Teachers In Turkey Research Articles

ChatGPT-Supported Education in Primary Schools: The Potential of ChatGPT for Sustainable Practices

This study aims to evaluate the potential of using ChatGPT at the primary school level from the teachers’ perspective within a sustainability framework. The research was conducted as a qualitative case study involving 40 primary school teachers in Turkey during the 2023–2024 academic year, all of whom had no prior experience with ChatGPT. Data collection tools included semi-structured interview forms and researcher diaries developed by the researchers. The data obtained were analysed using content analysis. The findings indicate that most primary school teachers believe ChatGPT is suitable for primary education and can contribute to Sustainable Development Goal (SDG) 4. Additionally, teachers noted that ChatGPT enriches the teaching process and is user-friendly. These findings suggest potential contributions to SDG 4.1 and SDG 4.2. However, concerns were raised regarding ChatGPT’s potential to provide false information, which may negatively impact SDG 4.7. The study also identified that ChatGPT is particularly suitable for mathematics, Turkish, and English courses. This study’s main contribution is that it shows how ChatGPT can help sustainable practices in primary education by getting teachers more involved and meeting specific curriculum needs. This gives us useful information for incorporating AI tools into education that is in line with SDG 4. It is recommended that training programs about ChatGPT and similar AI-supported tools be organised for teachers and parents.

Collaboration Efforts of Special Education Teachers in Turkey

Introduction: The roles of teachers, among the most important stakeholders in schools, have begun to change with changes in the world and the field of education. Legal regulations and inclusive education practices require that teachers collaborate with various stakeholders beyond merely teaching. In this respect, the objective of the present research is to examine the status of collaboration between special education teachers and other stakeholders in detail. Method: To this end, the research was designed as a mixed-method study. First, quantitative data were collected and analyzed, followed by qualitative data collection and analysis to understand the findings better. The study used an explanatory sequential design to determine teachers' collaboration levels, particularly in special education. A specially developed Collaboration Scale in Special Education, which underwent validity and reliability analyses, was used for the descriptive analysis of quantitative data. Qualitative data were collected through semi-structured interviews, observations, and researcher diaries and analyzed using content analysis. Findings: The quantitative results of the study showed no significant differences in collaboration levels among teachers based on gender, age, or professional experience. Qualitative data revealed that teachers engaged in limited and generally basic collaboration with administrators, paraprofessionals, and external stakeholders. Quantitative and qualitative findings indicated that collaboration processes were generally superficial and more structured; therefore, focused processes were needed. Discussion: The results of this study emphasize the necessity of structural arrangements and changes to establish effective collaboration between internal and external school stakeholders. Implementing the necessary regulations to ensure effective collaboration is considered highly important for the education of individuals with special needs.

Picture Your Science Educators: Through the Eyes of the Student Teachers

This study was aimed to examine and compare the opinions of science teachers studying at undergraduate and master levels in Norway and Turkey towards their instructors. 22 students studying in science fields at a state university in Norway and 28 students studying in science fields at a state university in Turkey participated in the research. The students participating in the research were selected on the basis of a easily accessible sample. Research data was collected using a structured interview form consisting of 5 open-ended questions that questioned students' opinions about the instructors. The data obtained at the end of the research was analyzed using content analysis and descriptive analysis methods. Considering the findings, the themes of student opinions were obtained: 21st century skills of the science instructors, methods and techniques they use in the classroom, the effects of the science instructors on themselves, what I would do if I were a science educator, and role modeling. While some of the participating students in Turkey found the lecturers inadequate in terms of 21st Century skills, most of the students in Norway found the lecturers sufficient. While student teachers in Turkey emphasized that science instructors ' interaction and communication with students and a strong academic infrastructure are important, participants in Norway pointed out that science instructors have positive effects that contribute to being a good teacher. However, participating students in both groups stated that more traditional teaching methods were used in the classroom. It was determined that students had negative opinions as well as positive opinions. The two most important components of the university learning environment that are meaningful to each other are students and science instructors. Therefore, it is thought that more qualified teaching activities will be realized if science instructors care about what students think about them

