Pedagogical Formation Students Research Articles

Öğretmen Adaylarının Etkili Vatandaşlık Yeterliklerinin İncelenmesi

The aim of this study is to examine the effective citizenship competencies of prospective teachers in terms of various variables. The study is a descriptive study and survey model is used in this context. The study group of the study consists of undergraduate students attending the last year of education faculty and students who continue pedagogical formation education in the 2018-2019 academic year at Inonu University, Adıyaman University and Fırat University. In this context, 584 pedagogical formation students and 293 last year students of education faculties were reached. Effective Citizenship Competence Scale developed by Sağlam (2011) was used to collect quantitative data. This scale is a 5 choices likert type scale consisting of a total of 23 items and includes two sub-dimensions. The first 12 items measure the “Citizenship Values” sub-dimension and the remaining 11 items measure the “Knowledge and Skills of the Citizenship ”sub-dimension. Package program was used to analyse the data obtained from prospective teachers. Frequency (f), percentage (%), t test and One-way ANOVA tests were applied. Comments were made based on the findings of the study. As a result of the analyses, it was differentiated in favour of men according to the gender variable in the “Citizenship Knowledge and Skill” sub-dimension of the mean scores obtained from the prospective teachers' effective citizenship competence scale. As a result of the analyses, it was seen that the average scores of the prospective teachers' scores on effective citizenship competence scale differed in favour of graduated students according to their graduation status in the ”Citizenship Knowledge and Skills” sub-dimension. There was no significant difference for the other independent variables of the study Keywords: Effective Citizenship, Citizenship Qualifications, Citizenship Knowledge, Pedagogic Formation, Teacher Candidates

The Role of Self-Esteem in Predicting Pedagogical Formation Students’ Career Adaptabilities

The rapid changes in life standards and technology affect the social lives of individuals as well as world of work, job finding, work environments and career development. This rapid change also affects individuals' career adaptabilities, professional success and competences. Teaching profession is also affected by these changes. The aim of this study is to investigate the relationship between pedagogical formation students’ career adaptability and self-esteem. A total of 235 volunteering pedagogical formation students who graduated from different faculties and received pedagogical formation education, including 190 females and 45 males, participated in this study. In order to collect data in the study, Personal Information Form (PIF), Career Adapt-Abilities Scale (CAAS) and Self-Liking/Self-Competence Scale (SLSC) were applied to the participants. The findings of the analyses show that there is a significant and positive relationship between career adaptabilities, self-liking and self-competence. Additionally, in the analysis conducted in order to test the predictability of the career adaptabilities by self-liking and self-competence, they were found to be significant predictors of the pedagogical formation students’ career adaptabilities (R2= .37, p < .01). The findings of the research revealed the need for career counseling once again.

Teaching Locally, Acting Globally: The Effect of Pre-Service Teachers' Cultural Intelligence Levels on Their Perceptions of Global Citizens

The purpose of this study was to examine the relationship between cultural intelligence and global citizenship. The study group of the research consisted of 336 pre-service teachers, including pedagogical formation students, selected by a random sampling method from a state university in eastern Turkey, where the immigrant population is dense. Both the "Cultural Intelligence Scale" and "Global Citizenship Scale" were used as data collection tools. In order to statistically determine the levels of cultural intelligence and global citizenship by demographic variables, independent samples t-test and one-way ANOVA were employed by the researcher. Likewise, while the Pearson product-moment correlation analysis was implemented to examine the relationships among the variables, multiple regression analysis was used to determine the predictive coefficients between the variables. Based on the research findings, cultural intelligence was positively correlated with global citizenship. The behavioral dimension of cultural intelligence was the best predictor of global competence. Cultural intelligence levels of pre-service teachers seem to have a significant impact on shaping their process of becoming global citizens. If a person could be able to change his or her body language, spoken language, expressions, and behaviors when encountering any person or people from different ethnic groups and identities, this would mean that s/he is using the behavioral component of cultural intelligence. In this respect, cultural intelligence facilitates being a global citizen and increases adaptation. Therefore, the dimension of cultural intelligence evidently appears to be an essential factor for global citizenship.

