Opinions Of Classroom Teachers Research Articles

Opinions of classroom teachers on values education in primary school curriculum

TIn values education, the primary school period (7-9 years), which is the most important stage in the character development of individuals, and indirectly the classroom teachers are very important. Primary school teachers play a critical role in the implementation of the values education curriculum that has been given importance recently. The purpose of this research is to examine the views of primary school teachers on values education in primary school curriculum. In the study using descriptive survey model, quantitative method was used. Purposive sampling method was used in the research. In this context, the sample of the study consisted of 281 classroom teachers in the city center of Tokat in the 2020-2021 academic year. In the study, an opinion scale on value education developed by Başçı (2012) was used to collect quantitative data. Frequency, percentage, t-test for independent groups and one-way analysis of variance were used in the analysis of the data. Considering the results of the research; effective value education, value in the curriculum and the general sum of all sub-dimensions in favor of female teachers in the opinions of teachers on values education; in favor of teachers in the 20-29 age group in the general sum of all sub-dimensions; It was found that the views on the family-environment-media sub-dimension were in favor of the teachers working for 1-5 years. It was found that there was no significant difference in the grand total of all sub-dimensions according to the classes they taught.

Examining the Fourth Grade Turkish Textbook and Classroom Teachers’ In-class Practices in Vocabulary Teaching

This study was conducted to identify the activities aimed at improving vocabulary included
 in the fourth grade Turkish course and textbook, the opinions of classroom teachers in this
 regard, the strategies, practices and activities they used for this purpose, and the time they
 spent on this in the teaching-learning process. The research was carried out as a case study,
 one of the qualitative research designs. In the data collection process of this study, an
 activity identification table was used for examining the Turkish textbook, a structured
 observation form was used for classroom observations, and a semi-structured interview
 form was used for interviews with the participants. Descriptive analysis and content
 analysis techniques were used for data analysis. As a result of the study, it was determined
 that the distribution of activities in the textbook, which is acknowledged as one of the
 important tools for supporting the development of vocabulary, varied depending on basic
 language skills. It was concluded that in the Turkish course teaching process, teachers
 included 14 different activities related to vocabulary instruction, using 19 different
 methods, techniques and strategies, in line with the textbook. The results obtained from the
 observations and interviews revealed that teachers did not have adequate knowledge about
 the methods, techniques and strategies that they used to improve vocabulary, and that
 therefore, they were unable to appropriately use the implementation steps required for the
 strategies.

Primary Schoolteachers’ Opinions about Gifted Education Programmes in Distance Education

There is a need for scientific information obtained in scientific research environments related to the delivery of curriculum development training for gifted children by primary school teachers in distance education environments. This study aims to evaluate primary schoolteachers’ views on gifted education programmes that can be given through distance education. The research was carried out with 26 classroom teachers teaching in two different public schools in the spring term of the 2021–2022 academic year. The research was carried out according to the qualitative research model. A semi-structured interview form was created, consisting of interview questions about the quality and opinions of classroom teachers regarding education programmes that can be given through distance education. The validity and reliability analysis of the interview form was carried out within the framework of the opinions of field experts. Although the majority of teachers have gifted students, they need a gifted education programme, with the opinion that this training should be given in the hybrid model. When the gifted education programme for teachers is provided in the hybrid model, it is more effective than other models.

Opinions of Classroom Teachers Working in Public Education Centers on Adult Education

This research aims to examine the opinions of classroom teachers working in public education centers on adult education. One of the qualitative research designs, a basic qualitative research design, was used. The research group of the research was determined through criterion sampling, and criteria such as a permanent or contracted classroom teacher linked with the Ministry of National Education and having worked or working in public education facilities were sought from the participants. The research group of the research consisted of 20 participants. A semi-structured interview form was used as a data collection tool in the research, and the data were collected as audio recordings. The results of the interviews with the teachers who could not get permission for the voice recorder were obtained by transcribing the words of the teachers. The content analysis method was used in the analysis of the data. Themes and sub-themes were formed from the answers given by the participants. Adult education is vital for individuals and society, and results showed that adults' responsible manners influenced adult education. Furthermore, adult education teachers saw that adult education has a wide range of working hours and that block lessons can be held as an advantage. It has been concluded that they see trainee absences and adults' focus on obtaining certificates rather than the educational process as a problem.

