Special Teaching Methods Research Articles

INVESTIGATING THE PRIMARY EDUCATION MATH TEACHING CANDIDATES' VIEWS ABOUT THE COURSE OF SPECIAL TEACHING METHODS

Bu çalışmanın amacı, matematik öğretmenliği programında öğrenim gören öğretmen adaylarının Özel Öğretim Yöntemleri (ÖÖY) dersine yönelik görüşlerini ortaya koymaktır. Bu amaca yönelik olarak çalışma 2016-2017 eğitim-öğretim yılında Fırat Üniversitesi Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü Matematik Öğretmenliği programı üçüncü ve dördüncü sınıflarında öğrenim gören matematik öğretmen adayları üzerinde yürütülmüştür. Araştırma 85 (65 Bayan 20 Erkek) matematik öğretmen adayıyla yürütülmüştür. Çalışma nicel türdedir ve verileri açık uçlu anket yardımıyla toplanmıştır. Araştırmada elde edilen veriler betimsel analiz tekniği ile analiz edilerek belirli temalar altında gruplandırılmıştır. Çalışmada elde edilen verilere göre; öğretmen adaylarının ÖÖY dersine ilişkin ağırlıklı görüşü; öğretmen adayları için bu dersin gerekli olduğu ve bu derste hedef-kazanımlara uygun yöntem ve tekniklerin kullanılmasının faydalı olacağı şeklindedir. Öğretmen adayları dersin teorik olarak gerekliliğini ve uygulama için teorik kısmın ön koşul olduğunu ifade etmişlerdir. Bazı öğretmen adaylarına göre ise bu dersin teorik kısmının azaltılması gerekliliği ve sıkıcı geçtiği ifade edilmiştir. Öğretmen adaylarının dersin uygulama boyutuna ilişkin görüşleri ise derste öğrenilenleri daha kalıcı hale getirdiği ve dersin daha etkili ve verimli yürütülmesini sağladığı şeklindedir. Derste materyal kullanımına ilişkin öğretmen adaylarının görüşlerine bakıldığında, derslerde materyal kullanımının öğretimi somutlaştırdığı, öğrenmede kalıcılığı sağladığı görüşünün hakim olduğu görülmektedir. Ayrıca öğretmen adayları materyal kullanımının arttırılması önerisinde de bulunmuşlardır. Öğretmen adayları ÖÖY dersini okutan öğretim elemanları ile ilgili olarak alanında uzman olan kişiler olmasının önemli olduğunu ve kendilerini daha fazla geliştirmeleri gerektiğini ifade etmişlerdir. ÖÖY dersinin ölçme ve değerlendirme alanında ise uygulama ağırlıklı not ortalamasının dikkate alınması gerektiğini, ayrıca ürün ve sürece dayalı değerlendirme yapılmasının daha iyi olacağını belirtmişlerdir. Öğretmen adaylarının büyük bir kısmı, bu dersin öğretmenlik mesleğine önemli katkısı olduğuna inandıklarını ifade etmişler ve bu dersin öğretmen adaylarına mesleki tecrübe kazandırdığını söylemişlerdir. Ayrıca bu dersin etkisinin ve verimliliğinin artırılmasına ilişkin dersin uygulama saatlerinin arttırılması ve öğretmen adaylarının derste daha aktif rol alması gerektiğini vurgulamışlardır.

Development of Communicative-Rhetorical Competence of a Future Engineer at the Research University