İlahiyat Alanında Pedagojik Formasyon Eğitimi Alan Öğretmen Adaylarının Gözüyle Din Dersi Öğretmenleri

Pedagojik formasyon eğitimi alan öğretmen adaylarının uygulama öğretmenlerine dair değerlendirmeleri, uygulama derslerinin verimliliği bakımından bize fikir verebilecek türdendir. Bu araştırma kapsamında da Amasya Üniversitesinde ilahiyat alanında pedagojik formasyon eğitimi alan öğretmen adaylarının, örgün eğitimde görev yapan din dersi öğretmenlerinin mesleki yeterlikleriyle ilgili algıları ve uygulama öğretmenleri rehberliğindeki bu uygulamadan ne kadar istifade edebildikleri öğrenilmeye çalışılmıştır. Tarama yönteminin kullanıldığı araştırmada, araştırmacı tarafından geliştirilmiş olan anket formu, öğretmenlik uygulaması yapmış olan pedagojik formasyon öğrencilerine yüz yüze eğitim aldıkları sırada uygulanmış, dağıtılan 395 anketten 332’si değerlendirmeye alınabilmiştir. Sonuçta, öğretmen adaylarının din dersi öğretmenlerini alan bilgisi ve öğrencilerle iletişim konusunda büyük oranda yeterli gördükleri, ancak derse hazırlıklı gelme bakımından önemli bir kısmını yetersiz buldukları tespit edilmiştir. Ayrıca, öğrenciyi aktif hale getirmeye ve kalıcı öğrenmeler sağlamaya önemli katkısı olan birçok öğretim yöntem ve tekniği olmasına rağmen din dersi öğretmenlerinin büyük bir bölümü genellikle anlatım, soru-cevap ve tartışma yöntemleriyle dersi işlemeye devam etmektedir. Bu düşünceler ışığında, öğretmen adayları genel itibariyle öğretmenlik uygulamasını faydalı bulmakla birlikte uygulama öğretmeninden kaynaklanan sebeplerden dolayı hiç istifade edemediğini belirtenler de vardır

Reflections of Mathematical and Mathematics Educational Values on Pedagogical Formation Students' Teaching Preferences

As in all fields, values are an important component of classroom’s affective environment in mathematics course, too, and have a significant impact on students’ mathematical efforts. As it would directly affect classroom practices and learning, it is deemed important to determine preservice teachers’ value profiles. This research aimed to address mathematical and mathematics educational values of mathematics students receiving pedagogical formation in terms of constructivist and positivist approaches and examine these values along with their opinions on the use of different teaching strategies, methods and techniques (SMTs) in courses. The participants were 288 mathematics students receiving pedagogical formation at two public universities. As data collection instruments, Mathematical and Mathematics Educational Values Scale and a written interview form were used to associate their values with their teaching preferences. The study concluded a significant difference in favor of constructivist values when comparing participants’ levels of having positivist values with their levels of constructivist values. The findings achieved from the interview forms indicated that majority of participants preferred student-centered teaching strategies, methods and techniques; in other words, they regarded themselves rather as constructivists.

Determination of the level of pedagogical formation students’ academic locus of control

<span>Academic locus of control has an important place in explaining students’ behaviors in educational settings. The purpose of the current study is to determine the level of the pedagogical formation students’ academic locus of control and to investigate whether this level varies depending on some variables. The study employed the survey model, one of the quantitative research methods. The universe of the study is comprised of the students enrolled at the pedagogical formation program initiated in the fall term of 2015-2016 academic year in Muğla Sıtkı Koçman University and the sampling consists of 397 pedagogical formation students. As the data collection tool, the academic locus of control scale was used in the current study. It was concluded that the pedagogical formation students’ level of academic locus of control is medium. It was also found that the students’ academic locus of control, internal locus of control and external locus of control do not vary significantly depending on gender and department; yet, vary significantly depending on age. Furthermore, the pedagogical formation students’ level of satisfaction was found to be significantly correlated with the external locus of control but not with the internal locus of control and academic locus of control.</span>

Determination of the level of pedagogical formation students’ academic locus of control

Academic locus of control has an important place in explaining students’ behaviors in educational settings. The purpose of the current study is to determine the level of the pedagogical formation students’ academic locus of control and to investigate whether this level varies depending on some variables. The study employed the survey model, one of the quantitative research methods. The universe of the study is comprised of the students enrolled at the pedagogical formation program initiated in the fall term of 2015-2016 academic year in Mugla Sitki Kocman University and the sampling consists of 397 pedagogical formation students. As the data collection tool, the academic locus of control scale was used in the current study. It was concluded that the pedagogical formation students’ level of academic locus of control is medium. It was also found that the students’ academic locus of control, internal locus of control and external locus of control do not vary significantly depending on gender and department; yet, vary significantly depending on age. Furthermore, the pedagogical formation students’ level of satisfaction was found to be significantly correlated with the external locus of control but not with the internal locus of control and academic locus of control.