The Opinions of Classroom Teachers on Mathematics Learning Losses During the Pandemic Period

This study aimed to determine the experiences of classroom teachers about learning losses in Mathematics during the pandemic period. This research, which was designed in the pattern of phenomenology, one of the qualitative research methods, was carried out with ten (10) primary school teachers working in different regions of Turkey in the spring term of the 2020-2021 academic year. As a result of the investigation, it was found that classroom teachers experienced that the presupposed skills of students with learning disabilities in mathematics are insufficient. In the teaching process, learning disabilities have negative effects in terms of learning and teaching, related to lack of knowledge and losses in mathematical learning areas, as well as emotional and social effects such as loss of self-confidence and emotional trauma in students. It has been found out that according to classroom teachers, the mathematics learning losses/deficiencies are explained by the sub-themes of student-environment, student-knowledge, subject and technical condition. Children's future academic achievement may be adversely affected due to losses/deficiencies. In the study, it is suggested to examine effects of learning losses/deficiencies with longitudinal studies.

“I am also in the compensation” program for learning losses during the Covid 19 process

In Turkey, for the first time in the summer season of 2020-2021, the “I am in compensation program” was applied to compensate for learning losses due to Covid 19. This research aims to determine the opinions of classroom teachers about the “I am in compensation program”. The research was designed according to the phenomenology method. A semi-structured interview form developed by the researchers was used as a data collection tool. Nineteen participants from the classroom teachers who applied the “I am in for compensation program" at least once by using the criterion sampling method were included in the study. The data were interpreted with the NVivo 9.2 package program using the thematic analysis method. According to the opinion of the classroom teachers, “I am in compensation program”, it has been revealed that it supports the students academically, contributes to the socialization of the students, makes the students happy by playing many games, and develops a positive attitude towards the lessons. Various suggestions were made based on the research findings.

Opinions of Classroom Teachers on In-service Training

Continuous developments and changes have demonstrated the need for us to develop in every sense. In this respect, it is through in-service training that teachers adapt to this change and improve themselves in many ways. This research aims to determine the opinions of classroom teachers about in-service education. The research was conducted in the spring semester of 2020-2021. The research is qualitative and designed with a case study. Easy-to-access case sampling was used under pure sampling methods when selecting a study group. The interview technique was used as a data collection method. For this purpose, semi-structured interviews were conducted with classroom teachers (1 male, 4 female) working in various provinces and districts of Turkey. Interview questions were asked as five open-ended questions and five sub-questions. Due to the Covid-19 pandemic, the interviews were made by phone, and audio recordings were obtained with permission. Content and descriptive analyses were performed on the data obtained during the interview. According to the data obtained from the interviews, themes were created, themes were strategized and the opinions of the teachers were explained by quoting directly. Interviews were supported by photos. In the light of the findings of this study, it was concluded that in-service training should be based on practice, that the practitioner should be equipped, that there should be different types of training, and that there should be in-service training not only professionally, but also to improve communication. According to the results obtained, separate training should be given for the instructors to be better equipped, application-based training should be increased, and the subjects of the training should be diversified.

The cognitive structure of the word-formation system and methodological issues of teaching of the Kazakh language

Human beings understand and interpret what is happening around them in their mother tongue. It is a fact that in recent years, language teaching has been given importance as a communication tool. Each language carries out the processes of understanding and explaining, consisting of its own specific structures and rules. In terms of the basic language skills involved in these two processes, the behaviours and methods of language learners and teachers who will ensure that they can use their mother tongue correctly are very important. The historical development of multilingualism in Kazakhstan consists of several stages. Multilingualism has brought with it problems in Kazakh teaching in Kazakhstan. For this purpose, it is important to determine the opinions of classroom teachers about teaching the Kazakh language in terms of word structure, the suitability of the contents of the textbooks, and the qualifications of teachers in language teaching. For this purpose, interviews were conducted with 19 classroom teachers working in Kazakhstan. In this study, the findings obtained using the qualitative research method were analysed in detail. It has been concluded that there are points where the contents of the textbooks are not suitable for the classroom teachers, the methods and techniques they use in language teaching are insufficient and these inadequacies cause problems.
 Keywords: Kazakh, language teaching, method and technique, language, speaking
 

