Opinions Of Teachers Research Articles

Öğretmen Görüşlerine Göre Okul Yöneticilerinin Algı Yönetimini Kullanım Düzeyleri

The purpose of this research is to determine the opinions of teachers about the perception management use levels of the administrators in the schools where they work. In the research designed in the survey model, the counting method was used since it was tried to reach the entire universe, and 262 teachers working in primary, secondary and high school schools affiliated to the Ministry of National Education in Van Province Gevaş District were included in the research. The Manager Perception Management Scale was used to collect research data. ANOVA, T-Test and descriptive statistics were used in the analysis of the data. According to the findings, it is seen that teachers participate in the perception management use levels of school principals above the medium level and mostly in the dimension of "Determination of Current Perception". Opinions of teachers on perception management of administrators in schools; gender, age, marital status, staff status, school type, union enrollment, time at school and seniority did not differ significantly. Keywords:Teacher, perceptionmanagement, schoolmanager

교육학적 구조를 적용한 고등학교 수학적 모델링 수업 설계 구체화

Objectives This study aims at confirming the embodiment of instruction design by applying the pedagogical architecture in DIFMT, a theoretical framework for design and implementation of mathematical modeling tasks to support the promotion of mathematical modeling in Korea. Methods First, 3 researchers applied the pedagogical architecture to mathematical modeling task to construct the specific instruction design and handout. Then, we asked 11 teachers their opinions about implementing it in the context of Korean high school, by doing ‘implemented anticipation’. Lastly, the pedagogical architecture of instruction design and handout were revised by reflecting the various opinions. Results It was confirmed that the pedagogical architecture of DIFMT could support the mathematical modeling instruction design to be specified in the context of Korean high school. Conclusions To adapt pedagogical architecture of DIFMT, comments of researchers and participants through ‘implemented anticipation’ were collected. The study confirmed that it is possible to design instruction that reflect various factors beyond the theoretical framework including conceptual and structural connection. Through this process, conceptual and structural connection is refined. In addition, it was confirmed that the instruction design reflecting the pedagogical architecture can be continuously developed and improved by reflecting the opinions of researchers and teachers.

Innovative models for teaching reproduction in small animals: The experience at DIMEVET of Bologna University

For a long time, the main way to acquire the skills necessary for good veterinary practice has been the traditional apprenticeship model (observe, assist, and perform under supervision). However, in the last years, more creative and innovative teaching models have been adopted by academic institutions and, parallelly, the opportunities to gain hands-on experience for clinical and surgical procedures are becoming more limited. For that reason, the introduction of the models can provide a potential solution to the ethical and legal implications related to the use of live animals for educational purposes and the biosafety risks deriving from the manipulation of human/animal cadavers. The activity on this topic at DIMEVET and, in particular, the experience about teaching reproduction includes in-house production and use of models for learning skills both for degree (fifth and third years of course) and post-graduate courses. Our models are designed on the basis of two fundamental aspect: the student level and the teacher target. The aim of this study was to evaluate, for the first time in literature, how much the use of simulators impacts on practical teaching in degrees and post graduate courses at DIMEVET, considering different learners with different levels of knowledge and skills. Namely, effectiveness, adequacy and quality of simulators have been checked assessing students' learning experience and teacher's opinion by specific satisfaction questionnaires and considering the attendance at the training sessions and the results of a final examination (PHY group) and an in vivo test (POST group). The rate of satisfaction was high among the three groups considered and the participants that had used the models had a higher success, both in the final examination and in vivo test.Data collected have been useful in order to show an improvement in teaching at DIMEVET in the field of reproduction, despite the relatively short years of experience using simulation. With this study we demonstrate that the adequacy of the models is not correlated to how simulators is built, whether with basic materials or not faithfully in terms of anatomical appearance, but it is important that it is realistic in terms of psychomotor procedure. In conclusion, the use of models permits the student to gain the hand-eye coordination and dexterity necessary to perform certain skills and the models proposed are meeting the desired educational goals.

