University Education Faculty Research Articles

An Analysis of the Speaking Anxiety of Turkish Teacher Candidates

The aim of this study is to analyse the speaking anxiety of Turkish teacher candidates studying in Kafkas University. The sample group of the research designed in the survey model consists of 181 Turkish teacher candidates studying in Kafkas University Faculty of Education in fall term of the 2018-2019 Academic Year, who are selected by the random sampling method. The “Speaking Anxiety Scale for the Teacher Candidates” consisting of three sub-dimensions, namely the “physiological symptoms”, “skill-related anxiety” and “psychological state” and 40 items developed by Kinay and Ozkan (2014) has been used in the study as the data collection tool. The findings of the study where the SPSS 17.0 software package is used for data analysis have revealed that; while the speaking anxiety levels of Turkish teacher candidates are not high and do not change depending on their gender or their willingness to become a teacher, they change significantly depending on their grade and public speaking experience.

University Graduates with Learning Disabilities Define Success and the Factors that Promote It

ABSTRACTThe concept of success has been investigated before, primarily with an emphasis on explanatory factors among highly successful individuals. Voices of individuals with any form of disability are generally missing from this discourse. This qualitative study examined definitions of success as well as the factors that promote it amongst graduates with learning disabilities from a university faculty of education, thereby inviting an inclusive dialog around a heretofore socially and educationally exclusive topic. A participatory action framework was chosen allowing the participants to take an active role in the enquiry. This approach was a natural offshoot of the community of learners that the graduates had participated in during their studies. While success was defined as a multifaceted concept accounted for by multiple factors, many of the findings aligned with those reported in previous studies. However, several unique themes emerged; success as a relative concept, ‘paying it forward,’ and the disability as a driving force. Instances of overlap between definitions and factors emphasised inherent connections between beliefs and actions. Practical implications for support services for students with special needs, in higher education, are considered in light of the findings.

Flipped Demonstration Program for Kindergarten Prospective Teachers’ English Pronunciation Learning and Teaching

This research aimed to develop KG prospective teacher’s English pronunciation skills as well as improve their English pronunciation teaching performance to KG kids. The research design was one group pre and post-test quasi-experimental design. The participants were 72 2nd year KG prospective teachers at Ismailia Faculty of Education in Suez Canal University. In fulfillment of their future career’s basic needs as language teachers for young learners, this research was oriented towards the participants’ English pronunciation learning and teaching. A proposed program was developed and implemented via the use of Flipped Demonstration as an integrated pedagogical approach. There are two modules for the proposed program. Module one is Pronunciation Learning (the basic pronunciation skills needed by the KG prospective teachers) and module two is Pronunciation Teaching (the practical adapted techniques for teaching pronunciation to KG kids). Three tools were developed, validated and implemented by the researchers. They were: 1) English Pronunciation Skills Test, 2) Performance Observation Sheet for KG English Pronunciation Teaching and 3) Open Interviews with the participants by the end of experimentation. The findings revealed that the proposed program had a significant positive effect on the 2nd year KG prospective teachers’ Pronunciation Learning and Teaching.

Analysis of the Levels of Organizational Culture of Academicians in Terms of Some Variables

The main purpose of this research is to examine the level of organizational culture of academicians in terms of some variables. The research universe is formed by academicians at Fırat University in the 2018-2019 academic year. The sample of the study is 96 randomly selected academicians from Fırat University Faculty of Education, Faculty of Humanities and Social Sciences and Faculty of Sports Sciences in the 2018-2019 academic year. The Personal Information Form was used in order to determine the demographic information of the subjects participating in the study, in addition, "Organizational Culture Scale" was used that prepared by Ogbonna and Harris (2000) and translated into Turkish by Karadeniz (2010) and developed in the master's study. The data of the research were determined to be parametric. Therefore, t test and variance analysis (Anova) test was used. Tukey test and LSD test results were used to determine which groups the difference was among the results with significant differences. The error level in the study was taken as p<0.05. As a result of the research, academicians' organizational culture scale is based on the findings; it was found that there was no statistically significant difference in all sub-dimensions of the title and gender variable. There was a statistically significant difference in faculty, age group and academic study year variables.