EVALUATION OF 2018 LIFE SCIENCES CURRICULUM CONTENT

Primary school education is the first level of basic education in the Turkish Education System. The basic education is the stage where children start to develop both personally and academically. In the primary school period, in addition to literacy education in Turkish, children receive education related to other basic skills through such courses as mathematics, sciences and life sciences. sciences course is regarded as the pivotal lesson, which has been in the heart of all the other lessons from past to present. sciences curriculum underwent changes, starting from the first years of the republic, in the years of 1926, 1936, 1948, 1968 and 1998, 2004, 2009, 2015, 2017 and 2018. Considering the 2018 life sciences curriculum structure, which was revised last, it is observed that this curriculum is composed of general objectives, values, basic life skills, concepts, units and attainments. In 2018 life sciences curriculum, the themes were replaced by the units. Based on the unit-based approach of the life sciences curriculum, six units having the same titles namely Life at Our School, Life at Our Home, Healthy Life, Safe Life, Life in Our Country and Life in Nature were determined for three grade levels. In this study, the opinions of classroom teachers regarding the 2018 life sciences curriculum content were revealed. The sample of the study consisted of 323 classroom teachers, teaching the 1st, 2nd and 3rd grades, chosen from the classroom teachers working in Pamukkale and Merkezefendi districts of Denizli province through simple random sampling method. The data in the study were collected via the Evaluation of life sciences curriculum according to teachers' views developed by Turkyilmaz (2011). The Cronbach Alpha value of the original scale was 0.895, and it was found to be 0.978 in this study. The classroom teachers presented their opinion by stating “I agree” about the appropriateness of the content in 2018 life sciences curriculum. The classroom teachers believed that the topic of willingness to do research is not sufficiently covered in 2018 life sciences curriculum. There is no significant difference in the opinions of the classroom teachers about the 2018 life sciences curriculum content according to gender, professional seniority, education level and the grade taught. Article visualizations:

Use of visual culture in visual arts courses: Opinions of participating teachers after TUBITAK-4005 Project

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the “holistic multi-stage” sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBİTAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; “Learning Experiences”, “Inquiries”, “Concerns”, “Needs” and “New Ideas for Learning and Teaching”. Suggestions were presented on extending pre-service and in-service training programs to teach new approaches such as visual culture theory in art education and on increasing number of practices involving student-teacher and parent interaction taking such approaches in the scope of lifelong learning.

Determination of Attitudes and Opinions of Classroom Teachers about Education of Gifted Students