Teaching methods used by geography teachers in Libya: Qualitative analysis

One of the important elements of the teaching process is the teaching methods and the other is the teachers who determine these methods and put them into practice. While determining the teaching methods, various factors such as the general or specific objectives of the course, the characteristics of the subject to be taught, the characteristics of the student group, the material and the cost are effective, but especially the competence of the teachers in the teaching method is also an important issue. Because the planning and implementation of the teaching process in the classroom environment are directly related to the characteristics of the teacher. Based on what has been stated, in this study, the teaching methods used by geography teachers in Libya in teaching geography are discussed. The study aims to determine the opinions of teachers about the teaching methods used in geography teaching in Libyan schools. The research was carried out using the data obtained by the focus group interview method with 10 teachers working in educational institutions in Libya. According to the data obtained in the study, it was determined that geography teachers in Libyan schools mostly used traditional teaching methods and the education they received during university education had a significant effect on their choice of method. The geography teachers who participated in the study emphasized that the lack of auxiliary materials played an important role in determining the teaching method regarding the subject. Geography teachers stated that the problems related to the use of information and communication technology in schools and the realization of out-of-class learning activities are effective in determining the teaching methods.

Kazakistan Örneğinde Türkçe Öğreticilerinin Genel Durumu: Sorunlar, Beklentiler ve Öneriler

This study; In line with the opinions of Turkish teachers working in Kazakhstan in the 2021-2022 academic year, in which conditions, where and how the Turkish cultural transmission with the teaching of Turkish in Kazakhstan takes place, the lesson environments and opportunities of the instructors, expectations, problems and needs of Turkish It aims to examine the students' perspectives on Turkish and Turkish culture. The study was designed with phenomenology, one of the qualitative research methods. In the study, the data obtained by using focus group discussion and document review, which are qualitative data collection methods, were interpreted with content analysis, one of the qualitative data analysis types. The study group consists of twelve people. Six of the participants are male and six are female. These people work as Turkish language and culture instructors in various institutions and organisations in Kazakhstan, have experienced the educational environments in the region and worked in Kazakhstan for at least 3 years, and are graduates of the Turkish Language and Literature or Turkish Teaching Department. For the validity and reliability of the data coded and themed after the data collection process, the expert opinion of three academicians experienced in teaching Turkish as a foreign language was taken, and the reports were compared in order to achieve consensus. At the end of the research process, data were obtained about the current state of the educational environment and tools in Turkish teaching in Kazakhstan, physical and administrative problems, the approach of the manager and learner, the assessment and evaluation processes, and the course of Turkish language and culture teaching.

Pre-service Teachers' Perceptions on the Concept of Oral Communication: A Metaphor Research

This research aims to determine pre-service teachers' mental images of the concept of “Oral Communication” by using the metaphor technique. The qualitative research method was used in the research. The pattern of the study is phenomenology, which is one of the qualitative research method designs. The participants of the research are 84 teacher candidates, 16 male, and 68 female, studying in various departments in the education faculty of a state university in the spring semester of the 2020-2021 academic year. To get the opinions of pre-service teachers as a data collection tool, “Oral Communication… like/similar. Because…” An open-ended question form was used. In this context, pre-service teachers were provided to fill in the blanks in the form using a metaphor. Easily accessible sampling (study group), which is one of the purposive sampling methods, was used in the selection of the sample. The obtained data were analyzed through the content analysis technique. As a result of the analysis of the data obtained from the research, it was determined that the teacher candidates produced a total of 64 metaphors in 6 different categories. These categories, in terms of the metaphors they contain; “Oral Communication as a tool, Oral Communication as an abstract concept, Oral Communication as a basic need, oral communication as an analogy, oral communication as a profession expression, oral communication as the expression of living things” Categorically, it was determined that the density of metaphors was in the category of “oral communication as a tool” and that the pre-service teachers produced metaphors reflecting their generally positive perceptions and thoughts about the concept of oral communication.