تقویم برنامج التدریب المیدانی فی مجال صعوبات التعلم فی جامعة نجران فی ضوء معاییر مجلس اعتماد تعلیم المعلمینCAEP Evaluation Field of Training Program in Learning Disabilities in the Light of Standards of the Council for the Accreditation of Educator Preparation (CAEP) at Najran University

هدفت الدراسة الحالية إلى معرفة مستوى تقويم برنامج التدريب الميداني في مجال صعوبات التعلم بجامعة نجران في ضوء معايير مجلس اعتماد تعليم المعلمين Council for the Accreditation of Educator Preparation (CAEP) والاختلاف فيها وفقا لمتغيري المقيم والجنس، وتکونت عينة الدراسة من (45) فردا منهم (12) مشرفا ومشرفة من المشرفين الأکاديميين على التدريب الميداني و(33) طالبا معلما وطالبة معلمة في قسم التربية الخاصة بجامعة نجران . تم اختيارهم بالطريقة القصدية. واستخدمت الاستبانة في عملية جمع البيانات. وأظهرت النتائج أن درجة تقويم برنامج التدريب الميداني في مجال صعوبات التعلم بجامعة نجران في ضوء معايير مجلس اعتماد تعليم المعلمين (CAEP) جاء بدرجة تقدير کبيرة، وکشفت النتائج عن وجود فروق ذات دلالة إحصائية في تقويم برنامج التدريب الميداني في مجال صعوبات التعلم بجامعة نجران في ضوء معايير مجلس اعتماد تعليم المعلمين (CAEP) حسب متغير الجنس على جميع المعايير وعلى الأداة ککل لصالح الإناث، باستثناء مجال (قائد المدرسة) من المعيار الثاني ومجال (النمو المهني والممارسة الأخلاقية) من المعيار الثالث لم تظهر عليهما فروقا دالة إحصائيا. في حين لم تظهر فروقا إحصائية في متغير المقيم، وأوصت الدراسة بعدة توصيات. The study being dealt with aims at edging closer to grasping the assessment of how far the field training programis gauged within the realm of the learning disabilities specifically in Najran University in the light of the CAEP standards (Council for the accreditation of Educator Preparation)and the difference latent within in accordance with the and gender variables which are added to envisaging prospective overtures for the development of field training program .of relevance, the study subjects were made up of 45 individuals among whom were 12 male and female academic supervisors who are stinted with the field training and the remainder were 33 teaching female and male students at the faculty of special education in Najran university. who were selected according to the purposive sampling subjectively with adoption of the questionnaire technique while collecting the data . No less important, the findings were reported to elaborate that the extent to which the field training program assessment within the confines of learning disabilities in Najran University was overwhelmingly working out splendidly in the light of CAEP standards Eventually, the conclusions unveiled that there are statistical differences on assessing the field training program within the confines of learning disabilities in Najran University exactly as derived from CAEP standards which were gender on all variables but tilting towards the females within the context of the tool as a whole to the exclusion of the field (5) of the second criterion, but the field (5) of the third criterion was not symptomatic of statistical differences. On the other hand, there were not statistical differences as regards the evaluator variable .

The Relationship Between Ostracism and Turnover Intention: Role of Commitment as a Mediator

The basic objective of this study is to examine the mediating role of OC between WO and TI among the teaching faculty of universities of KP, Pakistan. Data were collected via questionnaires from 207 teachers. SPSS and Amos were used to analyze the data. The results revealed a significant positive relationship between WO and turnover intention, while a significant negative relationship between WO and OC and between OC and TI was confirmed. The results also revealed a significant partial mediation of OC between WO and turnover intention.

The Relationship Between Ostracism and Turnover Intention: Role of Commitment as a Mediator

The basic objective of this study is to examine the mediating role of OC between WO and TI among the teaching faculty of universities of KP, Pakistan. Data were collected via questionnaires from 207 teachers. SPSS and Amos were used to analyze the data. The results revealed a significant positive relationship between WO and turnover intention, while a significant negative relationship between WO and OC and between OC and TI was confirmed. The results also revealed a significant partial mediation of OC between WO and turnover intention.