Happiness as a Predictor of Attitude towards Teaching Profession: Pedagogical Formation Case

This research aims to identify the relationship between prospective teachers’ happiness levels and their attitudes towards teaching profession. This is a quantitative study conducted in a relational survey model. The research sample consists of 338 students receiving pedagogical formation education at Kahramanmaraş Sütçü İmam University Faculty of Education during the spring semester of 2015 and 2016 academic year. The research has employed Oxford Happiness Questionnaire Short Form and Teacher Profession Attitude Scale. Arithmetic mean, standard deviation, r-test, Pearson correlation analysis and Linear regression analysis was used during data analysis. Research results have revealed a positive and significant relationship between pedagogical formation students' happiness levels and their attitudes towards teaching profession. There exists a significant difference between the happiness levels of the pedagogical formation students and their attitudes towards teaching profession in terms of marital status. The happiness levels of the single students and their attitudes towards teaching profession have been found to be higher compared to those who are married. The students’ attitudes towards the teaching profession are mostly influenced by external reasons, and the attitudes of the students are explained by their happiness levels (R²=.05).

How Is Smartphone Addiction Related to Interaction Anxiety of Prospective Teachers?

The main purpose of this research is to determine the relationship between prospective teachers’ smartphone addiction and interaction anxiety. For this purpose, quantitative research was carried out within the relational screening model. The population of the research was composed of senior students and pedagogical formation students from Inonu University Faculty of Education in Turkey. The sample consisted of a total of 330 prospective teachers, including 117 Faculty of Education and 213 pedagogical formation students. Data of the study were obtained via The Smartphone Addiction Scale-Short Version (SAS-SV) and The Interaction Anxiousness Scale (IAS). As a result of the research, it was seen that the scores of prospective teachers’ on smartphone use was at the lower level and the scores of interaction anxiety were close to the lower level of anxiety. There was also a statistically significant positive correlation between prospective teachers’ smartphone addiction and interaction anxiety.

The study approaches as the predictors of academic self-efficacy and teacher efficacy: A study in pedagogical formation students

Aim: This study aims to determine study approaches of students taking pedagogical formation from different departments, examine academic and teacher self-efficacy beliefs, find out the role of these factors in academic achievement and compare students in physical education and sport and students in the different field. Methods: 515 pedagogical formation students studying in the departments of physical education and sport, history, mathematics, graphic, philosophy, painting, music, business, contemporary Turkish dialects, Turkish philology, food and beverage management, biology, nutrition and dietetics, aquaculture, physics, nursing, English philology, hospitality management and sociology participated in this study. Academic self-efficacy scale, developed by Jerusalem and Schwarzer (1981), adapted to Turkish by Yilmaz, Gurcay and Ekinci (2007), was used to determine academic self-efficacy beliefs. Study Process Questionnaire, developed by Biggs, Kember, and Leung (2001) and adapted to Turkish by Yilmaz and Orhan (2011), was used to determine study approaches. Ohio Teacher Self-Efficacy Scale, developed by Tschannen-Moran & Woolfolk-Hoy , adapted to Turkish by Baloglu and Karadag (2008), was used to determine teacher self-efficacy beliefs. Collected data was analyzed in SPSS, path analysis in AMOS. Results: Significant differences were found between genders regarding surface approach (SA) and surface motivation (SM). A significant difference was found between genders regarding academic self-efficacy. A significant difference was found between students according to their general academic averages (GAA) regarding academic self-efficacy (ASE), teacher self-efficacy (TSE) and study approaches (SA). Moreover, positive correlations were found between GAA, deep approach (DA) and TSE while a negative correlation was found between surface approach (SA) and TSE, DA, GAA. Students in physical education and sports department reported higher scores than the others regarding surface approach. Conclusion: The analysis related to the hypothesized model showed that study approaches had an impact on general academic average that had a role in increasing academic self-efficacy, correspondingly teacher self-efficacy beliefs increased.

