Level Of Prospective Teachers Research Articles

메타버스와 인공지능을 반영한 최신 음악교육매체 기반예비교사 교육과정 적용 및 경험 탐색

The study aims to examine experiences and draw implications by designing and applying a pre-service teacher curriculum based on the latest media in music education that reflects of the metaverse and artificial intelligence. Using backward design as stage, 15-session curriculum was planned, and appropriate media were selected for each session. To analyze the experience of pre-service teachers, the survey was planned with 8 TPACK questions of technological pedagogical content knowledge and 9 questions of instructional self-efficacy, and the subjective experience was closely examined by analyzing reflective journals, performance tasks, observation diaries, and learning management systems (LMS). As a result, a significant increase in the mean TPACK scores of pre-service teachers was observed. Observations indicated that tailored learning tools could be developed using media functions, and media-based instruction methods were effectively recognized. Descriptive analysis of the self-efficacy survey revealed high average scores, particularly in 'motivation' and 'instruction planning suitable for social flow,' while 'strategies for underachievement' showed relatively low scores. To improve the media-based curriculum: First, media-based curricula should be implemented considering the various levels of prospective teachers and should have sufficient time. Second, suitable media must be selected in elementary classrooms, considering student differences, and a curriculum addressing underachievement is needed. Third, a stable digital environment should be ensured through regular checks of equipment, with additional support for headsets during sound editing. This study hopes to help pre-service teachers enhance their technological pedagogical content knowledge and develop media-based music education for the digital age.

The Prediction of Logical Thinking Levels of Prospective Teachers Through Some Variables

Logical thinking is of importance for true thinking, making true decisions, being able to solve problems in a true way and being in true communication. A study was planned in order to see this importance with regard to determining what the factors affecting logical thinking levels. In the current study, some variables (gender, age, class level, academic success, socio-economic level, critical thinking and communication barrier) which are thought to have an impact upon logical thinking were studied and discussed depending on the related literature. For that reason, correlational survey model, one of the general survey models based on quantitative data, was used in the study. The working group was made up of the students of University. In the study which was carried out with a total 400 people, Personal Information Form, The Critical Thinking Tendency Scale, The Scale of Interpersonal Communication Barriers and Logical Thinking Scale were used as a data collection tool. Data analysis was conducted with multiple regression analysis in order to determine to what extent the scores that prospective teachers obtained from the Logical Thinking Scale were predicted by independent variables. It was found trough the data obtained in the study that logical thinking was predicted by the variables of gender (in favour of males), critical thinking (positively) and communication barriers (negatively).

An Analysis of Prospective Teachers’ Curriculum Literacy Levels in Terms of Various Variables

This study aims to examine the curriculum literacy levels of prospective teachers in terms of various variables. The research sample consists of 469 teacher candidates, including 253 students from the 3rd grade and 216 students from the 4th grade, studying in Primary School Education, Preschool Education, Turkish Education, and Social Studies Education Departments of Inonu University Education Faculty. Curriculum Literacy Scale was used as a data collection tool in the study. In the findings of the study, it was observed that there was a significant difference in various sub-dimensions of the curriculum literacy of prospective teachers by different variables.

Investigation of Prospective Preschool Teachers' Digital Literacy and Teacher Readiness Levels

The aim of this study is to examine the relationship between prospective preschool teachers' digital literacy and teaching readiness levels. The research was conducted with the correlational survey model, one of the quantitative research methods. The sample of the study consisted of 349 prospective preschool teachers studying in third and fourth year in four state universities in Turkey during the academic year 2020-2021. Data on digital literacy levels of prospective preschool teachers were collected with the "Digital Literacy Scale", and data on their readiness to teach were collected with the "Teaching Readiness Scale". The data were analyzed with the SPSS 22 software program. As a result of the analysis of the data, it was determined that prospective preschool teachers' digital literacy and teaching readiness levels were high, and that their levels of digital literacy and teaching readiness did not differ according to gender or grade level variables. It was revealed that there was a moderate, positive relationship between the digital literacy and teaching readiness levels of prospective teachers.