An Investigation of the Types of Power Used by High School Teachers in Classroom Management According to Teachers’ and Students’ Opinions

Abstract Introduction: Power relationships, which manifest themselves in all kinds of organizational environments, including educational institutions, manifest themselves as a necessity for teacher leadership in the classroom. It is necessary to use different types of power, which are multi-sourced and influenced by more than one variable, in classroom management to increase the quality of education. Due to these reasons, this study aimed to comparatively examine the types of power used by high school teachers in classroom management according to the opinions of teachers and students. Methods: This research is a descriptive study in the survey model. The study group of the research consists of 187 teachers working in high schools in the central districts of Adana province and 950 students studying in these high schools. The “Personal Information Form (PIF)” and the “Instructor Power Types Scale (IPTS)” were used to collect research data. In addition to descriptive statistics, data were analyzed by the Mann-Whitney U and Kruskal-Wallis tests. Results: According to the data obtained in the study, it was determined that teachers used charismatic power and informational power most frequently in classroom management, and they used the power of understanding at least. It was observed that there was no significant difference according to variables in legitimate power and power of understanding among the types of power used by teachers in classroom management. It was revealed that the types of personal power, coercive power, charismatic power, informational power, and expert power differed significantly according to some variables. According to students, teachers use charismatic power and coercive power at most in classroom management and they apply the power of understanding less. Among the power types used by teachers, all other power types, apart from personal power, differ significantly according to various variables of students. There was no significant difference between teachers’ and students’ opinions in terms of using the power of understanding in classroom management. Furthermore, according to students, teachers use other power types (personal power, coercive power, charismatic power, informational power, expert power, and legitimate power) less than they think. Discussion: The frequent use of informational power by teachers may be due to their desire to show these students preparing for the university that every knowledge is very important and necessary. Since the power of understanding is related to the items related to school attendance, this result obtained is thought to be influenced by the school attendance regulations in secondary education. Due to differences in the opinions of students and teachers, it can be said that teachers do not use these different types of power in classroom management as they think or cannot transform their intentions into behavior. Limitations: It is obvious that these results were limited to the reached teachers and students in high schools. Another limitation was that the data within the study collected via PIF and IPTS. Conclusions: In addition to these findings obtained with only quantitative data, it can be examined with classroom observations and student interviews how teachers apply the types of power they use in classroom management in the classroom environment, their effects on the environment, and which type of power is used in which situations.

포스트코로나시대의 좋은 수업에 대한 초등학교 교사와 초등학교 고학년 학생의 인식 비교

Objectives The purpose of this study is to derive the characteristics of excellent classes through comparing the opinions of elementary school teachers and higher grade of a elementary school students on excellent classes. Methods n-depth interviews were conducted with teachers with experience in class research and professional development and students with excellent academic achievement and classes attitude, and network comparison analysis was conducted on the results. Based on the network comparison analysis conducted, the opinions of teachers and students were compared, and commonalities and differences were derived. Results As a result of the study, in opinions on excellent classes, teachers show efforts and methods to develop self-directed learning skills and literacy of students who have fallen to COVID-19, and students show methods and efforts to participate in classes and actively interact with teachers and other students. Studies on excellent class before COVID-19 and this study commonly said that interaction in class is important for both teachers and students in opinions on good classes. Conclusions In this study, the teacher emphasized more student-centered classes, saying that excellent class in the post-COVID-19 era are classes that develop self-directed learning skills of students who have fallen due to COVID-19. In addition, it was emphasized that students' literacy skills, which are lower than before due to online lectures, should also be improved.

The development of reflection among future biology teachers in the process of methodological training

Methodical training is most effective, especially in biology, as in any field of education. It is important to determine the place of methodological education in pedagogical learning. It aims to form the opinions of future biology teachers about the methodological approach. In this study, which was developed at the University of Educational Sciences, studies were carried out for better education with students who teach biology. The methodological training of future biology teachers implies the acquisition of certain methodological knowledge. A qualitative method was used in this study, which was carried out with students who teach biology. The opinions of the pre-service teachers were detailed. Ethical approval was obtained from the university for this study, which was applied to 112 biology graduate candidates. The findings obtained from the research conducted with the content analysis method are stated and explained. From the research, it was concluded that the methodological approach is especially important for biology and that the arguments of the methodological approach should be understood in detail. It is included in the students’ results that the education subjects in the given university are prepared according to the access method.
 Keywords: Education, methodology, teaching, content, biology teaching;