The identification and education of gifted individuals who lead the development of the societies are very important. Classroom teachers play effective roles in both diagnosing and education of gifted students. This research aims to determine the attitudes and opinions of the classroom teachers about the education of the gifted students. The research model is a descriptive survey model. The combination of qualitative and quantitative methods in the direction of the principles of pragmatist philosophy was used. The mixed method is preferred because it provides a multidimensional and holistic view by balancing the limitations of 'prejudice' in the quantitative method 'inability to understand the context' in the qualitative method. The study group is consist of 220 classroom teachers volunteering to participate in the research working in 16 primary schools, 10 of the public and 6 private in Ankara in the second term of the 2017-2018 academic year. The quantitative data were collected by Attitude Scale towards Gifted Education. The scale consists of 14 items. There are three sub-dimensions: ‘Need and Support Dimension’, ‘Resistance to Objections Dimension’, ‘Ability Grouping Dimension’. The qualitative data were collected by semi-structured interview form consists of 4 questions about opinions on the education of gifted students in Turkey, and was applied to 35 teachers. The scores gathered from Attitude Scale towards Gifted Educationwere analyzed according to gender, age, occupational seniority, having a gifted studentin the class, graduated faculty, and type of school of teachers. In the analyzing of quantitative data, t-test and ANOVA were used. The analysis of the data was done with SPSS 20.0 software. Content analysis was performed for qualitative data that was gathered from interviews. In content analysis, similar expressions were organized in the context of certain concepts and themes and interpretations were made Qualitative data were analyzed using frequency distributions and percentages. In this study, the average of the total scores of the classroom teachers' attitude scale with respect to gifted education was found 2.91 and the range of this score was evaluated as' ambivalent'. The research also evaluated whether the attitudes of teachers differed according to gender, age, seniority, having a gifted student in the class, graduated faculty and school type variables. The results of the study show that there is no significant difference according to the scores obtained from all the subscales of attitude scale and the total score, between seniority, having a gifted student and graduated faculty variables. Significant differences were found in terms of gender, age and school type variables, according to some sub-dimensions. The qualitative part of the research, it was tried to determine the views of classroom teachers on diagnosing and education of gifted in Turkey. The results show that classroom teachers have a lack of knowledge about the diagnosing and education of the gifted and need in-service training in this context. In addition, crowded classes and content and application process of the BILSEM exam are the factors that negatively affect the quality of education and need to be solved among the problems in the diagnosis and education of gifted students.

Opinions of Classroom Teachers about the Use of Argumentation Method in Science Classroom in Primary School

Bu çalışmanın amacı, ilkokulda sınıf öğretmenlerinin fen bilimleri dersinde Toulmin argümantasyon modeline uygun argümantasyon yönteminin kullanımına ilişkin görüşlerini belirlemektir. Bu çalışma Balıkesir’in Bandırma ilçesinde 37 sınıf öğretmenini katılımı 16 saatte (8 gün) gerçekleştirilmiştir. Bu çalışma nitel araştırma desenin durum çalışmasına göre hazırlanmıştır. Veriler yarı yapılandırılmış görüşme formu ve altı sınıf öğretmen ile yapılan yarı yapılandırılmış görüşmelerin videoya kaydedilmesi sonucu edilmiştir. Elde edilen veri analiz yöntemlerinden biri olan içerik analizine göre analiz edilmiştir. 37 sınıf öğretmeni 3 ve 4. sınıf fen bilimleri dersinde teorik ve uygulamalı olarak Toulmin argümantasyon modeli doğrultusunda argümantasyon yöntemi kullanımına ilişkin eğitime tabi tutuldular. Bu eğitim sonunda yaşadıkları deneyimler sonucunda görüşleri belirttiler. Bu görüşlere göre argümantasyon yönteminin; öğrencilerin ilgisinin ve dikkatini çekeceğini, öğrencilerin derslere karşı olumlu tutum içinde olacağını, öğrencilerin derse aktif olarak katılıp anlamlı öğrenmeyi gerçekleştireceğini, bilimsel düşünce becerilerini geliştirme ve bilimin doğasını anlama fırsatı sunacağını, argümantasyon yönteminin sadece fen bilimleri dersinde değil, diğer derslerde de kullanılabileceğini belirtmişlerdir (p<.05).

Opinions of classroom teachers on reading comprehension difficulties, inclusion education and co-teaching

