Pedagogical Formation Certificate Program Research Articles

Evaluation Of Self-Efficacy, Self-Management and Achievement Motivation from The Perspective of Classroom Management

In this study, the effect of pre–service teachers' self–efficacy and self–management on their success motivation were discussed and evaluated from the classroom management perspective. The population of the study was the MCBU Pedagogical Formation Certificate Program in the 2022 – 2023 education year and 427 pre–service teachers participated as the sample of the study. SPSS 25 packet program was used for the analyses of the data. Pre–service teachers' self–efficacy, self – management and achievement motivation levels were examined with the help of descriptive statistics by using minimum, maximum, arithmetic mean, and standard deviation values. The effect of their self–efficacy perceptions and their self – management behaviors were separately analyzed with simple linear regression. The holistic effect of self–efficacy and self–management on achievement motivation was analyzed with multiple linear regression. According to the findings their self–efficacy, self – management and achievement motivation levels were observed at high levels. Also, the effect of self–efficacy and self–management on achievement motivation were found both separately and together. While self–efficacy and self – management affect achievement motivation at a normal level, they are affecting more strongly both together.

Öğretmen Adaylarının “Pedagojik Formasyon Sertifika Programı Öğrencisi” Kavramına İlişkin Metaforik Algıları

TThis study aimed to determine the metaphorical perceptions of pre-service teachers participating in the pedagogical formation certificate program about the concept of pedagogical formation certificate program student. Phenomenology design was used in the data collection. The study group of the research consisted of 417 pre-service teachers participating in the pedagogical formation training certificate program at the faculty of education of a state university located in the Western Black Sea Region in Türkiye in the 2022-2023 academic year. The data of the study were collected through a form prepared by the researchers asking "pedagogical formation program student is like (1)............/similar because (2)................" to an object, a shape, an animal or a living creature (metaphor/mental image) and to state the reason (justification/logical basis) for their similes. The documents were analyzed by content analysis method. As a result of the research, 52 metaphors developed by pre-service teachers taking part in pedagogical formation certificate program about the concept of pedagogical formation program student were collected in 16 different categories named as “dough, new born baby, storage space, warrior, turtle, guided person, lucky fish, mother, light, miserables, unprocessed mine, precious metal, dreamer, intermediary person, unconscious person, lego”.

Examination of Pre-Service Physical Education Teachers' Beliefs on Physical Education Profession

This research examines pre-service physical education teachers' (PPETs’) beliefs on the physical education profession (BPEP). A convergent mixed-method research design was administered. The descriptive information form, PPET-BPEP, and open-ended questions were used to collect the data. 218 PPETs’ studying in PETE program and pedagogical formation certificate program participated in this research. Non-parametric tests were used for quantitative data, and content analysis was used for qualitative data. While gender did not differ significantly between the programs, there was a significant difference in the "value of PE profession" sub-domain. There is a substantial difference between those whose first career choice is PE teacher and those who don't, and those who want to become a PE teacher after graduation and those who don't. Those whose first career choice is PE teaching tend to this profession for reasons such as having an athlete identity, dream job, role model effect, and a desire to make children love and teach sports. Those who want to be a PE teacher after graduation stated the following reasons for their preference: want to endear sports to children, love and want to take care of children, dream job, want to explain the importance of the profession, want to be involved in sports and some features of the work. In conclusion, it is recommended that more research should be done on PPETs’ beliefs on the PE profession.

A Review of Articles on the Attitudes of Students Participating in the Pedagogical Formation Certificate Program Toward Teaching Profession

A Review of Articles on the Attitudes of Students Participating in the Pedagogical Formation Certificate Program Toward Teaching Profession

THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS

It is aimed to examine the effects of computational thinking skills and critical thinking skills of students enrolled in the pedagogical formation certificate program, which is considered within the scope of lifelong learning in education faculties, on lifelong learning skills in this study. Scanning model principles were taken into account in order to achieve the aim. Structural regression analysis was used to test the relationship between variables in the study. The data were collected from 240 students who are continuing the pedagogical formation certificate program, which is based on lifelong learning. The Critical Thinking Scale (CT), Computational Thinking Self-Efficacy Scale (CoT) and The Lifelong Learning Tendency Scale (LLL) were used to collect the data. According to the results, CoT has a direct and significant effect on CT at the rate of 84%, and the CoT directly explains LLL at a rate of 59%.