Opinions of future biology teachers about their competencies in the field of education in the context of multilingual education

This research aimed to determine the opinions of future biology teachers about the importance of language in biology teaching and effective techniques in biology teaching. With the start of education by students from different languages in public schools, the difficulties of the languages of education were experienced. For this reason, education becomes difficult. Students with different mother tongues make it difficult for teachers and may experience difficulties in fulfilling their duties. For this reason, this study was needed to determine the readiness of the pre-service teachers studying in the field of biology for the problems they may encounter in their professional lives. The opinions of 85 biology department senior students who are in their last year of university were consulted. For the questions to be used in the research, the research questions prepared by the researchers and finalised by taking the opinions of the experts were asked. The findings obtained in this study, which was carried out using the qualitative research design, were thematised and explained in detail with the content analysis method. When the results obtained from the research are examined, we see that the senior students of the biology teaching department do not have sufficient knowledge of multilingualism and that they need training on education-teaching strategies.
 Keywords: Biology, education, university, multilingualism, opinion, teacher, technology, learning;

Formation of mathematical culture of students based on the solution of parametric problems

The purpose of this research is to obtain the opinions of teachers in order to create a mathematical culture of students based on the solution of parametric problems. The qualitative research method was used in this study. The study group of the research consists of 40 mathematics teachers who teach at various high schools in Almaty, Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. The research data were evaluated by using the content analysis method. As a result of the research, the majority of the mathematics teachers participating in the research stated that the students were insufficient in solving parametric problems. The vast majority of mathematics student teachers stated that they were very inadequate in posing parametric problems. The suggestions of the majority of the mathematics teachers participating in the research on the creation of a mathematics culture based on the solution of parametric problems are to create a technology-supported lesson environment, to conduct a needs analysis in the formation of the mathematics culture of the students and to provide in-service training to the teachers.
 Keywords: Parametric problems, mathematics education, mathematics culture, teacher opinions

Effective ways of teaching in distance education

The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment.
 Keywords: Distance education, teacher opinions, primary school teachers;

Forming the development of a value relationship to a healthy lifestyle among future primary school teachers based on healthcare technology

The aim of this study is to obtain the opinions of prospective teachers in order to create the development of the value relationship between the healthy lifestyle and the value of future primary school teachers based on health technology. This research was created in accordance with the qualitative research method. The study group of the research consists of 25 teacher candidates studying in primary school teaching departments in various universities in Kazakhstan. The data collection tool for the research is the semi-structured interview form developed by the researchers. As a result of the research, future primary school teachers stated that they had a healthy lifestyle, balanced and healthy nutrition, regular exercise, avoided harmful habits like alcohol and smoking, avoided stress, protected mental and emotional health and acquired regular sleep habits. They stated that technological devices are used in the field of health, health technology shortens the healing process, facilitates health practices, saves time, requires professional application and use and increases awareness. Moreover, the majority of future primary school teachers stated that they strongly support the development of the value relationship with a healthy lifestyle based on health technology.
 Keywords: Healthy life, health technology, primary school teachers of the future;

Opinions of Principal Teachers and Parents on the Resolution of Violence in Schools