A COMPARISON OF LİFE SKİLL LEVELS BETWEEN STUDENTS OF EDUCATİON FACULTY AND STUDENTS OF PEDAGOGİCAL FORMATİON: THE CASE OF MUSTAFA KEMAL UNİVERSİTY, TURKEY

In this study, the life skill levels of undergraduate students of Mustafa Kemal University in 2016-2017 academic year were compared to that of students receiving pedagogical formation education in the same term. For this purpose, 75 students receiving pedagogical formation training and 242 undergraduate students, total of 317 students participated in the research. The life skill levels of students were determined by using Life Skills Scale comprising 5 factors, the groups were compared in terms of each factor and total points. Also analysis of gender, age, marital status of parents, the location at which most of the lifespan covered were used as variables to evaluate the change in life skills level, then the groups were compared according to the findings. According to the Descriptional Statistics, ANOVA, Independent Groups t Test results that are evaluated through the obtained data; the “Life Skills”, “Skills of Overcoming Emotions and Stress”, “Emphaty Establishment and Self-awareness Skills”, “Decision-making and Problem solving Skills” “Creative and Critical Thinking Skills” “Communication and Interpersonal Relations Skills” of pedagogical formation students were found to be significantly higher than that of undergraduate students. Besides, it was seen that life skill levels of both groups do not vary with gender, and while the age variable was not functional in the life skill levels of formation students, it was influential in the life skill levels of undergraduate students. The marital status of parents (divorced parents) had significant effect on undergraduate students and no significant effect on pedagogical formation students, the place where most of the lifespan was covered had no significant effect on the life skill levels of both groups of students. Article visualizations:

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.

A Conceptual Study on Pedagogical Formation Students: Gender

While the biological differences accepted by the individuals themselves are seen as sex differences, at the point of socializing the society culture, the differences in the ways of behavior, emotion, and role which are taught are seen as 'acceptable' according to the sex are seen as gender role differences. This study aimed to investigate the pedagogical formation students' attributions towards gender concept and to determine the definitions oriented to the 'gender' regarding sex. The study was designed in the frame of qualitative research. The study group consisted of 156 participants. As data collection instruments, semi-structured interview form was used and the data evaluated with content analysis. Findings indicated that for both male and female participants the themes like 'work/mother/father', 'traditions' and 'male superiority' came into prominence. For female participants, it went in turn as 'stress/violence' and 'insignificance' themes; for male participants it followed as 'discrimination', 'inequality', 'stress/violence' and 'insignificance' themes.

Formasyon Programına Katılan Öğrencilerin Ölçme-Değerlendirme Dersine İlişkin Farkındalıkları

In the current study, pedagogical formation students’ awareness of measurement and evaluation and their views on the topics in the course were determined. The study aims to provide researchers with an careful into the process of restructuring of both pedagogical formation program and this course as part of the program. The research group of this descriptive research consists of 180 pedagogical formation program students from the departments of Turkish Language and Literature and Sociology in the 2014-2015 academic year. When the research group was determined, appropriate sampling method was used for non-arbitrary sampling methods. In the study, students’ awareness on the various variables of the course in measurement and evaluation were collected through constructed responsequestions. The scope of the questions; basic concepts in measurement and evaluation (measurement-criterion-evaluation), ıtem types (true-false, long-responded, short-responded, paired and multiple-choice), problems in the course. To analyze the data, descriptive analysis methods were used. The reliability ratio between the researchers was found to be .85. At the end of the study, it was concluded that most students had some concern over this course at the beginning of the term. However, these worries decreased and the students started to consider the course beneficial to their own career development as they gain different points of view during the term. It is believed that the results and suggestions will increase effectiveness of the course and help researchers and program development specialists in the process of restructuring of the course in the scope of the program.

Pedagogical Formation Students' Perceptions about Employment and Teaching Profession

This study aimed to identify the reasons why Science-Literature Faculty students enrolled in pedagogical formation programs and to determine their views related to their employment options. The study undertaken with qualitative method included focus group interviews with students (n=11) enrolled in pedagogical formation programs. Content analysis technique was used in data analysis. Some of the results: (1) The biggest concern for the students enrolled in Science-Literature Faculty graduate programs without thesis is related to the restrictions in employment options and the fact that they are not employed, (2) participants stated that they had the expectation of becoming teachers when they graduated even though faculties of science and literature are being transformed into faculties of education.