PEDAGOJİK FORMASYON EĞİTİMİ ALAN ÖĞRETMEN ADAYLARININ ÖĞRETMENLİK MESLEĞİNE YÖNELİK ALGI VE MESLEKİ KAYGI DÜZEYLERİ ARASINDAKİ İLİŞKİ

The aim of this study is to examine the relationship between teaching profession perception and professional anxiety levels of prospective teachers. A total of 387 prospective teachers, participating pedagogical formation certificate program, voluntarily participated in the study where descriptive and relational survey models were used. According to the results of the study, the prospective teachers within the scope of the study have moderate levels of professional anxiety and perception, the average scores in the teaching profession perception scale were significant in favour of the female prospective teachers, prospective teachers who participated in the program to do the teaching profession afterwards, who preferred a teaching department in university entrance exams priorly and who will take the Public Personnel Selection Exam (PPSE). The average scores in the professional anxiety scale were found to be significant in favour of male prospective and employed prospective teachers. In addition, it was determined that there was a low, positive, and meaningful relationship between prospective teachers’ teaching profession perception and professional anxiety levels. Based on the findings of the present study, experimental studies to decrease their professional anxiety levels and increase their level of professional perceptions of prospective teachers are recommended for further research.

Attitudes of preservice teachers having pedagogical formation certificate training towards instructional technology and material design course

The purpose of this study was to determine the attitudes of the trainees registered in Pedagogical Formation Certificate Program (PFCP) towards the Instructional Technologies and Material Design (ITMD) course and to analyze whether these attitudes differed according to gender, department and level of grade. The data were obtained from totally 110 trainees including 78 females and 38 males. In addition to the personal information form, the Attitude Scale towards ITMD Course was used as the data collection tool. The scale had three sub-dimensions as effectiveness, admiration and denial, and the internal consistency coefficients calculated for the current implementation were between .99 and .77. It was understood that the trainees regarded the ITMD course effective enough to be considered good, admired the course at a moderate level, and did not neglect the course very much. It was noticed that female trainees found the course more effective and admired it more rather than the male trainees. The trainees in the English group were determined to consider ITMD course more effective than the trainees in the philosophy group. Moreover, it was proved that the students in the English group admired more rather than the trainees in the theology and philosophy groups. The graduate trainees regarded ITMD course more effective than the ones who were still students.
 
 Keywords: instructional technologies, information technologies, instructional technologies and material design, attitude towards itmd course;

Relationship Between Professional Engagement, Career Development Aspirations and Motivation Towards The Teaching Profession of Prospective Teachers

The aim of the present study is to examine the relationship between professional engagement, career development aspirations, and motivation towards the teaching profession of prospective teachers. Having been structured both with descriptive and relational survey model, the study consisted of 460 volunteer prospective teachers attending pedagogical formation certificate program at the education faculty of a big university located in Turkey’s Western Black Sea Region. The research data was collected through the Personal Information Questionnaire, Professional Engagement and Career Development Aspirations (PECDA) Scale and Motivation Levels of Prospective Teachers towards the Teaching Profession (MLPTTP) Scale. According to the data gained from the study, it was determined that prospective teachers’ professional engagement and career development aspiration level was moderate and their motivation towards teaching profession level was high; there is a moderate, positive and significant relationship between professional engagement, career development aspirations and motivation towards teaching profession. In the light of the data gained from the present study, long-term studies can be carried out with prospective teachers, and the development of the subjects related to the present research can be monitored after they are appointed as teachers.

The examination of pedagogical formation education certificate program students’ perceptions regarding education and ideal education through metaphors

The aim of this research is to reveal the perceptions of pedagogical formation certificate program students about education and ideal education concepts through metaphors. In this research, the phenomenology design, one of the qualitative research designs, was used. The study group consisted of 98 pedagogical formation certificate program students studying at Nizip Education Faculty of Gaziantep University in 2018-2019 academic year. The data of the study was collected through a structured interview form prepared by the researchers. The data obtained was transferred to computer media and analyzed by content analysis. The participants presented 69 different metaphors about the concept of education. Among these metaphors; tree, book, life and horse racing metaphors were used the most. Metaphors for the concept of education are grouped under 11 conceptual categories. Eight of these categories have positive features, while three have negative features. 74 different metaphors were put forward by the participants about the ideal education. Among these metaphors; life, sapling, book and playground metaphors were used the most, respectively. Metaphors for the concept of ideal education were gathered under 11 conceptual categories.