The problem of quality of qualified professional teacher training in Turkey

The education system of Ukraine is at the stage of European integration changes and internal modernization processes. The characteristic trends of this period are the realization of one's own national experience, its comparison with European and world traditions, as well as the need to analyze and highlight the most effective progressive ideas and advanced concepts that exist in the world space, the possibility of their adaptation to the needs of national education. Therefore, institutions of higher education must train qualified teachers, creative, possessing a high level of pedagogical skills, realizing their own autonomy and capable of developing original solutions. The novelty of the problematics of the studied topic is that the problem of the quality of professional training of a qualified teacher in Turkey has not yet found a comprehensive reflection and systematic generalization in the Ukrainian scientific and pedagogical discourse. Therefore, the goal of the study was to formulate the problem of the quality of professional training of a qualified teacher in Turkey. To implement the goals and objectives of scientific research, the authors relied on the following materials and methods of scientific research: 1) theoretical – analysis of scientific databases, electronic repositories of institutions of higher education, scientific institutions and libraries where dissertation abstracts, scientific publications and other scientific works are stored; systematization and generalization of research results; 2) empirical – conversations, correspondence with Turkish scientists and university professors; pedagogical supervision. The authors formulated the problem of the quality of training of a qualified teacher, which is a widely discussed problem for many years in the world and in Turkey itself, which proves the need to rethink the definition and boundaries of the teaching profession. On the basis of the generalization and systematization of the obtained results, the authors formulated the concept of "qualified teacher" – this is a novice teacher who has successfully completed training on an accredited educational program of initial teacher training. Scientific and practical recommendations on the use of constructive ideas of the Turkish experience to improve the quality of teacher training in the system of continuous pedagogical education of Ukraine are substantiated

Investigating the Contribution of Out-of-School Learning Environments to the Teaching of 4th Grade Social Studies Course According to the

The aim of this study is to examine the contribution of out-of-school learning environments to the teaching of 4th grade social studies course according to the views of classroom teachers. The study group of the research consists of 13 classroom teachers in Turkey determined according to the criterion sampling method. The data were collected using a semi-structured interview form developed by the researchers. The data obtained were analyzed by content analysis method using NVivo 12 computer package program and then interpreted. Accordingly, it was determined that students learned the subject by doing-living through out-of-school learning environments, their academic achievement increased, and they were motivated in these environments. In these environments, it was found that students established a serious connection between the past and the future, learned about their own culture, communicated with each other, socialized, gained knowledge of responsible citizenship, realized interdisciplinary learning and developed independent thinking skills in students. Various suggestions were made based on the findings.

Reforming English Language Teaching Undergraduate Programs for Age Divisions in Türkiye: Perspectives of In-Service English Language Teachers

As opposed to their counterparts in many other countries (such as the USA, Poland, Finland, South Korea, China, Japan, etc.) and many other subject teachers (such as Science, Turkish Language, Mathematics, etc.), in-service English language teachers in Turkey are entitled to teach at all levels of schools. In this respect, the aim of the study is to; a) shed light on the degree to which their undergraduate training prepares in-service English language teachers for the school levels they work at, and b) reveal whether in-service English language teachers think that English Language Teaching (ELT) undergraduate programs should be reformed as ‘ELT for young learners’ and ‘ELT for teenagers/adults’ by employing a qualitative research design. The findings of the study clearly demonstrate that a great majority of in-service English language teachers feel neither prepared and/or competent enough for nor willing to teach at pre-primary and primary school levels. In addition, it has been concluded that, from the perspectives of in-service English language teachers, ELT undergraduate programs in Turkish context need to be reformed in line with the school levels specified by the Ministry of National Education (MoNE).

Development and validation of a module for nanoscience and nanotechnology education: a case of pre-service chemistry teachers

ABSTRACT The study aimed to develop and validate a nanoscience and nanotechnology (NST) teaching module for pre-service science teachers in Turkey where NST education has not been formally integrated into the teacher education curriculum. The research, driven by the concurrent triangulation method, was completed in six stages: (1) The content was defined and the syllabus was developed (2) A pilot study was conducted on seven subjects both to evaluate the course plans and activities and to develop the items of the Nanoscience and Nanotechnology Achievement Test (NST-AT) (3) Experts reviewed the items of both the NST-AT and the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) (4) The second pilot study was conducted both to validate the NST-AT and NAS-T and to re-evaluate the course plans and activities (5) Qualitative data collection tools were developed and validated (6) An intervention was performed on 16 subjects to assess whether the NST teaching module presented using an inquiry-based approach was effective on their nanoscience and nanotechnology achievements and attitudes towards nanotechnology. The results showed the NST teaching module had a positive impact on subjects' both cognitive and affective outcomes. The pre-service teachers' views of the activities in the NST teaching module were quite positive.

