Perceptions Of Teacher Candidates Research Articles

EXAMINATION OF TEACHER CANDIDATES' PERCEPTION OF TOURISTS

In today's world, tourism is one of the areas that both countries and individuals are interested in. While tourism offers opportunities to countries in various aspects primarily in economic terms, it has always been an area of interest for individuals as well. The most important actors in this area are undoubtedly individuals, in other terms, tourists. On the other hand, individuals' perception of tourists, who are in interaction with nature, the environment and local elements, is considered to be of importance and it is thought that this perception may affect tourism activities in various terms. Therefore, the present study aims to examine the tourist perceptions of teacher candidates who took tourism classes during their undergraduate education. The study was carried out with 142 teacher candidates studying in the Department of Social Studies Teaching in the Faculty of Education at a state university in Turkey in the spring semester of the 2019-2020 academic year. The qualitative phenomenology design was used in the study. The views and thoughts of the study group regarding the perception of tourists were collected through an interview form consisting of a single sentence. The content analysis technique was used in the analysis of data. According to the findings obtained from the study, the participants produced a total of 75 valid metaphors related to the concept of tourist. These metaphors were categorized based on their common properties (n=5). As a result of the study, it was determined that the highest frequency of metaphors related to the concept of tourist was produced under the category "tourist as an economic element" (n=43). Additionally, it was observed that the participants mostly associated tourists with metaphors such as money, bird, foreign currency, curious child and guest.

PERCEPTION OF TEACHER CANDIDATES ABOUT DISTANCE EDUCATION DURING THE COVID-19 PA

Bu araştırmada, öğretmen adaylarının uzaktan eğitime yönelik algılarının incelenmesi amaçlanmıştır. Nitel araştırma yöntemlerinden fenomenoloji deseni kullanılan araştırmanın katılımcılarını 10 öğretmen adayı oluşturmaktadır. Araştırma verileri yarı yapılandırılmış görüşmelerle toplanmıştır. Görüşme soruları araştırmacı tarafından geliştirilmiştir. Araştırma verilerinin çözümlenmesinde, nitel veri analizleri tekniklerinden içerik analizi ve açık kodlama yöntemi kullanılmıştır. Araştırma sonuçlarına göre öğrencilerin uzaktan eğitimi çok fazla benimsemedikleri ve zorunluluk olarak gördükleri ortaya çıkmıştır. Ayrıca, iletişim eksikliği, sistemsel sıkıntılar, teknolojik yetersizlikler, bir dersin tüm hedeflerine ulaşamama ve öğrenciler arasında fırsat eşitliğinin olmayışı uzaktan eğitimin önemli sınırlılıkları olarak belirlenmiştir. Bu sınırlılıklara rağmen öğrenciler uzaktan eğitimi rahatlık, ders materyallerine sürekli erişim, zaman tasarrufu ve kendi hızında öğrenme gibi açılarından avantajlı bulmaktadırlar. Uzaktan eğitimde değerlendirmenin ödev ve kısa sınavlarla birlikte, süreç değerlendirmeye yönelik olması gerektiği ifade edilmiştir. Ayıca uzaktan eğitimin daha etkili olabilmesi için; öğreticinin mesleki bilgi ve becerileri noktasında kendini geliştirmesi, teknik problemlerin ortadan kaldırılması, yoğun etkileşim sağlayan uzaktan eğitim sistemlerin tasarlanması ve teknolojik araçlara erişimde öğrenciler arasında eşitliğin sağlanması noktalarında iyileştirme yapılması gerektiği sonuçlarına ulaşılmıştır. Sonuç olarak, uzaktan eğitimde etkileşime dayalı ders materyallerinin kullanılması, adil ve gerçekçi ölçme değerlendirme tekniklerinin kullanılması, iletişim ve etkileşime dayalı öğrenme yönetim sistemlerinin kullanılması önerilmiştir. Ayrıca çalışmanın sınırlılıkları ve gelecek araştırmalar için öneriler tartışılmıştır.