In this paper, the opinions of elementary school teachers who have students with reading/understanding difficulties in their class on reading/understanding difficulties and providing education with special education teachers in the same classroom are examined. Teacher opinions are examined under three headings: “the problems/difficulties experienced by students with reading/understanding difficulties”, “the type and frequency of support needed by teachers in solving reading/understanding difficulties” and “opinions on serving in the same classroom with special education teacher”. In the literature, case study pattern which is a qualitative research pattern was employed. The study was based on purposive sampling and “convenience sampling” was used. All class teachers who participated in the study were employed at elementary schools in Nicosia, Famagusta, Kyrenia, Guzelyurt and Iskele regions of Northern Cyprus. The measuring tool used in the study was “semi-structured interview form” prepared by researchers based on expert opinions. Obtained data were analysed using “content analysis” technique. According to the results of the study, classroom teachers state that students with reading/comprehension difficulties are having problems in understanding and interpreting the questions and directives as regards the text, making reading errors (adding, omitting, changing letters, pauses) and their language skills in Turkish and grammar problems affect all other courses negatively. It is also claimed that students are not interested in courses. It is found out that a majority of classroom teachers do not use any special strategy while working with students having these difficulties, but frequently felt the need to benefit from the experiences of special education teachers. In addition, different opinions were declared on “co-teaching” performed by special education teacher and classroom teachers in the same classroom. Based on the research findings, it is believed that although there are some positive opinions, classroom teachers are not ready to provide education in cooperation with special education teachers in the same classroom environment.

The Opinions of Classroom Teachers and Normally Developing Children on Inclusive Practice

The study aimed to investigating the opinions of elementary classroom teachers and children with normal levels of development in whose classes children with special needs were also present. The researchers conducted interviews with 10 teachers who worked at elementary schools affiliated to the Ministry of National Education in Edirne province and whose classes included both children with special needs and 10 children who registered normal levels of development attending the same classes. In the study, a phenomenological qualitative research design was used, the data of which were collected through interviews and analyzed employing content analysis. The results revealed that both the classroom teachers and the students were not adequately knowledgeable on the subject of inclusion. The majority of the teachers stated that children with special needs and normallydeveloping children were similar as the activities they both enjoyed were common, that children with special needs who had mild disabilities could benefit more from inclusive education, and that they mainly required support from special education teachers and families during inclusive practice. During inclusive practice, most of the teachers experienced difficulties with behavioral problems with the children with special needs, and with issues regarding lessons and social acceptance. As a solution, the teachers suggested the provision of special educational support. Furthermore, the study revealed that half of the children participating in the study did not play with the children with special needs, and that almost none of the children mentioned the children with special needs when questioned about the classmates they liked the most and the least. © 2016 IOJES. All rights reserved

Opinions of classroom teachers' about the vocabulary teaching in Turkish course

The purpose of this study is to determine classroom teachers' views on applications regarding vocabulary teaching in Turkish Course. In this regard, a qualitative research design was implemented and, the participants of the study were twenty primary school teachers. The qualitative data were gathered through constructed written interview form including open ended questions, and the researchers aimed to investigate teachers' views on applications regarding vocabulary teaching and also immediate concerns encountered during this practicum The findings of the thematic analysis highlighted some sub-themes and concepts, and the following main themes: Explanations and applications regarding the curriculum, the sufficiency of text-processing steps, methods and techniques and the use of resources of the course, mass media and the effects of environmental and familial factors. The results of the study show that the teachers have different views on the explanations and applications regarding the curriculum, do not have exact information about number of the acquisitions related to vocabulary teaching in Turkish curriculum, have different views on the quality of the activities appearing in the text-processing steps, think that it is helpful to practice on the keywords for students' vocabularies, use specific vocabulary teaching methods and techniques and from time to time have problems regarding making students develop an understanding of newly-learnt words.

Sınıf öğretmenlerinin okul müdürlerinin paternalist liderlik davranışları sergilemelerini istemeye yönelik görüşlerinin bazı demografik değişkenler açısından incelenmesi

The purpose of this study is to explore classroom teachers' opinions toward primary school principal fulfillment of paternalistic leadership behaviors in terms of gender, educational status, and seniority. Data in this study was obtained from 284 classroom teachers working at primary schools in Bolu province in the academic year of 2010 - 2011. Mean, standard deviation, t test, ANOVA and Tukey tests were used in analysis of the data. It has been determined that there was a difference among opinions of classroom teachers in terms of their gender, educational status, and seniority.

Opinions of Classroom Teachers: A Study of Their Role in the Elementary Music Education Program

Opinions of Classroom Teachers: A Study of Their Role in the Elementary Music Education Program