Understanding the adoption and usage of gamified web tools by K-12 teachers in Turkey: A structural equation model

AbstractThe primary objective of this research is to elucidate the factors influencing the acceptance and use of gamified web tools among K-12 teachers in Turkey, according to the Unified Theory of Acceptance and Use of Technology (UTAUT, Venkatesh et al., 2003). The study employed a causal research design, which allowed for the investigation of cause-and-effect relationships between the variables. To analyze the collected data, both simple and multiple linear regressions, along with a structural equation model (SEM), were employed. The results of the analysis indicated that performance expectancy, effort expectancy, and social influence exerted positive effects on teachers’ behavioral intention to use gamified web tools. Additionally, behavioral intention and facilitating conditions demonstrated positive influences on the actual usage duration of these tools. The UTAUT constructs, namely performance expectancy, effort expectancy, social influence, and facilitating conditions, were treated as independent variables in this study. The research findings revealed a negative correlation between performance expectancy and teachers’ behavioural intention to adopt and accept gamification as an instructional tool in education. However, the study also identified a positive relationship between effort expectancy, social influence, facilitating conditions, and teachers’ behavioural intention to adopt and accept gamification. Furthermore, the study’s results suggest that the organizational variable exhibits a significant relationship with teachers’ behavioural intention to embrace and accept gamification as a teaching tool in education.

Perceptions of Pre-service Teachers about Natural Disasters: Coronavirus, Earthquake, Fire, and Flood

This research explores the perceptions of preservice teachers in Turkey in terms of their preparedness for various disasters, including epidemics, earthquakes, fires, and floods, all of which have profound social and economic impacts on education. Using a descriptive survey model, the study examined the responses of 512 preservice teachers at a single university across all levels of their educational program. The survey, conducted digitally due to the pandemic, consisted of 70 questions. Findings reveal inconsistent levels of confidence and readiness across different types of disasters. For instance, while most preservice teachers understand the severity of the coronavirus and are concerned about the long-term effects of protective measures, the majority admit to a lack of preparedness for earthquakes. While they lack practical experience with fires, they are conversant with various fire safety measures. Their understanding of and preparedness for floods, however, were limited. The study highlights the critical need for comprehensive disaster education and readiness training for preservice teachers, suggesting the urgent need for reliable, scientifically backed information.

Being A Distance Student: View Of Preservice Teachers In Turkey

A hybrid model, supported by technology, is used for teacher training in many countries. Sometimes, this is mandatory, such as during the COVID-19 pandemic or an earthquake and other times it is a conscious choice. This study examines the opinions of preservice teachers on their experiences with distance education. The research is a qualitative case study, and the data collection is through a focus group interview, which was evaluated using content analysis. The findings reveal that the experiences during the courses and the attitude of the instructors affect the perception and satisfaction of the participants. The participants evaluated the opportunities offered by their universities as positive efforts but emphasized that being able to benefit from such opportunities is a personal situation. The participants’ study skills, self-discipline, technological equipment, internet access, and environment to study made them either advantageous or disadvantageous in distance education.

Investigation of Turkish Science Teachers' Perceptions and Competencies Towards Multicultural Education

The purpose of this study is to examine the perceptions and competencies of secondary school science teachers in Turkey regarding multicultural education. The study was conducted with the explanatory design of mixed methods. Quantitative data were collected with the Multicultural Competence Perceptions Scale and the Multicultural Education Perceptions Scale to determine science teachers' perceptions and competencies regarding multicultural education, and 204 science teachers with different demographic characteristics participated in the study. According to the analysis, science teachers who were older in terms of age and experience had higher perceptions of multicultural education and competencies than other teachers. In addition, the findings suggest that as teachers gain knowledge about multicultural education, their competencies related to multicultural education can be supported.

Examining the Mediating Role of the Fear of COVID-19 in the Relationship Between Anxiety and Burnout Levels Among Teachers in Turkey

Examining the Mediating Role of the Fear of COVID-19 in the Relationship Between Anxiety and Burnout Levels Among Teachers in Turkey

Predisposition of Teachers in Turkey for Democratic School as An Alternative School Type