The article focuses on the development of the communicative-rhetorical competence of a future engineer. This competence is considered to be a necessary condition for his development as a qualified specialist and a significant factor in his/her future professional activities. In the XXI century, in modern conditions, engineering and engineering duties should be inseparable from organizational and managerial activities. The solution of production problems and team work with diversified specialists are realized through communicative and rhetorical qualities of an engineer. He/ she should be ready for productive business communication and effective presentation of his/her position, as well as presentation of the results of work. Public speaking skills hence acquire particular importance for engineers along with communication skills. Communicative-rhetorical competence is the ability to carry out a conscious effective speech influence in the process of interpersonal, group and collective public communication, which measure up linguistic and cultural norms, and realizes the goals of communication through the use of various language levels. It is advisable to develop communicative-rhetorical competence of future engineers at the level of university training. The rationale for its effective development is proposed by creating a set of relevant pedagogical conditions: the introduction of an additional discipline “Rhetoric” or the modernization of an existing subject program with a similar focus; using of special educational technologies and methods for the development of communicative-rhetorical competence; advanced training of university teachers; creation by the university of appropriate conditions for active research and social activities of students; cooperation of educational institutions with large enterprises, companies and research centers. The pedagogical conditions should take into account the capabilities of a research university: the integrated nature of the learning process; using modern educational technologies in the process of learning; availability of a developed system of professional retraining and advanced training of teachers and other specialists. The authors worked out the recommendations for the selection and structuring of the material, as well as methods for developing the communicative and rhetorical competence of future engineers in a research university, and also identified problems that need further consideration, including the search for innovative techniques and methods.

PERSEPSI MAHASISWA MATA KULIAH METODE MENGAJAR KHUSUS TERHADAP SIKAP PERCAYA DIRI MELAKSANAKAN PRAKTIK LAPANGAN KEPENDIDIKAN PRODI PTB FT-UNP

Abstack - Learning Special Teaching Methods (MMK) is one of the factors that determine the success of prospective educators in front of the class, but there needs to be confidence in the learning process. Based on the results of observation by asking questions to students, there are still many prospective educators who are not yet confident in implementing the Educational Field Experience Program (PPLK). The purpose of this study was to determine students' perceptions of self-confidence in implementing the Field Practice of Educational Education in the Building Engineering Education Study Program, Faculty of Engineering, Padang State University. This study is a descriptive study with a total sample population of 73 students. Data collection instruments using a questionnaire with a Likert scale assessment, which consists of 4 answer choices with 37 statements before the validity test and the reliability test, after which there are 29 statements made into research. The results of the study revealed that students' self-confidence in carrying out PPLK was quite sufficient with the results of the Degree of Achievement (DP) of 77.25% in terms of self-confidence, a positive attitude in themselves, and utilizing their strengths. Keywords: Keywords: Special Teaching Methods, Confidence Attitudes, PPLK

The role of case nursing teaching method in training nursing students′ clinical comprehensive ability

Objective To study the effect of special case nursing teaching method on improving the clinical practice ability and comprehensive ability of nursing interns. Methods In January 2017, the teaching method of specialized case nursing was implemented in Heze Municipal Hospital, Shandong Province. Before and after the implementation of the teaching method (January 2016 to December 2017), 65 nursing interns were selected to be included in the reference group and the research group respectively. The scores of medical examination, other evaluation and self-evaluation of the two groups were counted and compared. Results In terms of academic, practical and case analysis scores, the research group had (87.50±0.52), (88.45±0.63) and (84.48±0.36) scores respectively, while the control group had (76.82±0.62) , (80.56±0.45) and (73.35±0.43) scores respectively. The research group had higher scores than the control group, with a difference between the two groups, there was statistical significance (t=95.174, 73.489, 143.115, all P<0.01). In terms of his evaluation results, the scores of other evaluation satisfaction, holistic nursing ability, communication ability, discovery and problem solving ability of nursing students in the study group were (9.62±0.34), (9.45±0.63), (9.38±0.36) and (9.20±0.16) respectively, while those in the control group were (8.28±0.32) , (8.56±0.45) , (8.05±0.43) and (8.12±0.23) , there were significant differences between the two groups (t = 8.290-27.797, all P<0.01). In terms of self-assessment scores, the study group scored (8.45±0.26) , (8.78±0.32) , (8.55±0.43) , (8.74±0.34) , (9.32±0.27) , (8.46±0.33) , (8.72±0.31) respectively on the satisfaction of teachers, the recognition of teaching methods, professional identity, internship harvest, the improvement of holistic nursing ability, the improvement of discovery and problem solving ability and the improvement of communication ability. The scores of the control group were (9.35±0.40) , (7.56±0.45) , (7.15±0.63) , (7.26±0.61) , (8.26±0.32) , (7.06±0.30) , (7.37±0.69) ,the differences between the two groups were significant (t=14.389-25.309, all P<0.01). Conclusion Specialized case nursing teaching method can not only improve the theoretical knowledge, operation and case analysis ability of nursing interns, but also improve their comprehensive abilities of holistic nursing, communication, problem finding and problem solving. It can also improve the professional identity of nursing students, the satisfaction of medical staff and patients, which is beneficial to the professional development of nursing students in clinical work. Key words: Student, nursing; Specialist case nursing teaching; Clinical practice ability; Comprehensive ability