Ya bir filolog İngilizce öğretmeni olursa? Yabancı dil öğretimi kaygısına ilişkin bir vaka incelemesi

This study aims to find out the factors affecting ELL (English Language and Literature) senior students’ foreign language teaching anxiety and reducing-strategies. The participants were ELL senior students (n=50) who were enrolled in the pedagogical formation certificate program at a state university in Turkey. Additionally, mentors of the study group (n=9) contributed to the research comparatively. The ELL seniors’ teaching experience lasted 10 weeks and they grasped most of the teaching skills as their mentors suggested. Nevertheless, one of the phenomena was the dead hand of something which is called anxiety. In this study, the researcher referred to ELL senior students as prospective teachers. The instruments involve prospective teachers’ diaries, micro-teaching videos, and open-ended interview questions. In the data collection process, the researcher has employed ‘content analysis’ to determine the categories and calculate the number of instances into the determining categories (Silverman, 2000). Then, each category was named according to the repeated units of speech. Both the prospective teachers and their mentors were asked to describe the anxiety-provoking factors and coping strategies. The results revealed that both prospective teachers and their mentors share some of the common beliefs on FLTA (Foreign Language Teaching Anxiety). That is, both of them put forward that lack of experience is a factor that causes anxiety. Apart from this, mentors associated foreign language teaching anxiety with personality traits and academic inefficacy. According to the findings of the study, the prospective teachers’ foreign language teaching anxiety is presented under 5 headings as follows; classroom management, public speaking anxiety, fear of negative evaluation, being observed by the students, and lack of experience.

Investigation of the Learning Strategies of Pedagogical Formation Certificate Program Students in Terms of Some Variables

The purpose of the current study is to investigate the use of learning strategies by students enrolled at the education faculty pedagogical formation program in their education life in relation to some variables such as gender, age, mother and father’s education level and graduated undergraduate program. The study group of the current research is comprised of a total of 217 students attending the pedagogical formation certificate program in the Education Faculty of Burdur Mehmet Akif Ersoy University in the 2015-2016 academic year. In order to determine the students’ learning strategies, the 32-item Learning Strategies Scale developed by Açıkgöz (1996) and revised by Güvenç (2009) was used. In the analysis of the collected data, SPSS 24 program package was employed and frequencies, percentages, arithmetic means, t-test ve Kruskal Wallis test were used. It was concluded that the students’ learning strategies do not vary significantly depending on gender, age, mother and father’s education level and the undergraduate program they graduated from.

Suggestions for Solutions to the Problems of Interrupting, Speaking at the Same Time, Inability to be Pleasant-Spoken and Debonair within the Context of Action Research in Education

This qualitative study is based on the solutions offered by the students of the "Action Research in Education" course within the scope of the pedagogical formation certificate program at Atatürk University Faculty of Education during a 10-minute presentation in the activity called "one solution to one problem." The data collected from the presentations were subjected to content analysis, and sentences were selected as the unit of analysis and tabulated. Subsequently, with the application of a scale developed by the researcher to the same students, two problems, which were not studied sufficiently during the presentations and that the researcher and students agreed were highly critical, were identified. An open-ended scale was applied to the same students about the problems of interruption/overlap and being unfriendly / speaking rudely, and the solution proposals developed by prospective teachers were analyzed by using the descriptive data analysis technique. It was determined that the prospective teachers had a certain awareness of these problems and could produce solutions that can be adapted to the education system. We believe that the study is also important in that it reflects the perspectives of prospective teachers who are important stakeholders of education.

Öğretmen Adaylarının Meslek Öncesi Öğretmen Kimliği Algıları: Pamukkale Üniversitesi Örneği

