and smile to students, so learning flows smoothly.

English

Note taking is individual’s recording of the attraction grabbing, unknown or newly learned knowledge in brief notes so as to remember afterwards. Note taking nowadays is no longer a routine action for students but viewed as a skill. In fact, students do not take note of all the word being taught in classes but record the knowledge in short notes, sometimes even shortening the words in a way understandable to them. The purpose of this study is to determine Turkish Language Teaching Department students’ perception of note taking concept. The sample of the research is composed of 163 teacher candidates’ of Hatay Mustafa Kemal University in 1st, 2nd, 3rd or 4th grade of Turkish Language Teaching Department from 2017-2018 education year. The method of the research was chosen as descriptive phenomenologic pattern as one of qualitative research patterns. In the research, 301 opinions of 32 themes were gathered related to writing down important information, writing down the knowledge that should not be forgotten, writing down as one can make sense of, writing shortly, writing down so one can review later and writing down the useful parts. As a result of the research it was found that teacher candidates mostly confuse note taking and summarizing concepts, candidates mostly take notes in occasions of seminars, symposiums, and conferences, most themes of the note taking were developed by 1st grade students, most opinions were stated by 3rd grade students, female teacher candidates were more interested and sensitive in note taking compared to male candidates.   Key words: Note taking, recording, perception, Turkish teacher candidates.

How are misconceptions about material discontinuation by gender in elementary school teacher candidates?

This study wishes to conclude the gender differences in conceptions about the discontinuous nature of the material in potential elementary school teacher candidates. Exhausting descriptive-qualitative research method, the data were composed of the third-grade school teacher candidates of Sumedang Regional State University, with 84 participants (20-21-year-old). Instruments used in the usage of multiple-choice four-tier, questionnaires, and interview. The upshots of the tests are then treated by evaluating the school teacher candidate answers for each item and gathered by four-tier categories combined with the questionnaire and the interview. The upshots of this study indicate that the highest average percentage of school teacher candidate answers, be it female or male school teacher candidates experiencing ‘misconception’. Consequently, it can be supposed that the conception of the discontinuous nature of the material on the third-grade school teacher candidates is still very low. As a final point, countless school teacher candidates are incapable to understand the material well.

Fen Bilgisi Öğretmen Adaylarının Eğitsel İnternet Kullanımına Yönelik Öz Yeterli

Bu araştırmanın temel amacı, fen bilgisi öğretmen adaylarının eğitsel internet kullanım öz-yeterlilik inançları (EİKÖYİ) ve bilgisayar destekli eğitime (BDE) bakılıp bu tutumlarını birçok değişken açısından inceleyip bu değişken arasında bir ilişki varmı yokmu ortaya koymaktır. Araştırma Fırat ve İnönü Üniversitesi Eğitim Fakültesi Fen Bilgisi Öğretmenliği bölümünde ders gören 461 öğretmen olma adayıları ile yürütülmüştür. İlişkisel tarama modeline uygun bir yönü takip eden araştırmada, veri toplama aracı olarak “EİKÖYİ Ölçeği”, “BDE Yapmaya İlişkin Tutum Ölçeği” ve araştırmacı tarafından geliştirilen “Kişisel Bilgi Formu” kullanılmıştır. Araştırmanın sonucuna bakıldığında kadın öğretrmen adayları, erkeklere bakıldığında teknoloji ve internet kullanımının daha fazla olarak belirlenirken; EİKÖYİ ve BDE yönelik tutumları arasında farklılık gözlenmemiştir. Bunun yanında fen bilgisi öğretmen adaylarının EİKÖYİ ve BDE yönelik tutumlarına interneti olma durumu, interneti kullanma süresi, sosyal ağ üyeliği olma durumuna göre anlamlı farklılık gözlenmiştir. Araştırma kapsamında BDE yapmaya ilişkin tutum puanları ile EİKÖYİ puanları arasında anlamlı bir ilişki olup olmadığını belirlemek için yapılan korelasyon analizi sonucunda aralarında orta düzeyde ve pozitif yönde ilişki belirlenmiştir

Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

The purpose of this research is to determine the level of teacher candidates’ lifelong learning competence and basic motivation resources and to examine the lifelong learning competence and basic motivation of teacher candidates in terms of some variables (gender and to be a university student or not). For this purpose, a quantitative study was designed. The research was conducted with 382 teacher candidates being educated in the pedagogical formation program at Trakya University. In this research, “Key Competences for Lifelong Learning Scale” and “Basic Motivation Resources Scale” were used as tools for measurement. As a result of the analyses, it was determined that the basic motivation resources of teacher candidates in all of the dimensions of the scale and lifelong learning competence of teacher candidates except from “communicative competence at a foreign language/s” sub-dimension of the scale are above average. In terms of gender variables, significant difference was found in the “communicative competence at a foreign language/s” sub-dimension of “Key Competences for Lifelong Learning Scale” in favor of male teacher candidates and, on the other hand, significant differences were found in the “the competence of learning to learn” and “the competence of cultural awareness and expression” sub-dimension of “Key Competences for Lifelong Learning Scale” in favor of female teacher candidates.