Investigation of Prospective Teachers' Spiritual Well-Beings and Life Satisfactions in Terms of Specified Variables

<p style="text-align:justify">This study was conducted to investigate prospective teachers' spiritual well-beings and life satisfactions in terms of specified variables. 298 students from various departments of universities participated in the study. The Spiritual Well-Being Scale developed by Paloutzian and Ellison, and adapted to Turkish by Eksi and Kardas, the Life Satisfaction Scale developed by Diener et al. and translated and adapted to Turkish by Koker and a Personal Information Form prepared by the researcher were used in the study. This study was a descriptive study based on survey model. The study data were subjected to normality tests and analyzed accordingly. Mann Whitney U Test, Kruskal-Wallis H Test and Spearman Rho correlation coefficient were used to analyze the data. Results of the study, indicated that spiritual well-being levels of prospective teachers significantly varied by gender, year of study, field of study and educational status of father. Life satisfaction levels of prospective teachers significantly varied by field of study. Furthermore, there was a moderate positive correlation between total score for spiritual well-being and life satisfaction.</p>

Prospective Teachers’ STEM Awareness and Information Communication Technologies Usage Levels*

This study aims to investigate the relationship between prospective teachers' STEM awareness levels and information communication technology usage levels. Additionally, according to some demographic characteristics of prospective teachers, it has been determined whether there are differences between STEM awareness levels and information communication technology (ICT) usage levels. The research was carried out with prospective teachers studying at Sakarya University Faculty of Education in four programs (science, mathematics, computer education and instructional technologies, classroom teaching). In order to measure the STEM awareness levels of prospective teachers, “STEM Awareness Scale”, which was developed by Buyruk and Korkmaz (2016a). In order to determine the information and communication technology usage levels of the prospective teachers, “Information and Communication Technology Usage Levels Scale’’, which was developed by Kutluca, Arslan and Ozpinar (2010). According to the results obtained in the study, it has been determined that the STEM awareness levels of prospective teachers were positive, the ICT usage levels were moderate, and there was a positive, weak and significant relationship between their STEM awareness levels and ICT usage levels. In addition, the STEM awareness levels and ICT usage levels of the prospective teachers differ according to the variables of gender, year of study and department.

Development of Computational Thinking Scale: Validity and Reliability Study

<p style="text-align:justify">Computational thinking is a way of thinking that covers 21st century skills and includes new generation concepts such as robotics, coding, informatics and information construction. Computational thinking has reached an important point especially in the field of science in line with the rapid developments in technology. Robotics applications, software-based activities, STEM (Science, Technology, Engineering, Math) education and problem-based studies are some of the areas where this thinking is used. In this study, which is based on this point, it is aimed to develop a scale for computational thinking. Exploratory sequential design, one of the mixed research methods, was used in the study. First of all, a detailed literature review was conducted and needs analysis was carried out. This study consists of two stages. In the first stage, exploratory factor analysis was performed and analyzed with SPSS 23 program. In the second stage, confirmatory factor analysis was performed and analyzed with LISREL 9.2 program. As a result of the study, the goodness of fit indexes of the scale was found. According to this; X<sup>2</sup>/df value 1.81; NNFI value 0.97; NFI value 0.93; CFI value 0.98; RMR value 0.05; SRMR value 0.04; AGFI value 0.91 and GFI value was found to be 0.93. When the reliability values of the study were examined, Cronbach’s Alpha value was found to be 0.86. As a result of the research, a computational thinking scale consisting of 3 factors and 30 items was developed. This scale was developed for prospective teachers and can be used at all levels of prospective teachers.</p>

Investigating of Self-Handcapping Levels of Prospective Teachers According to Sports Activity Variables

The research examines self-handicapping levels of prospective teachers according to sports activity variables. The concept of self-handicapping, which is also referred as self-sabotage in the literature, is a mechanism developed by individuals to protect their selves when they cannot achieve a job or when they experience a sense of insufficiency. It is a fact that doing sports has benefits on individuals’ mental, physical, emotional, social and psychological health. This research, which presumes the possible relationship between self-handicapping levels of prospect teachers and doing sports, is conducted with relational screening model. The study group consisted of 584 prospective teachers, 359 female and 225 male, studying at Ataturk University Kazim Karabekir Faculty of Education, Erzurum, Turkey, in the academic year of 2018-2019. The data were collected with the “Self-handicapping Scale” and the personal information form prepared by the researcher. The scale was developed by Jones and Rhodewalt (1982) and its Turkish validation and reliability made by Akın (2012). SPSS 21 package program was used to analyze the data. In the analysis of the data, frequency distribution was used to determine the demographic characteristics, the Independent Samples T test was used to examine differentiation status between two independent variables and self-handicapping, and the One Way Anova analysis tests were conducted to examine differentiation status between more than two variables and self-handicapping. All these tests were analyzed in SPSS 21 package program and the significance was evaluated at p<0,05 level.Findings of the study showed that there was a significant difference between self-handicapping levels of the prospective teachers and gender, family structure, monthly income level, class level and sports activity status. It was concluded that the prospective teachers who were doing sports activities had low self-handicapping levels.Based on the conclusion that sports activities have a positive effect on self-handicapping levels of prospective teachers, and in order to minimize their self-handicapping levels both in education and social life, the study encourages prospective teachers to engage in different branches of sports according to their interest and talents and offers university administrators to provide sports facilities that the students can use.