Bu araştırmanın amacı, Pamukkale Üniversitesi Eğitim Fakültesi ve pedagojik formasyon sertifika programına kayıtlı öğretmen adaylarının meslek öncesi öğretmen kimliği algılarını belirlemek ve çeşitli değişkenler açısından incelemektir. Araştırmanın verileri, 2018-2019 Güz yarıyılında Pamukkale Üniversitesi Eğitim Fakültesi’nde öğrenim gören 577 öğretmen adayı ve pedagojik formasyon sertifika programına kayıtlı 502 öğretmen adayı olmak üzere, toplam 1.079 katılımcıdan uygun örnekleme yöntemiyle elde edilmiştir. Veri toplama aracı olarak Arpacı ve Bardakçı (2015) tarafından Türkçe’ye uyarlanan Meslek Öncesi Öğretmen Kimliği Ölçeği (MÖÖKÖ) kullanılmıştır. Araştırmanın bulguları tüm öğretmen adaylarının yüksek düzeyde meslek öncesi öğretmen kimliği algısına sahip olduklarını ortaya koymuştur. Bunun yanı sıra, öğretmen adaylarının meslek öncesi öğretmen kimliği algıları cinsiyet, fakülte, bölüm ve eğitim fakültesi sınıf düzeylerine göre anlamlı farklılıklar göstermiştir. Araştırma sonuçları öğretmen eğitimi program tasarımlarında, öğretmen meslek kimliğinin dikkate alınması gerektiğine vurgu yapmaktadır.

Sustainable Development in Teacher Education in Terms of Being Solution Oriented and Self-Efficacy

In this study, the correlation between 526 prospective teachers’ beliefs about education for sustainable development (ESD) and their perceptions of self-efficacy and abilities to focus on solutions was addressed. This descriptive study found that prospective teachers had strong beliefs about ESD. In terms of the “beliefs about the implementation of sustainable development” and “beliefs about the limitation of sustainable development”, the prospective teachers who are studying at the faculty of education had stronger beliefs than those enrolled in the Pedagogical Formation Certificate Program. In addition, fourth-year prospective teachers and those perceiving themselves as showing good academic performance had stronger beliefs about ESD. Also, participants’ beliefs about ESD were found to be related to their abilities to focus on solutions and their perceptions of self-efficacy. Additionally, our study found that perceptions of self-efficacy significantly predicts the ability to focus on solutions and beliefs about ESD (29%). One of the limitations of our study is that our findings can be generalized only to a limited extent. Furthermore, further research is needed to validate the predictive variables that have arisen. Finally, longitudinal and experimental research that use qualitative analysis techniques is needed to investigate the implications of the results for professional improvement and to find out what sort of sustainable education practices there are in different education levels.

Pedagojik Formasyon Sertifika Programına Katılan Coğrafya Bölümü Öğrencilerinin Özel Öğretim Yöntemleri Dersine İlişkin Görüşleri

The purpose of this study is to determine the opinions of the Geography Department students about the Special Teaching Methods course (STM) and to propose suggestions for increasing the effectiveness of this course. This qualitative study was designed as a typical case study. A total of 122 students in geography department included in Pedagogical Formation Certificate Program at Karabuk University and taking STM Course constituted the participants of the study. A semi-structured interview form including 7 questions was used to collect the data of the study. The results were as follows: Most of the students of Geography department who included in Pedagogical Formation Certificate Program though that the knowledge and skills obtained from this course would contribute well to their teaching lives. Most of the participants stated that the duration of the course was limited. Most of the students participating in the current study articulated that the practice hours within this course should be increased and that they would like to practice more, however, the duration of the course was not enough for this. Participants also emphasized that this course should focus more on how to use various methods and techniques in Geography courses. Most of the students stressed that they had no ideas or expectations before taking this course, however, they learnt how to make geography courses more enjoyable out-of-classroom and in-classroom environments and that their expectation became real. Participants stated that the duration of the STM course and the time allocated for the practice within this course should be increased in order to ensure more effective geography teaching .

Good teacher perceptions of students attending the pedagogical formation certificate program

<span>A pedagogical formation certificate is required to become a teacher in secondary schools in Turkey. This certificate program, which is required to obtain in addition to a bachelor’s degree from any faculty other than the education faculties, aims at providing the knowledge, capabilities and attitudes required by the profession of teaching. This study aims at determining the perceptions of prospective teachers attending the pedagogical formation program about the properties of a good teacher. Data were collected using a survey comprising an open-ended question and content analysis was conducted to obtain the themes in this study, which adopted a descriptive method. Based on the properties of a good teacher, expressed by the prospective teachers, the themes “personal characteristics”, “enforcement of teaching process”, “establishing a democratic classroom environment” and “assessment and evaluation” are obtained.</span>

The Examination of the Possible Relationship Between Reality Shock Expectations and Teacher Self-Efficacy Levels of the Prospective Teachers Attending Pedagogical Formation Certificate Program