Improving student intelligences trough questioning identification

The aims of the research were to find out improving students intelligences trough questioning identification. For this purpose, data were analyzed by the prospective problem posing process. It was a descriptive research with a sample of elementary school. The entire of the research is in grade two. Qualitative data contains students intelligences from students questioning identification. Design of improving students intelligences trough questioning identification were measured by question type, suitability with the material, have an answer or not, a degree of difficulty, level of courage in asking, and why they ask that question. All variables were analyzed using Bloom’s Taxonomy. All students involved in this study have received permission from parents. The participants in this study were students in one of the elementary school in Indonesia. Participants totaled 29 students with an age range of 7-8 years. This research was conducted by researchers from several studies of student intelligence, observation with research instruments in the form of observation sheets, documentary, and video of activity classes. Students questioning identification category with a questioning medium, questioning low, and questioning high. In conclusion, it was concluded that the difficulties questioning skills determined as; lack of experience, lack of the content knowledge, not recognizing the cognitive levels of the students, and difficulties in understand problem texts. The solutions for the teacher which were suggested in the scope of this research were as the following; emphasizing problem-solving and posing studies, in-depth analysis of the curriculum, teaching special teaching methods in details and resorting to resources during problem posing process

Implementation of Microteaching in Special Teaching Methods I And II Courses: An Action Research

The aim of this study is to implement micro teaching method in Special Teaching Methods I and II courses in order to teach preservice teachers how to make lesson plans and help them gain experiences in classroom management issues; i.e. to improve their teaching skills. The study was designed according to the principles of action research. Pre-service teachers carried out micro teaching sessions during the fall and the spring term as a requirement of Special Teaching Methods I and II courses. The research process started at the beginning of each term. In the first 7 weeks, the instructor provided preservice teachers with theoretical knowledge about special teaching methods. The practice phase started after the mid-term exams, in which the participants were divided into groups and taught lessons on predetermined topics by using micro teaching methods. The teaching practices were video recorded. The data of the study were obtained from video recordings of the micro teaching sessions, the semi-structured interviews conducted with the participants and the learner diaries. A total of 40 preservice teachers participated in the study; however, the data from 10 participants were used in the analysis. The results revealed that preservice teachers gained experience in teaching and improved their teaching, classroom management, and lesson plan preparation skills thanks to this implementation.

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 .

Selection and Compliance of Learning Outcome of Pre-service Turkish Language and Literature Teachers in Activity Development Process