Do the Emotional Intelligence Levels of Prospective Teachers and Their Gestalt Contact Styles Predict Being Solution-Focused?

Do the Emotional Intelligence Levels of Prospective Teachers and Their Gestalt Contact Styles Predict Being Solution-Focused?

Conditions Determining Quality in Higher Education: Factors Affecting Satisfaction Levels of Prospective Teachers

Conditions Determining Quality in Higher Education: Factors Affecting Satisfaction Levels of Prospective Teachers

The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES

The purposes of this study were to identify and describe level of TISE and TPACK as well as relationship between TISE and TPACK of prospective biology teacher 2014 and 2015 batches of UNNES. Quantitative descriptive was chosen as the design for this study. A total of 190 prospective biology teachers 2014 and 2015 batches participated in this study. The instruments used were the Computer Technology Integration Survey from Wang et al., TPACK survey from Pamuk et al. and interview guidelines. The results of this study were most of prospective biology teachers had confidence in integrating technology and knowledge to integrate knowledge of technology, pedagogy and content in teaching biology. Correlation test result showed that most of TISE level of prospective teachers were in line with their TPACK level with correlation coefficient r=0,611 and p<0.05. The conclusions of this study were most of prospective biology teachers had moderate level of TISE and TPACK also there was a significant positive relationship between the level of TISE with TPACK among prospective biology teachers.

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

The purpose of research is to determine the usability of mobile learning in undergraduate teacher education. In the first part of the study, researches on mobile learning opportunities in undergraduate teacher education and teacher education are examined. In the second part of the study, infrastructure and readiness for mobile learning of prospective teachers are examined in terms of some variables. The research is designed in survey model. The sample of the research is composed of 454 prospective teachers who study in the 1st and 4th grade of Firat University Faculty of Education. Participant demographic form and the readiness scale for mobile learning developed by Lin, Lin, Yeh and Wang (2016) adapted to Turkish by Gökçeaslan, Solmaz and Kukul (2016) is used as data collection tool. Statistical techniques such as mean, frequency, percentage, t test, one way anova are used in the analysis of the data. The research findings revealed by examining the relevant researches show that mobile learning offers important opportunities for undergraduate teacher education. Prospective teachers have mobile tools necessary for mobile learning and have opportunities access to internet. It is determined that prospective teachers frequently use mobile tools and use mobile tools partially for educational purposes. It is determined that the level of prospective teachers' readiness for mobile learning has partially high (= 3.60) and the level of prospective teachers' readiness for mobile learning is not differ according to gender, educational level and department variables. But prospective teachers' readiness for mobile learning differs according to the daily average internet usage time. The results of the research show that mobile learning is an approach that should be taken into account for undergraduate teacher education.

Investigation of prospective teachers' metacognitive awareness in terms of some variables

The purpose of this study is to examine the metacognitive awareness of prospective teachers according to their gender, field of study and the average number of books they read in a year excluding textbooks. The study was conducted in accordance with this purpose, and the sample of the study consists of prospective teachers who were senior students at Dicle University Ziya Gökalp Faculty of Education in the 2014-2015 academic years spring semester and 1475 randomly selected prospective teachers in the teacher certification program. In the study, the 52-item "Metacognitive Awareness Inventory" was used in order to determine the metacognitive awareness levels of prospective teachers. The inventory was originally developed by Schraw and Dennison (1994) and it was adapted to Turkish by Akın, Abacı and Çetin (2007). The findings of the study reveal that the metacognitive awareness of prospective teachers does not differ significantly in the total extent of the scale according to their gender, but differs significantly according to their field of study and the average number of books they read in a year excluding textbooks.

Product portfolio and content knowledge levels of prospective teachers: a study for need assessment

Product portfolio and content knowledge levels of prospective teachers: a study for need assessment