Bu araştırmada; okullarda yaşanan şiddet olaylarının nedenlerini ve bu şiddet olaylarının önlenmesine yönelik çözüm önerilerini yönetici, öğretmen ve öğrenci velilerinin görüşlerine okullarda yaşanan şiddet olaylarının önlenebilmesi ve çözüm önerilerini ortaya koymak amaçlanmaktadır. Araştırma nitel araştırma yöntemi ile yürütülmüştür. Araştırmanın çalışma grubu, Karabük İl Milli Eğitim Müdürlüğüne bağlı resmi ortaokullarda görev yapan 10 yönetici, 10 öğretmen ve 10 öğrenci velisi oluşturmaktadır. Veri toplama aracı, araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler içerik analiz yöntemiyle çözümlenmiştir. Araştırmada okullarda yaşanan şiddet olayları ile ilgili mevcut durum ortaya konulmuş, ardından genel bir değerlendirme yapılarak, şiddetin önlenmesine ilişkin görüş ve önerilerde bulunulmuştur. Araştırma sonucunda, okullardaki şiddeti önlemek için öğrenci, öğretmen ve yöneticilerin ortak kararıyla yeni bir müdahale biçimi geliştirilmesi gerektiği, öğretmenlere yönelik, istenmeyen öğrenci davranışlarının nasıl önlenebileceğine ilişkin donanım kazandırılması gerektiği ve tüm okul üyeleri ve ailelere şiddeti önleme ile ilgili eğitim verilmesi gerektiği sonucuna ulaşılmıştır.

Perceptions of Middle School Turkish Language Teachers on Using e-Learning Tools in Grammar Teaching

By determining the perceptions of Turkish language teachers about using e-learning tools, it is possible to identify the obstacles to the use of e-learning tools in grammar teaching. The study aims to evaluate the Turkish language teachers’ perceptions about using e-learning tools in grammar teaching in the distance education process. The research was designed as a qualitative case study. The data collection process of the research was carried out in the 2021-2022 academic year. The study group consists of 22 Turkish language teachers working in public middle schools in Turkey who participated in the research voluntarily. Within the scope of the research, the opinions of Turkish language teachers were taken via semi-structured interview forms. According to the results, the majority of Turkish language teachers stated that e-learning tools should be used in grammar teaching. Teachers of Turkish stated that they benefited from EBA as an education portal in this context. Moreover, Turkish language teachers receive help from programs such as Zoom, Kahoot, Wordwall and Teams in grammar teaching during the distance education process. The majority of Turkish language teachers emphasised that they benefit from traditional measurement tools in the measurement and evaluation process of grammar teaching in distance education. Most of the Turkish language teachers participating in the research stated that they did not know Web 2.0 tools. Based on the findings of the research, it may be argued that Turkish language teachers should be introduced to technology and overcome their fears of using instructional technologies. This would enable the teachers to benefit more from e-learning tools in their lessons.

Development of the project activities of future primary school teachers based on a collaborative environment

The aim of this study is to determine the views of future primary school teachers on the development of project activities based on a collaborative environment. Permanent teaching is provided by providing diversity in learning with new generation learning techniques. For this purpose, the project activities listed in the education faculties of the universities were analysed. Primary school teacher candidates' opinions on whether education is provided in a cooperative learning environment in project activities are very important. Depending on the results of this research, it will be clear whether the prospective classroom teachers will use these techniques in their future professional lives. For this purpose, a qualitative research method was used with the participation of 72 university students in the spring term of 2021–2022 in order to determine the opinions of the students of the classroom teaching department studying at the university about the collaborative environment. Project-based teaching and two universities with education faculties were included in the research. The research study group consists of senior students studying at the education faculty of the university. As a result of the survey, the opinions of future classroom teachers about the probe activities and the collaborative environment were taken. Semi-structured interview questions prepared by the researchers were asked of the students. It was revealed that, in the last year, teacher candidates studying in the department of primary school teaching were effective in project-based learning and supported the collaborative approach. In the same way, it was suggested that the project activities of the teacher candidates should be increased.
 