Türk Dili ve Edebiyatı dersleri öğrenme alanları doğrultusunda yapılandırmacı yaklaşım ekseninde ve etkinlik yaklaşımı aracılığı ile gerçekleştirilmektedir. Bu sebeple dersin öğretmen adaylarının ders planı geliştirebilmeleri için öğrenme alanlarına göre ve kazanımlara uygun olarak etkinlik hazırlayabilmeleri beklenmektedir. Bu araştırmada Türk Dili ve Edebiyatı öğretmeni adaylarının öğrenme alanları doğrultusunda hazırladıkları etkinliklerde tercih ettikleri kazanımlar ve bu kazanımların etkinlik süreci ile uyumunu tespit etmek amaçlanmıştır. Araştırma, nitel araştırma yöntemlerinden durum çalışması ile gerçekleştirilmiştir. Çalışma grubunu Türk Dili ve Edebiyatı öğretmeni adayı olan ve 2017-2018 eğitim-öğretim yılında Yıldız Teknik Üniversitesi Eğitim Fakültesinde Pedagojik Formasyon Eğitimi programı kapsamında Özel Öğretim Yöntemleri dersi alan 30 kişi oluşturmaktadır. Araştırmadaki inceleme nesneleri çalışma grubundaki öğretmen adayları tarafından hazırlanmış okuma, yazma ve sözlü iletişim (dinleme/konuşma) etkinlikleridir. Öğretmen adaylarından etkinlik geliştirebilmeleri için ortaöğretim 100 temel eser içerisinden istedikleri bir örneği seçmeleri ve etkinliğe yönelik eğitim ortamlarında bu örneklerden yararlanmaları istenmiştir. Eser seçme, kazanım seçme ve sınıf düzeyi belirleme hususlarında öğretmen adayları serbest bırakılmıştır. Doküman incelemesi ile toplanan veriler içerik analizi ile değerlendirilmiştir. Etkinlik süreci ile kazanımların uyumu üç alan uzmanı tarafından “uyumlu”, “kısmen uyumlu” ve “uyumsuz” olarak değerlendirilmiştir. Araştırma sonucunda öğretmen adaylarının kazanım seçimlerinde ve kazanımları etkinlik süreciyle eşleştirmede sınırlı oldukları belirlenmiştir. 4 saatlik bir içeriği olan özel öğretim yöntemleri dersini alan öğretmen adaylarının öğrenme alanlarını tanıyabilmeleri ve bu doğrultuda etkinlik geliştirebilmeleri için Türk Dili ve Edebiyatı eğitimine yönelik farklı dersler de almaları gerektiği düşünülmektedir.

Active Learning Methods and Techniques Preferred by Teacher Candidates

The aim of this study is to determine the active learning methods and techniques that teacher candidates prefer. The study was conducted in accordance with scanning method. The participants of the study were consisted of teacher candidates (n=266) who were received pedagogical formation education in Kastamonu University at 2017-2018 spring term. All of the participants had taken the lessons of “Teaching Principles and Methods” and “Special Teaching Methods”. The survey form developed by the researchers was used as data collection tool in the study. The survey form was formed as ranking scale by consulting the field specialists’ opinions. Accordingly, to state the active learning methods and techniques preferred by teacher candidates 5 Likert-type items, from always to never, were used in the scale. According to the pre-implementation results the Cronbach’s alpha value of the form was calculated .86 and after the revision of the scale, final form was consisted of 25 items. Percentage, frequency and descriptive analysis were used for the analysis of the data obtained from teacher candidates’ opinions. According to the findings of the study, it was concluded that question-answer, brainstorming and problem-solving were the most preferred active learning methods and techniques while gossip, court and buzz were the least preferred ones.

Preparing Preservice Teachers to Manage Behavior Problems in the Classroom: The Feasibility and Acceptability of Using a Mixed-Reality Simulator

Given the high percentage of new teachers who struggle with classroom management, preservice educators need more opportunities to develop their skills in managing challenging student behaviors prior to entering the classroom. There is growing interest in using mixed-reality simulators to provide educators opportunities to receive guided practice in implementing a variety of techniques, including classroom management strategies. Yet these technologies may be difficult for preservice programs to integrate into the curriculum and may be perceived as stressful for some student teachers. The current article presents findings from a feasibility and acceptability study of the TeachLive™ mixed-reality teaching simulator, which was used as a supplemental guided practice opportunity for preservice student teachers enrolled in classroom management and special education methods classes. Data from 62 preservice teachers suggest there is potential for acceptability among teachers in training, particularly if adjustments are made to reduce their stress and performance anxiety. Recommendations for using mixed-reality simulators in preservice training are provided.