Evaluation of the Constructivist Learning Environments of Physical Education Teacher Candidates

<p style="text-align:justify">The aim of this research is to evaluate the constructivist learning environments of physical education and sport teacher candidates. For this purpose, 928 students (523 male, 405 female) selected by the appropriate sampling method from the Physical Education and Sport Teaching Department of 17 universities consisted the sample of the research. In the study; "Constructivist Learning Environments Evaluation Scale" developed by Arkun and Askar (2010) was used in order to reveal the opinions of the students about the constructivist learning environment. The scale consists of 7 Likert type, 6 sub dimensions and 28 items. The Cronbach alpha reliability coefficient for this study was found to be .93. The lowest score that can be taken from the scale is 28 and the highest score is 196. Kruskal Wallis Variance Analysis and Mann Whitney U test were used because the obtained data did not show normal distribution (Kolmogorov-Smirnov), and the significance level was taken as 0.05. As a result of the research, the constructivist learning environments of 17th universities 3rd and 4th grade teacher candidates were evaluated in terms of age, gender and grade variables. According to this, there was no significant difference when the average scores of constructivist learning environments were compared in terms of age and class levels of physical education and sports teacher candidates. In comparison with gender, female teacher candidates were found to have a more constructive learning environment.</p>

English

Teaching profession is one of the hardest jobs of today. Teachers who raise the safeguards of our future, that is, our students should be aware of the principles, methods and techniques needed for teaching; should have taken the pedagogical formation training, should have enhanced communication skills and should closely follow science and technology with a mind open to modernization. Teachers also must carry the feeling of responsibility, have high sense of awareness and consciousness, be developed in their own fields, should know well how to learn and teach, continuously refreshing their self, away from troubles, problems, and stress and supportive to their students in any case. This study was conducted to determine the attitudes and views of the teacher candidates towards the teaching profession. In the study, general survey model, which is an example of descriptive survey methods, has been implemented. The sample of the study consists of 347 teacher candidates from Mustafa Kemal University, Faculty of Education in 2017/2018 academic year. As data collection tool, Attitude Scale Towards the Teaching Profession was utilized. Study of validity and reliability of the scale has been calculated and Cronbach Alpha coefficient has been found to be 0.919. As a result of the study, it was found that the attitudes of teacher candidates towards the teaching profession were below the expectations, the attitudes of female teacher candidates were better than male candidates’ attitudes and teacher candidates studying in computational programs were more passionate about the teaching profession. Key words: Teaching profession, teacher candidate, occupational experience, professional attitude.

English

The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were analyzed on the basis of gender and academic year. The screening model was used in the study. The study group is made up of 165 teacher candidates in their 3rd and 4th year in the department of primary school teaching. The Self-Efficacy Scale for Teaching First Reading and Writing developed by Delican (2016) was used as the data collection tool. Descriptive statistics and independent samples t-test were used for data analysis. It was found in the study that self-efficacy of teacher candidates for teaching first reading and writing is intermediate, the self-efficacy for teaching first reading and writing shows a statistically significant difference and female teacher candidates have higher self-efficacy for teaching first reading and writing than male teacher candidates; however the academic year does not have any significant effect on the self-efficacy for teaching first reading and writing. Based on the study, suggestions were made to ensure that teacher candidates teach first reading and writing effectively. Key words: Teaching of first reading and writing, primary school teacher candidates, self-efficacy judgment.

A Study on Possible Selves of Turkish Pre-Service EFL Teachers

There is no doubt that teaching profession requires passing through a long and challenging path where student teachers/teacher candidates undergo a variety of processes, phases and transformations. Beauchamp and Thomas (2009) point out that examining new teacher identity can be considered as an important step to develop more effective teacher training programmes and identity development of a teacher is related to understanding the notion of ‘self’. This study investigates the possible selves of pre-service EFL teachers in relation to the concept of developing new teacher identity. Aim of the study is to measure possible selves of new teachers that they expect to become and/or fear becoming in the near feature. In order to achieve this goal, ‘New Teacher Possible Selves Questionnaire’ was used to measure EFL teacher candidates’ expected and feared teacher possible-selves. A six-point Likert type scale of questionnaire on possible selves was applied to 149 pre-service EFL teachers from two universities. Results indicate that EFL teacher candidates have positive expectations and no certain fears for their first year of teaching, especially female teacher candidates who have higher scores than males in terms of expected possible-selves.

A Study on Possible Selves of Turkish Pre-Service EFL Teachers

There is no doubt that teaching profession requires passing through a long and challenging path where student teachers/teacher candidates undergo a variety of processes, phases and transformations. Beauchamp and Thomas (2009) point out that examining new teacher identity can be considered as an important step to develop more effective teacher training programmes and identity development of a teacher is related to understanding the notion of ‘self’. This study investigates the possible selves of pre-service EFL teachers in relation to the concept of developing new teacher identity. Aim of the study is to measure possible selves of new teachers that they expect to become and/or fear becoming in the near feature. In order to achieve this goal, ‘New Teacher Possible Selves Questionnaire’ was used to measure EFL teacher candidates’ expected and feared teacher possible-selves. A six-point Likert type scale of questionnaire on possible selves was applied to 149 pre-service EFL teachers from two universities. Results indicate that EFL teacher candidates have positive expectations and no certain fears for their first year of teaching, especially female teacher candidates who have higher scores than males in terms of expected possible-selves.

Developing Critical Thinking in Female Teacher Candidates at SQU: A Predictive Model

The purpose of this paper was to articulate the way in which socio-cultural factorsinfluence the propensity for critical thinking among female teacher candidates at Sultan Qaboos University (SQU) in Oman. The sample consisted of 274. Twelve independent variables were ascertained, relating to key Omani institutions and forms of socio-cultural capital. A significant model to predict critical thinking identified religious beliefs and practices, family support for a knowledge society, valuing individual qualities (motivation participation and learning outcomes) over other forms of capital, and the state’s endorsement of the role of teachers as loyal civil servants and trusted agents of change. Implications for teacher education programs and future research are also presented.