Teacher candidate perceptions on alternative asynchronous online discussion boards

Asynchronous online discussion boards are frequently utilized as a pedagogical tool within traditional, hybrid, and online higher education courses. Research has found teacher candidates can be disenchanted with the monotonous structure of traditional asynchronous online discussion boards. In educator preparation, we claim to understand teacher candidates learn differently. Yet, the majority of assignments have a linguistic focus. This demonstration of knowledge is not effective for all teacher candidates. To support all teacher candidates, faculty can find ways to differentiate by incorporating alternative asynchronous discussion board platforms. Four platforms were compared in this study: traditional written response, video response, Flipgrid, and BookSnaps. A mixed-methods approach was used with elementary teacher candidates (n=77) to answer the following research question: 1) What asynchronous online discussion board platform enhanced teacher candidates perceptions of creativity, ability to demonstrate content understanding, student voice, and usefulness toward learning? It is important to understand the factors, which create a high-quality asynchronous discussion board experience. This research can help faculty to determine how to strengthen the asynchronous online discussion board learning experience.

Teacher candidate perceptions of the edTPA in physical and health education

ABSTRACT The purpose of this exploratory case study was to investigate physical and health education teacher candidate’s perceptions of factors influencing effective implementation of edTPA at one teacher preparation program in the Southeastern United States. The participants were six physical and health education teacher candidates who had recently completed the edTPA portfolio. In line with the principles of case study methodology data were collected through the application of a Qualtrics survey, followed by focus group and one-on-one interviews. NVivo 11 Pro software package was employed to analyse data using analytic induction and constant comparison techniques. The analysis revealed that the factors that influenced participant experiences of the edTPA fell into four themes: (a) tandem cooperating teachers and teacher candidates’ edTPA learning, (b) essential faculty support, (c) boot camp workshop support, and (d) effective mock submissions. The study reveals that there are a number of strategic interventions that can improve the effectiveness of edTPA programs. These include, but are not limited to, targeted training for cooperating teachers, involving physical and health education faculty in boot camp workshops, and assigning mock edTPA assignments during methods courses.

Perceptions on an EFL Teacher Education Program: Voices from Teacher Candidates

The present study aims to discover the perceptions of teacher candidates about a teacher education program, which is a reflection of the overall education system, in a foundation university based in Turkey. Since teacher candidates are part of the system of teacher education, it might be crucial to gather their insights about the program that they are provided with. In this light, this study examines teacher candidates (n=33) perceptions through a questionnaire, which has been prepared by using Peacock’s (2009) evaluation model. In addition to the questionnaire, semi-structured interviews (n=3) have been held to gather in-depth qualitative data. This study might have implications for the evaluation of the ELT program from teacher candidates’ point of view. The findings of the study indicate the participants’ perceptions on the harmony among courses, balance of teacher and student centeredness, effectiveness of training on the usage and adaptation of materials, transferability of skills to the local context, etc. The teacher candidates also have revealed their thoughts on the strengths and weaknesses of the program while they come up with suggestions to overcome the weaknesses.

Supervisor Feedback: Perceptions From Physical Education Teacher Candidates

This study investigated physical education teacher candidate perceptions on feedback received from cooperating teachers and university supervisors during their student teaching experience. We used a basic qualitative research design (Merriam, 2009) to determine the perceptions of five teacher candidates from a public university in Puerto Rico. Teacher candidates completed daily reflections, weekly descriptive questionnaires, and in-depth interviews, which we used as sources of data. Three themes emerged from collected data: quality of supervision, feedback and evaluation, and satisfaction with relationship. Of particular interest, the teacher candidates in this study perceived cooperating teachers as not offering the needed feedback to improve their teaching performance in the classroom. Conversely, teacher candidates perceived the feedback from their university supervisors as helpful in developing and improving their teaching skills. Although the participants in this study acknowledged both their cooperating teachers and their university supervisors as mentors, the results indicate that the type of feedback received from each may be perceived as beneficial, neutral, and at times negative toward the student teaching experience. Recommendations for cooperating teachers, university supervisors, and student teachers will be discussed with the purpose to improve the physical education teacher preparation process. Subscribe to TPE

Teacher Candidates’ Expectations: Equity Education, Critical Literacy, and Indigenous Students’ Epistemologies