Preservice Mathematics Teachers’ Performances in Teaching Activities

In this study, it was tried to determine teaching activities that elementary preservice mathematics teachers exhibited in a micro teaching session. Preservice teachers are required to prepare and later present a sample micro teaching session. First of all, they were advised to freely select a topic (or an attainment) of their own intention within 5-8 middle school mathematics subjects. Then, every one of them planned their own special session. While they were planning the sessions, they were advised to take into account of all perspectives and practices of the theoretical subjects covered via the course of Special Teaching Methods 1 and the experiences that they gained during the other courses of the mathematics teacher education program. After that, each one performed tasks in the classroom environment related to their own planning. No intervention was made to the preservice mathematics teachers by the lecturer during the sessions. After each session, the remaining candidates and the lecturer made critique about the candidate’s performance. The study was conducted with 50 preservice teachers who take Special Teaching Methods II course. A systematic observation form has been prepared and used for data collection. Descriptive analysis and content analysis based on observations were used as mixed methods in the study. Findings show that preservice mathematics teachers have some misconceptions regarding the lectured subject, besides the deficiencies and mistakes in the course planning and performance.

A Study on Developing Special Teaching Methods Attitude Scale for Pre-service Music Teachers

The objective of the current study is to develop an attitude scale for pre-service music teachers’ special teaching methods course. The data of the research was obtained in the spring semester of the 2017-2018 academic year. The study group consists of 388 pre-service music teachers who continue their education at eight universities in Turkey. Before proceeding to further analysis, the missing values and outliers were processed. As a result, mean substitution was performed for the missing data in the dataset and 2 participants with outliers were excluded from the study. The suitability of the data for factor analysis was determined by running the Kaiser-Meyer-Olkin and Bartlett’s Test of Sphericity. Result of the Kaiser-Meyer-Olkin (KMO) value was found to be 0.97. The overall internal consistency coefficient (Cronbach’s Alpha) of the single-factor and 58 item-scale was determined to be 0.98.

Supporting Talented Youth

The study explores the main methods that are used to identify gifted students at both foreign and Russian schools: academic competitions, earned grades, the administration of special tests, and teacher opinions about the individual academic performance of their students. The authors note that none of the criteria are universally used insofar as it is impossible to provide a perfect formal measure of student talent that can identify students who think outside the box and have unique skills but who do poorly on standardized tests during the educational process. It is argued that to more effectively identify talented youth, we should use all of the methods taken as a whole without preferring any single approach to another one. The article also analyzes the main tools that are used to support talented students: scholarships and grants, preferential admission at universities, enrollment at special schools for gifted children and K–11 schools associated with universities, special classes, extracurricular studies and summer schools, and special centers for gifted children. Particular attention is paid to how special educational programs and methods for working with gifted children should be implemented at schools and to how teachers should work with parents and teacher assistants. The article provides a retrospective analysis of the measures that the Government of the Russian Federation has used since 1999 to identify and support gifted students. The authors conclude that the current laws that regulate this area are fairly contradictory. They frequently fail to specify the mechanisms that should be used to implement the provisions of the program documents.

Procedural and relational understanding of pre-service mathematics teachers regarding spatial perception of angles in pyramids

ABSTRACTIn this study, we aim to explore the extent of mathematics pre-service teachers’ ability to apply their procedural understanding combined with spatial perception for drawing conceptual conclusions related to angles in a pyramid. The participants are 16 pre-service high school mathematics teachers. They have studied solid geometry during one academic year, solving problems with various 3-D geometric figures including pyramids and engaging in activities designed to develop spatial perception. At the end of the year, they have taken a final test which examines procedural understanding of 3-D geometric figures as well as relational understanding and spatial perception regarding angles in pyramids. The results illustrate that attainments of the majority of the pre-service teachers in problems requiring only procedural understanding are higher than the attainments in problems which require relational understanding. The results also lead to the assumption that relational understanding of learned material requires application of special teaching methods. Hence, we recommend integrating in the syllabus appropriate courses that focus on the development of this type of understanding.