This research aims to uncover the perceptions of classroom teachers regarding the concept of 'democratic schools,' which have emerged as an alternative to traditional educational institutions. To achieve this objective, researchers developed a semi-structured interview form. Insights were gathered from 20 classroom teachers working in public primary schools in four districts affiliated with Izmir Province, selected through maximum diversity sampling method. Data were analyzed using content analysis techniques. The primary findings obtained are as follows: The characteristics of stakeholders associated with the democratic school in teachers' minds are largely consistent with the features found in existing democratic schools. 'Love and respect,' 'equality and justice,' and 'honesty' are the predominant values delineated by teachers in their conceptualization of the democratic school. Participants believe that decision-making in the school entails equal voting rights for everyone, and each individual is responsible for the decisions made. Most teachers envisage democratic schools as being rich in classroom materials and equipment. Participants envision a classroom climate in a democratic school as 'peaceful and joyful,' characterized by 'mutual respect among individuals.' More than half of the teachers conceptualize that there are no examinations or assessments in the envisioned democratic school, while some imagine the implementation of multiple assessments. In the minds of participating teachers, decisions concerning student graduation or progression to the next grade in the democratic school are determined by the teacher, contingent upon specific conditions being met. In managing discipline within the democratic school as perceived by participating teachers, methods such as 'establishing communication and collaboration,' 'applying problem-solving strategies,' and 'focusing on the student' are employed. Despite the lack of experience in working within democratic schools and the majority's limited knowledge about them, teachers demonstrated a considerable inclination towards the concept of the democratic school in various aspects based on these findings.

A Comparative Study of eTwinning Projects from the Perspectives of Turkish and European Preschool Teachers

The aim of this study is to examine the views of preschool teachers in Turkey and Europe on eTwinning projects comparatively and to determine the extent to which teachers’ experiences are similar and different. It is expected that the findings will motivate preschool teachers and administrators to develop eTwinning projects. In this study, case study method was used as a qualitative research design. Thirty two preschool teachers from Turkey and Europe were reached through convenience sampling, one of the purposive sampling methods. A semi-structured interview form was used as a data collection tool. The first part of the interview form included general information questions about the teachers and the second part included questions about the teachers’ views on eTwinning projects. From the data obtained, it was determined that Turkish teachers created more codes than their European colleagues, however, teachers in both groups generally had positive views about eTwinning projects and took part in these projects voluntarily.

The Effect of Preschool Teachers' Engagement in Collaborative Professional Practices on Pedagogical Practices

Purpose: Preschool teachers are crucial in meeting children's needs and supporting their learning and development. This study explored the link between preschool teachers' engagement in collaborative professional practices and their pedagogical practices to meet children's needs. Design/Methodology/Approach: This research used survey data from 1546 preschool teachers in Turkey who took part in the TALIS Starting Strong Survey 2018 by the Organization for Economic Co-operation and Development. Descriptive statistics and structural equation modeling were used for data analysis. Findings: The findings indicated that preschool teachers' engagement in collaborative professional practices positively predicted their pedagogical practices regarding children's needs. Furthermore, engagement in collaborative professional practices accounted for approximately 7% of the variance in pedagogical practice. Highlights: These results provide compelling evidence for the positive impact of teachers' collaborative professional learning on their pedagogical practices, which in turn can contribute to children's learning and development in preschool education. Collaborative professional practices in preschool education effectively support children's learning and development.

Motivation Levels of Preservice Music Teachers in Turkey

Individuals need motivation in their work, this motivation makes individuals more efficient. Considering that music education is a long way, individuals become more successful with certain discipline and motivation, and the pleasure in the work done increases. This study was conducted to examine the musical motivation levels of prospective music teachers in Turkey. In this study, survey design, which is one of the quantitative research methods, was used. The sample group of the study consisted of 4th grade students by using the easily accessible case sampling method, which is one of the purposeful sampling methods. The first data collection tool is the «Personal Information Form» developed by the researcher to obtain the demographic characteristics of the students, and the second data collection tool is the «Motivation Scale» developed by Asmus in 1989 to measure the musical motivation of the students. Percentage, frequency and independent t-test analysis techniques were used in the analysis of the research data. According to the results of the research, it was seen that musical background affected motivation in the gender variable, while environmental factors and individual music interest in the family did not affect motivation. Regarding the age variable, it was found that musical background and environmental factors had no significant relationship with musical motivation, but individual musical interest in the family affected motivation.

Music Teachers’ Views on the Use of Digital Stories in Musical Literacy

Digital story is an instructional technology material created by blending elements such as audio, image, video related to the subject to be told with the help of digital tools. This study aimed to determine music teachers’ views on digital story. Qualitative research design was utilized in the study. The sample of the study consisted of volunteer music teachers in Turkey. In order to collect the data, the interview form prepared by the researcher was completed by taking expert opinion and delivered to the teachers via Google Forms. The data of the study were analyzed by content analysis method. In line with the information provided, positive results were obtained regarding the use of digital story; music teachers were open to the use of digital story in lessons. It was seen as a very useful, entertaining and motivating material for students, and important results were obtained such as their desire to receive training on digital story and their need for this training.