Culturally responsive teachers respond positively to students’ cultural norms and traditions by creating inviting and meaningful learning opportunities that distinguish between Indigenous and western perspectives; however, in classrooms where teachers’ understanding of Indigenous epistemologies and worldviews are not necessarily sufficiently represented, Indigenous students not only often feel marginalized and isolated but disengaged from Eurocentric curriculum and texts that fail to incorporate their histories and traditions. This study focuses on the expectations and perceptions of teacher candidates (prior to their field practicum experiences in classrooms) related specifically to equity education, reflective practice, and critical literacy. The mixed-methods study examines prospective teachers’ perceptions of issues related to Indigenous students, and how public education policy and practice manifests in classrooms. The findings suggest that prospective teachers are doubtful of the fact that Indigenous voices are being presented competently to enhance student learning and foster Indigenous student identity. Moreover, prospective teachers anticipate a fundamental disconnect between the Ontario policy outcomes related to Indigenous education and the practice of teachers in school.

Redesigned Partnerships as a Result of Redesigned Educational Preparation Program

This study investigated the ability of a redesigned teacher preparation program to effectively meet the needs of teacher candidates and partner school districts. The study examined the effects of the redesigned school of education program on perceptions of teacher candidates, administrators, teachers in partner districts, and faculty members. Findings from school-partnership districts and the school of education were explored. The goal was to use best practices to meet the needs of teacher candidates and provide rich theoretical and clinical experiences in diverse school settings. Findings indicated a change in perceptions of teacher candidates in understanding the importance of equity in the teaching process and of the connection between theory presented in the classroom and application in settings of diverse learners. Teachers and principals indicated an appreciation for renewal through the collaborative experience with teacher candidates during field experiences.

Analysis of Digital Literacy and Metaphoric Perceptions of Teacher Candidate

<p>The aim of this study was to investigate the digital literacy skills and metaphorical perceptions of teacher candidates. The mixed approach has been used in the analysis. The quantitative dimension of the study consists of the "Digital Literacy Scale" scores collected from the teacher candidates, and the qualitative component is made up of the metaphors they have developed about the definition of digital literacy. The study was carried out with 297 prospective teachers who are pursuing their education at the Faculty of Education in Turkey. When the results of the study were analyzed, it was found that there was no significant difference between the digital literacy scores of the teacher candidates and the departments in which they were trained, but there was a significant difference in the grade and device ownership variables. The definitions were reached as a result of the study of the metaphors that were grouped under the headings "vitality," "integrity," "guidance," "complexity", and "eternity."</p>

The perceptions of teacher candidates about rural schools: practicum and student teaching programs

The perceptions of teacher candidates about rural schools: practicum and student teaching programs

Determining the Attitudes and Metaphoric Perception of Prospective Science Teachers toward Biology Courses

This study aimed to determine the attitudes and metaphorical perceptions of science teacher candidates towards biology lesson. In the study, a mixed method and triangulation pattern was used. A survey form developed by the researchers to determine the metaphorical perceptions of the teacher candidates about biology lesson and their demographic information and a Biology Course Attitude Scale (BDTO) were used to determine their attitudes towards the biology lesson. SPSS package program was used for analysis of quantitative data and content analysis technique was used for analysis of qualitative data. Metaphores developed by science teacher candidates are alphabetically ordered; coded, categorized, percent and frequency values are calculated. Participant teacher candidates' attitudes towards the biology lesson in general were found to be positive at the I agree level. As a result of the research, it was determined that the teacher candidates' attitude scores related to the biology lesson did not show any significant difference according to gender and grade levels. It was determined that science teachers candidates participating in the research had 117 valid metaphors and 57 different metaphors for the biology lesson, and the metaphors of life (f = 37) and water (f = 6) were the most frequently produced metaphors.

A different Analysis with the Literature Circles: Teacher Candidates’ Perspectives on the Profession

This study aimed to determine the perceptions of teacher candidates and to use the literature circles method to help them to develop a positive attitude towards the profession. Given that the study of literature circles in the national literature is only for a specific area, this study is the first study in which the literature circles are used for a different purpose. The research was carried out with eight teacher candidates who were studying in two different undergraduate programs of a public university in the spring term of the 2018-2019 academic year. Participants were selected by using convenience sampling and purposeful sampling methods. In the study, which was formed by selecting the case study from qualitative research designs, data were analyzed by the content analysis method. Findings from the books and sessions performed within the literature circles show that the process has a positive effect on the teacher candidates’ perspectives.