TEACHING MATHEMATICS AT VOCATIONAL HIGH SCHOOLS AND STUDENT ATTITUDES AND APPROACHES TOWARDS THIS COURSE

We examined the observations of preservice mathematics teachers in relation to mathematics teaching and teaching methods at vocational high schools and also their thoughts about vocational high school student attitudes and approaches towards this course in this qualitative study which is a case study of a descriptive type. With this aim, a total of 50 preservice teachers were addressed two research problems. The data reached within the context of the study was analyzed through the content analysis method. The research data were broadly analyzed by using the methods of categorical analysis and the frequency analysis. The findings showed that the preservice teachers thought that the way of teaching mathematics at vocational high schools and the vocational high school student attitudes and approaches towards this course were mostly negatively affected by such different variables as participation in courses, special teaching methods and techniques, and teacher. Besides, almost all the preservice teachers wrote negative statements in relation to the vocational high school student attitudes and approaches towards mathematics.

Expanding Graduate Accounting with Online Tools

In this paper, the author examines the technology needs of graduate accounting students and discuss research on the interaction between technology and the graduate level accounting course. Using the features of online tools and specialized teaching methods can be offered to graduate accounting students. An important component is the use of online tools and digital literacy skills to fill the gaps of graduate students who may not be proficient in the use of technology. The purpose of this study was to examine the traditional approach to teaching graduate accounting with textbook only in comparison to teaching with the use of online tools. The aim was to introduce students to the use of online tools and how it could be used to enhance their twenty-first-century skills. The primary goal of the study was to determine whether the treatment group learned more than the control group taught in the previous semester the non-traditional approach. In conclusion, the use of online tools alone is not enough to result in enhancing twenty-first-century skills. The study indicated that teaching graduate accounting should include every effective resource at the disposal of the instructor.

Ideological and Political Education in Curriculum of Traffic Engineering: An Example of Traffic Environmental Impact Assessment Course

Nowadays, the traditional specialized teaching methods in college are no longer suitable for the requirement of talent training in our new age while academic curriculum studying is always divorced from ideological and political education for the most time. Under the concept of ideological and political education in curriculum, research is conducted in this paper to study the approaches and methods for teachers to implement this education mode, with which teachers can impart academic knowledge and perform ideological and political education at the same time. Combined with the characteristics of traffic environmental impact assessment course, this paper will also try to estimate teaching practice and effects of ideological and political education. Based on its requirements, from the perspectives of teaching goals, contents of curriculum and school evaluation respectively. The results indicate that if academic teaching can embrace ideological and political education in curriculum, the separation between two will be relieved in some degree and the synergy will be formed on both of them. In addition, some teaching methods should be improved during the teaching process towards the teaching goals of ideological and political education in curriculum. As for teachers, it is necessary to sort out and adjust the syllabus, contents and methods of teaching, especially to optimize the teaching material and evaluation mechanism of learning effect.

Student Teachers’ Perceptions on Educational Technologies’ Past, Present and Future

The aim of this study is to reveal Computer Education and Instructional Technologies student teachers’, who are in a distance teacher education program, perceptions on past, present and educational technologies of future via infographics. In this study, 54 infographics, which were created by student teachers who were enrolled in Special Teaching Methods II course at spring semester of 2013-2014 academic years, were analyzed. The infographics were analyzed via document review technique. These themes are “Educational technologies of past” (f=241), “Educational technologies of present” (f=240) and “Educational technologies of future” (f=158). Student teachers mentioned the most frequently “CD” (f=34) and “Television” (f=32) oriented to educational technologies of past. The most frequent views on educational technologies of present were “Smartboard” (f=24) and “Online Courses” (f=23). The most frequent opinion of student teachers about the educational technologies of future is “Holograms” (f=26) and “Virtual classroom” (f=22).

A Proposal for Applying a Special Teaching Method for a Group Work in English

A Proposal for Applying a Special Teaching Method for a Group Work in English

A Tale of Two Courses: Exploring Teacher Candidates’ Translation of Science and Special Education Methods Instruction Into Inclusive Science Practices

A Tale of Two Courses: Exploring Teacher Candidates’ Translation of Science and Special Education Methods Instruction Into Inclusive Science Practices