Pedagogical Formation Students' Resistance Behaviors towards Teaching-learning Processes and Their Moral Maturity

Pedagogical Formation Students' Resistance Behaviors towards Teaching-learning Processes and Their Moral Maturity

A Study on the Prediction of the Teaching Profession Attitudes by Communication Skills and Professional Motivation

This study aims to investigate the prediction of the attitudes regarding teaching profession by the communication skills and professional motivation of pedagogical formation students. 261 pre-service teachers receiving pedagogical formation training Istanbul at a private university in the 2014-2015 academic year were included in the research as the study group. The personal information form developed by the researcher, motivation levels scale of pre-service teachers on teaching profession, teaching profession attitude scale and communication skills assessment scale were used in order to collect data. As a result of the study, it was found out that the attitudes of pedagogical formation students towards teaching profession do not vary significantly by gender, age, marital status, having a stable income, education level, regular works and training level, while the attitude towards the teaching profession varies by the bachelor’s program graduated from, the reason for choosing teaching profession and the type of the university graduated from. Communication skills and professional motivation levels we are significantly correlated with the attitudes of the student teachers taking pedagogical formation. The two variables in question explain 21 percent of the total variance in the attitude towards teaching profession.

Teacher candidate’s opinions, who are pedagogical formation students, toward teacher profession and practicing this profession

Bu calisma, Nevsehir Universitesi Egitim Fakultesi Pedagojik Formasyon Egitimi Sertifika Programi ogrencilerinin ogretmenlik meslegine ve ogretmenlik uygulamasi dersi ile bu ders kapsaminda yurutulen ogretmenlik uygulamalarina yonelik goruslerini belirleyebilmek amaciyla gerceklestirilmistir. Calismada ogrencilerin goruslerini belirleyebilmek amaciyla besli likert tipi derecelemeye sahip uc farkli anket kullanilmistir. Arastirmaya katilan 126 ogrencinin 77’si kadinlardan, 49’u erkeklerden olusmaktadir. Arastirma sonucunda pedagojik formasyon egitimi ogrencilerinin ogretmenlik meslegine iliskin goruslerinin olumlu oldugu, ogretmenlik meslegini yapmak istedikleri gorulmustur. Ayni zamanda ogretmenlik uygulamasi dersini de, ogretmenlik mesleginin ozelliklerini ogrenmek ve tecrube kazanmak acisindan yararli bulduklari gozlemlenmistir. Ogretmenlik uygulamalari acisindan goruslerine bakildiginda ise, ogrencilerin yine cogunlugunun, ogretmenlik uygulamasinda uygulama ogretmenlerinin isbirligi yaptigini, ders surecinde formasyon ogrencilerine yol gosterdiklerini ve destek olduklarini belirttikleri gorulmustur. Arastirmanin daha genel sonuclara ulasabilmesi icin ise, degisik kesimlerin de goruslerine basvurulmasi faydali olacaktir.

Pedagogical Formation Education via Distance Education

The purpose of this research is to identify the curriculum development efficacy perceptions of pedagogical formation students, their views regarding their professional attitudes and pedagogical formation education via distance education they receive. The universe of the study includes 438 students who receive Pedagogical formation education via distance education in Near East University. The sampling of the study consists of 235 pedagogical formation students to implement the efficacy scale, 290 to implement the attitude scale and 73 for semi-structured interview. In the study, it was concluded the students generally perceive themselves as sufficient in the curriculum development. There are not any differences when the overall professional attitude of the students is considered. Students generally reported positive views regarding the education they receive.

Perceptions of pedagogical formation students about Web 2.0 tools and educational practices

This study aims to examine pedagogical formation students’ perceptions about Web 2.0 tools and educational practices. A case study approach forms the methodological framework of this study. This study was conducted with 42 pedagogical formation students of an Instructional Technology and Material Design course during the 2014–2015 spring semester. During the course, the students created digital materials such as puzzles, concept maps, worksheets, presentations and posters by using software including Prezi, Glogster, and Webspiration. Furthermore they were introduced to numerous Web 2.0 tools which were required learning for the purpose of the course. The data for this study was collected by the researcher through a questionnaire and open-ended questions developed in order to identify students’ views on Web 2.0 tools and educational practices they will face in their future professional life. Content analysis, frequency and percentage were used in the analysis of data. Answers to the following were sought from the data analysis: (1) which Web 2.0 tools do students use or planned to use in their current and future professional life (teaching profession); (2) what are the reasons students want to use Web 2.0 tools in their professional life as a teacher; (3) what are the views of students about their use of Web 2.0 tools in the educational context; and (4) what are students’ views about Web 3.0 technologies and the changes and innovations that will be brought about by these technologies in the field of education.