An Investigation of Turkish Language and Turkish Language and Literature Teacher Candidates’ Critical Reading Self-efficacy (The Case of Mehmet Akif Ersoy University)

The basic purpose of native language teaching is ensuring that students develop their skills in four basic language skills at an adequate level. For this purpose, Turkish Language and Turkish language and literature teachers who work in different teaching levels, especially classroom teachers, have important duties. Reading, which is among basic language skills, is a comprehension ability for individuals to reach new information and improve themselves. The thing that is important in reading is combining new information with previous information, and making sense of new information through previously learned information. A good reader should be able to make evaluations about text in a critical manner, in other words, s/he should be able to read critically. Turkish Language and Turkish Language and Literature teachers, who have the responsibility of giving students reading skills in formal education institutions, must have improved critical reading skills. In this study, the purpose was to determine the critical reading self-efficacy levels of Turkish Language and Turkish Language and Literature teacher candidates through some variables. The study data were collected by using the “Critical Reading Self-Efficacy Scale”. The SPSS 21.00 Program was used to analyze the data. From the analysis of the data, it was found that Turkish Language and Turkish Language and Literature teacher candidates have moderate critical self-efficacy levels. It was also observed that the critical reading self-efficacy perceptions of teacher candidates do not change according to gender; however, the reading self-efficacy perceptions of Turkish Language teacher candidates were found to be higher than that of the Turkish Language and Literature teacher candidates. It was also concluded that the critical reading self-efficacy perceptions of the teacher candidates, who said that they had reading habits, were higher than the teacher candidates, who said that they did not have reading habits.

The effect of design based science education applications of science teacher candidates on their perceptions of engineering education and engineer

The purpose of this study was to determine the effect of Design Based Science Education (DBSE) applications on the perceptions of science teacher candidates about engineering education and engineers. In the quantitative part of the study in which the mixed method was involved, a semi-experimental design with single group pre-test post-test was used while a case study design was adopted in the qualitative part of the study. The study group of the research consisted of 52 juniors who were receiving education at a university in the Aegean Region in the 2016-2017 academic year. The quantitative data of the study were obtained through the 'Engineering Education Survey' and the qualitative data through 'Draw an Engineer Test.’ The quantitative data were analyzed using a statistics software program and the qualitative data through content analysis. It was determined as a result of the study that DBSE applications positively affect the perceptions of teacher candidates about engineering education and engineers. It was also determined that the teacher candidates' stereotypical perceptions about engineers being male and working on their own decreased and their perceptions about the work area and activities of engineers changed in a positive manner. In the light of the findings obtained in the study, the importance of design based applications in STEM education was underlined.

Social Studies Teacher Candidates’ Perception of Digital Citizenship

<p style="text-align:justify">With the rapid pace of technological and digital change, the use of mass communication and digital communication tools, and internet usage have become very prevalent and thus digital citizenship education has become a necessity for individuals so that they can effectively use these technologies. In this respect, in-class and out-of-class activities play a crucial role in developing students’ digital citizenship competencies in social studies education. Teacher candidates’ perception of digital citizenship will influence students as well. The objective of the current study is to identify the perception of the social studies teacher candidates towards digital citizenship. A descriptive cross-sectional screening model was utilized in the study. The sample of the study is composed of senior teacher candidates attending the Social Studies Teaching Department, Faculty of Education of Ege University in the 2016-2017 academic year. Digital Citizenship Attitude Scale was employed to identify the perceptions of teacher candidates towards digital citizenship. The analysis of the results in the context of subdimensions indicates that no statistically significant difference was found by the gender variable, however significant differences was observed in digital citizenship levels of the teacher candidates according to the variables of owning a personal computer, age and years of experience in computer use.</p>

The Investigation of Metaphoric Perceptions of Teacher Candidates Regarding Democracy