Digital Competence of Educators in Turkey According to European Digital Competence Framework

Nowadays, it is not common to come across sectors that can work and succeed without using information technology (IT). IT has now become a part of organizations' management and strategic decision-making mechanisms. Therefore, organizations make serious investments to develop software and system infrastructures and transfer business processes to digital environments such as cloud technologies. So, they gain opportunities of spreading their business activities to wide stakeholders and customers and being business resilient. Here it is essential to provide assurance that an organization evaluates, develops, implements, maintains, disposes of its IT systems and manages life cycle of all information and information technology systems properly on all physical and logical environments. However, the most important matter is that an organization’s objectives are met by the management practices of its information systems. While organizations carry out their digital transformation at a dizzying speed, organizations should be protected from material and moral damages such as loss of money, loss of commercial confidential information, loss of reputation by protecting the confidentiality, integrity and accessibility of the information assets they own and also comply with legal legislations such as the protection of personal data and intellectual property rights. In order to achieve this, organizations benefit from one or more frameworks, standards or directives that are suitable for their own structures and needs, separately or by integrating them. However, the most important point in this transformation process is the transition of organizations from IT management understanding to IT governance. In other words, IT has now become a part of the strategic decision-making mechanism by rising from the level of support tool to carry out business processes in organizations. When we search the academic literature, frameworks and standards, it is seen that the key elements of IT governance are structures, processes and relational mechanisms. If these three components are set up correctly and fit the organization, it can be assured that IT aligns with and supports the objectives of the organizations and that effective IT governance is achieved in every kind of organizations. In this research, databases such as Web of Science, IEEE, and SCOPUS are scanned and found articles are reviewed in order to make a literature review on IT Governance Mechanisms and Frameworks. Results are evaluated and discussed. By the way, suggestions for further studies were made and advanced researches were shed light on.

Human rights education implementation in Turkish teacher education: faculty members’ and teacher candidates’ views

Teachers play an essential role in promoting human rights and a just society. However, the lack of Human Rights Education (HRE) knowledge, skills, and values among teachers in Turkey is a commonly reported issue. This study aims to assess the need for HRE implementation in the Turkish Teacher Education Programmes (TTEP), where academic research on HRE is scarce. Data were collected from a survey of 632 Teacher Candidates (TCs) and 47 Faculty Members (FMs), interviews with 14 FMs, and focus group interviews with 34 TCs. Descriptive statistics and the chi-square test were used to analyse the quantitative data, while the qualitative data were analysed using a qualitative data analysis framework proposed by Miles, Huberman, & Saldaña (2019). The results indicate the urgent need to integrate HRE through curricular and extracurricular activities. We also consider the benefits and challenges of implementing HRE in TTEP.

Teachers' Negative Attitudes and Limited Health Literacy Levels as Risks for Low Awareness of Epilepsy in Turkey.

For students with epilepsy, schools are a critical environment for managing the disease properly. This study examined awareness of epilepsy, attitudes toward epilepsy, and health literacy among school teachers in Turkey. This study was conducted in a city in Turkey with 1408 public school teachers from June 2021 to September 2021. The median scores of the scales were 5, 29, and 32 for epilepsy awareness, epilepsy attitudes, and health literacy, respectively. Epilepsy awareness was higher in women, and epilepsy attitudes were more positive in women than men (p<0.05). While epilepsy awareness was higher in primary school teachers, epilepsy attitudes were more positive in secondary school teachers (p<0.05). Epilepsy awareness was lower in secondary school teachers (odds ratio [OR], 1.27; p<0.05), those who did not have an individual with epilepsy in their family/social environment (OR, 1.57; p<0.001), those who did not have a student with epilepsy in their class (OR, 1.45; p<0.05), and in those who had not witnessed an epilepsy seizure (OR,1.19; p<0.05). Compared to those with positive attitudes regarding epilepsy, epilepsy awareness was 1.36 times lower in those with negative attitudes (p<0.001). Epilepsy awareness was 1.92 times lower in those with limited health literacy than those with adequate health literacy (p<0.001). In this study, low epilepsy awareness, negative epilepsy attitudes, and limited health literacy were common among teachers. The findings from this study suggest that panels, workshops, and health training on epilepsy should be organized for school teachers and included at regular intervals in certified first-aid practices.