 Keywords: Teacher training, classroom teaching, project-based teaching, collaboration, education

The development of social intelligence in students during the lessons of the Kazakh language through educational dialogue

In this article, detailed opinions of classroom teachers in Kazakh language teaching to improve spoken speaking teaching are sought. ‘Dialogue speech’ was defined by the creator of the concept as speaking, interaction and communication. The dialogue method used in teaching Kazakh language as a lesson is to determine the effectiveness of students' social skills. One of the most effective ways to improve speaking skills in mother tongue teaching is rightfully dialogue. The importance of dialogic speech as a form of communication is justified by the necessity of human interaction. This research determines the views of university students on social responsibility studies. Qualitative method was used in the research. This study was created with 82 classroom teachers in the fall semester of 2021–2022. The questions were prepared and applied in the form of semi-structured interview questions. The data obtained from the research were analysed descriptively. The study group of the research consists of 82 classroom teachers working in public schools. As a result of the results obtained from the research, it is stated that teaching with dialogue is effective on students.
 Keywords: Kazakh, language teaching, teacher, dialogue, teaching, classroom teacher, development;

Determination of Educational Needs of Teachers Regarding the Education of Inclusive Students with Learning Disability

The aim of this study is to determine the educational needs of the teachers regarding the education of inclusive students with learning disabilities in their classes. A qualitative case study design was used in this paper. The study group consists of 20 teachers who work in primary, secondary and high schools in Duzce city center in the 2018-2019 academic year and they have students who were diagnosed with learning disabilities in their classrooms. The participating teachers were selected according to the maximum diversity sampling method. In this research, teacher opinions were asked through a semi-structured interview form and content analysis was employed to analyze the data. As a result of the research, the educational needs of the teachers were gathered in five themes which are the competence of recognizing learning difficulties of students, to use the educational diagnostic process for students with learning difficulties, to prepare an individualized education plan, to develop instructional adaptations, and to conduct a family education. Based on the findings of this study, the teachers were revealed to need education in recognizing learning disabilities and the features of students with learning disabilities. In addition to these, they were also detected to need education not only in the use and the interpretation of standard assessment tools but also the knowledge about vocational regulations. The participating teachers also stated that they lack knowledge in the establishment of support and cooperation mechanisms, having the content knowledge regarding the preparation of an individualized education plan, providing expert support as well as pre, while and post educational interventions and training for family education. In the light of the research findings, it was proposed to provide practical in-service training with expert support, improve the professional qualifications of teachers providing prevocational and on the job training, and to carry out awareness activities aiming at increasing family participation.

Opinions of Prospective Teachers Raised in Eastern and Southeastern Anatolia Regions on Regional Educational Problems

The aim of this study is to analyze the experiences of prospective teachers living in East and Southeast Anatolia who have completed their primary and secondary education in these regions in relation to the educational problems in East and Southeast Anatolia. In accordance with this aim, the phenomenological design, one of the qualitative research designs, was used in the research. The research group of the study consists of 9 prospective teachers who are continuing their education in different departments of the Faculty of Education during the academic year 2021-2022. The study used a semi-structured interview form prepared by the researchers as a data collection tool. The data obtained during the study were analyzed using content analysis. As a result of the research, the prospective teachers stated that the most important problems in education in Anatolia's eastern and southeastern regions are general transportation, housing, and family’s economical problems. Other important problems are language, social gender, unawareness of parents, and socio-cultural problems. Under the heading of educational problems, the prospective teachers mentioned the problems of school opportunities, teachers' behaviors/attitudes, and the lack of teachers.

Teacher Perceptions of a 21st Century Classroom

Despite the uncertainty in the rapidly changing world, many countries expect their educational institutions to be ready for the future. To meet these expectations, educational policymakers bring in new changes. One of these transformational changes is the “Future Classroom Lab (FCL),” coordinated by the European Schoolnet with 15 countries, including the Turkish Ministry of National Education. These classrooms reconsider the changing roles of teachers and students, the traditional classroom layout, and propose solutions for more effective learning experiences for the 21st century. This study, based on the qualitative method, aims to introduce the opinions of teachers from different levels of education about future classrooms to determine what is expected regarding the new educational environments in terms of teachers, schools, students and classrooms. A case study design is used within the research, and criterion sampling is employed. The data is collected via semi-structured interviews. This study presents educational stakeholders with the desired framework concerning future classrooms in line with 21st century schools. The results imply that there is a need for new classrooms along with technology integration and pedagogy to keep up with the developing world. To achieve sustained growth, policymakers should focus more on technology-assisted, flexible learning zones and the technology competent leaders and teachers.