In this study it is aimed to investigate the perceptions of the teacher candidates regarding democracy. Within this research phenomenology pattern, which is one of the qualitative research patterns, was used. The study group of the research consists of 222 teacher candidates who attend Elementary Education, Mathematics Education, Science Education, Social Studies Education and Preschool Education, determined with criterion sampling method among junior and senior teacher candidates. The quantitative data was analysed with content analysis method. The metaphors regarding democracy were categorized “democracy as vital needs”, “democracy as material”, “democracy as nutritional source”, “democracy as the symbol of freedom”, “democracy as abstract thinking”, “democracy as balance”, and “democracy as negativity” considering the connection that the teacher candidates related with democracy. Teacher candidates, who participated in the research, from different departments explained democracy with metaphors regarding equality, respect, life source and freedom concepts. It is seen that the teacher candidates did not focus on especially cooperation and responsibility concepts. Also as a result of the research it is determined that more than half of the teacher candidates did not participate in a democratic activity in lessons at school all of their student- life.

Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example)

The purpose of this study is to analyse the relationship between the perceptions of self-efficacy, as well as learning styles and strategies of teacher candidates at Anadolu University, in terms of various variables. We used correlational analysis to define the relationship between efficacy, learning styles, and strategies. The research population of the study comprised teacher candidates who were selected by “convenience sampling” among teacher candidates from various teacher education programs and levels at Anadolu University Faculty of Education. Three different assessment tools were used for data collection: the “Teacher Self-Efficacy Scale” was used to assess the self-efficacy perceptions of teacher candidates; the “Kolb Learning Styles Inventory III” was used to determine the learning styles of teacher candidates; and the “Learning Strategies Scale” was used to define the learning strategies of the teacher candidates. The study revealed a low level of relationship between the self-efficacy perceptions of teacher candidates, their learning styles, and the learning strategies they employ. Keywords: learning strategies; learning styles; self-efficacy

Evaluation of Academic Self - Efficacy Perceptions and Instructional Dissent Attitudes of Teacher Candidates in Terms of Classroom Management

In this study, academic self-efficacy perceptions and instructional dissent attitudes of teacher candidates have been examined and the findings have been evaluated in terms of classroom management. The population consists 2409 teacher candidates from the Faculty of Education in Eskisehir Osman Gazi University in the fall semester of 2018. Descriptive statistics were used while evaluating their perceptions and attitudes. Non-parametric tests were applied in the analysis since the data distribution was not normal. Mann Whitney U Analysis was used to determine whether there was a significant difference in their academic self-efficacy perceptions and instructional dissent attitudes by gender, while Kruskal Wallis Analysis was used to determine whether there was a significant difference by departments. Spearman’s Rank Correlation Analysis was used to determine whether there is a relationship between their academic self-efficacy perceptions and instructional dissent attitudes. According to the findings, it has been seen that the academic self-efficacy perceptions of teacher candidates are at a normal level and instructional dissent attitudes are at a low level. The total scores of teacher candidates calculated for the whole academic self-efficacy perceptions and coping subdimension were significantly different in favor of female candidates. There was no significant difference by departments. There was no significant difference in instructional dissent by gender and departments. It has been found out that there is a low-level relationship between the total scores of academic self-efficacy perception levels and instructional dissent attitudes of teacher candidates.

The Metaphorical Perceptions of Teacher Candidates on the Concept of “Web 2.0 Technology”

A metaphor is the expression of a concept or a phenomenon by a person by using analogy in the sense that s/he perceives. This study was conducted for the purpose of finding the mental images (i.e. the metaphors) which social studies teacher candidates have on Web 2.0 technology. The study group consisted of 77 social science teacher candidates. The raw data, which were obtained from each of the participants by completing the “ Web2.0 technology is like ..., because ... ” statement, were analyzed by employing both quantitative and qualitative data analysis techniques. The participants of the study produced 72 valid metaphors for Web 2.0 Technology. These metaphors were then examined in terms of their common features and were collected under 43 metaphors and 10 conceptual categories. According to the results of the present study, the social science teacher candidates explained Web 2.0 technology as a toolbox that contains everything in it, reflective, has the characteristic of changing, entertaining, octopus, interesting, a robot which can perform every task, canvas and informative. As a result of the present study, the metaphors that were produced by the social studies teacher candidates might be used in the process of explaining Web 2.0 concept.

Native and Nonnative Teacher Candidate Perceptions of Professional Language Development in an MA TESOL Program

Native and Nonnative Teacher Candidate Perceptions of Professional Language Development in an MA TESOL Program