The aim of this study is to determine the possible relationship between the reality shock expectations and teacher self-efficacy levels of the prospective teachers attending pedagogical formation certificate program. In accordance with this purpose, the study was designed in correlational model among relational survey models, and the study sample was composed of 293 prospective teachers who were attending the Pedagogical Formation Certificate Program in 2016-2017 academic year by selected through convenience sampling. According to the analysis of the obtained data from this sample, it was seen that the prospective teachers’ reality shock expectation levels were generally higher in the possible problems with professional differences, while the teacher self-efficacy levels were lower in the situations regarding individual differences. On the other hand, it was observed that the reality shock expectations and teacher self-efficacy levels did not show difference according to gender, education level and graduated field variables, while only the teacher self-efficacy towards teaching strategies sub-dimension had a difference in terms of education level variable. This difference was in favor of teacher candidates receiving postgraduate training. When the main prupose of the study was examined, it was determined that there was no statistically significant relationship between the teacher's self-efficacy and reality shock expectations of the prospective teachers attending to the pedagogical formation certificate program.

Pisagor Teoremini Nasıl Öğretirsiniz: Ders Planlarının Analizi

Normal 0 21 false false false TR X-NONE X-NONE This research was conducted among mathematics graduates who participated in a pedagogical formation certificate program. Participants were asked to prepare a lesson plan intended for use in teaching the Pythagorean theorem as part of a ninth grade mathematics course. Eighteen out of 43 participants included a proof of the Pythagorean theorem as a component of their lesson plan. These proofs were classified in three categories : visual proofs (two participants), algebraic proofs (nine participants), and proofs by using triangular similarities (seven participants). In addition, the solved examples, homework, and evaluation questions included in the lesson plans were classified according to TIMSS cognitive levels. Of the 233 questions prepared by 43 participants, 37% of the questions were at the knowledge level , 60% were at the application level , and the remaining 3% were at the reasoning level.

Reasons of Preservice Teachers Attending the Pedagogical Formation Certificate Program for Choosing Teaching as a Profession

DOI: Due to social, economic and cultural conditions, preservice teachers’ reasons for choosing the teaching profession differ from country to country. The purpose of the current study is to determine the factors affecting the choices of prospective teachers in the process of preferring the profession of teaching. The participants of the study were 230 voluntary preservice teachers randomly selected from among the students attending the pedagogical formation certificate program in the academic year of 2016-2017. Factors Influencing Teaching Choice scale (FIT-Choice scale) developed by Watt and Richardson (2007) and then adapted in the Turkish context by Kılınç, Watt and Richardson (2012) was used in the research. The correlation between the pedagogical formation students’ motivation and level of perception in relation to their preferring the profession of teaching was investigated by using Structural Equation Modeling (SEM). It is seen that the obtained model has good fit indices. According to SEM, as a reason for choosing teaching as their profession, while the pedagogical formation students put greater emphasis on desire to work with children/adolescents and secure nature of the profession, they put less emphasis on transferability of teaching (job transferability) and use of the time allocated to the family. Moreover, their satisfaction with their decision to be a teacher seems to be great and it is observed that they have not been affected by the opinions of people around them.

Perceived Teacher Self-Efficacy of Teacher Candidates Enrolled in the Pedagogical Formation Certificate Program

This study aims to determine the variables affecting teacher candidates’ perceived self-efficacy levels. The study was conducted with 560 students who attended the pedagogical formation programs, a type of teacher training program, run by two different universities in Turkey during the academic year of 2016-2017. The data was obtained by Teachers’ Sense of Efficacy Scale, developed by Tschannen-Moran and Hoy (2001) and adopted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005). SPSS package program was used for data analysis, and percentage, arithmetic mean, standard deviation, independent groups t-test, one-way analysis of variance (ANOVA) and LSD test were used for the analysis of data. According to the study findings, candidates’ views on self-efficacy differ according to their ages, sexes, universities, settlements they have lived the longest, faculties and mother’s education level while their self-efficacy views did not differ according to their own and father’s education level. As the teacher candidates’ ages increased, their self-efficacy also increased. Males compared to females, Kafkas University’s students compared to Niğde Ömer Halisdemir University’s students, the students who have lived in metropolises the longest compared to others, students from faculties who accept students with ability exams compared to other faculties considered themselves more efficacious about teaching.