Proficiency Perceptions and Attitudes of Pre-Service Teachers on İnformation and Communication Technologies

The aim of this study is to examine teacher candidates’ perceptions of their own proficiency in using information and communication technologies and their attitudes towards information and communication technologies in terms of gender, major, internet usage frequency and computer ownership. The study group consists of 336 teacher candidates, 98 male (29%) and 238 female (71%) senior students, in different departments at Cumhuriyet University Faculty of Education during the 2017-2018 academic year. The “Proficiency Perception Scale for Using Information and Communication Technologies” and “The Attitude Scale for Information and Communication Technologies” developed by different researchers were administered to the candidate teachers. As a result of the findings obtained from the research, there was no significant difference between proficiency levels of the teacher candidates regarding the use of information and communication technologies. Besides, there was not significant difference between the means of attitude towards information and communication technologies in terms of majors and the internet usage frequency, and between the mean proficiency perception scores of using information and communication technologies with regard to gender. It was ascertained that there was a slightly meaningful difference between the attitudes scores for information and communication technologies in favor of males in terms of gender, and as to computer ownership, there was a low level of difference between both attitude and perception scores in favor of computer owners. The findings are discussed within the scope of literature.

ANALISIS FAKTOR-FAKTOR YANG MEMPENGARUHI TEACHING EFFICACY CALON GURU

This study aims to determine how much influence the preparation of learning programs, attitudes toward the teaching profession towards teaching efficacy of prospective teachers. The method used in this study is the explanatory survey method. The subjects in this study were level IV students of the Siliwangi University Teaching and Education Faculty (FKIP). The sampling technique used was proportionate random sampling (proportional random sample). The data analysis technique in this study is multiple linear regression using the SPSS 23.0 statistical tool to determine the effect of the preparation of learning programs, attitudes toward the teaching profession towards teaching efficacy of prospective teachers. Based on the results of the study, simultaneous preparation of learning programs and attitudes towards the teaching profession has a positive influence on teaching efficacy. That is, if there is an increase in the preparation of learning programs and attitudes towards the teaching profession simultaneously, it will improve the teaching efficacy of prospective teachers. Partially the preparation of learning programs has a significant effect on teaching efficacy of 0.271. That is, if there is an increase in the preparation of the learning program by 0.271 units then teaching efficacy will increase by 0.271 units, and attitudes towards the teaching profession have a significant influence on teaching efficacy of 0.459. This means that if there is an increase in attitudes towards the teaching profession by 0.459 then teaching efficacy increases by 0.459 units.Keywords: Factors Affecting Teachers' Teaching Efficacy

Teacher Candidates’ Anxieties Regarding Facebook Usage in Education

The aim of this research is to determine the anxiety levels of teacher candidates regarding Facebook usage in education and analyse it according to various variables. In the research, descriptive survey model was used which is one of the quantitative research methods. The population of the research includes 184 teacher candidates who are receiving education in the Department of Computer and Instructional Technologies Education of Siirt University Faculty of Education in 2017-2018 academic year. Since the population is accessible, no attempt has been made for sampling. Facebook Usage Anxiety in Education (FUAE) scale was used as data collection inventory in the study. According to results obtained in the research; it was seen that the anxiety levels of teacher candidates were high while using Facebook, Facebook usage anxiety had no significant difference with respect to class and age independent variables; however, there was a meaningful difference with respect to gender independent variable.

Exploring relationships between Kolb’s learning styles and mobile learning readiness of pre-service teachers: A mixed study

The aim of this research is to reveal relations between Kolb’s learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers’ perspectives on mobile learning depending on their learning styles. The “Learning Styles Inventory - Version III” as well as the “Mobile Learning Readiness Scale” were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature.

Interactive co-teaching strategies: developing effective partnerships

PurposeThe purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States.Design/methodology/approachA qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space.FindingsThe findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers.Originality/valueThe significance and practical implications are to develop partnerships to promote effective teaching.

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).

Opinions of Social Studies Prospective Teachers on Out-of-School Learning

<p style="text-align:justify">This study aims to analyse opinions of social studies prospective teachers towards out-of-school learning. It was conducted with 12 prospective teachers who were at their final year at Kafkas University Education Faculty, Social Studies Teaching Department. In this qualitative study, phenomenological design was adopted, and the data was collected with semi-structured interview form which was developed by the researcher. To explain qualitative data and to find relationships, explanatory and inferential codes during analysis were adopted. Based on the results obtained from this study, prospective teachers expressed that they had inadequate knowledge about out-of-school learning, and out-of-school learning may present advantageous to learning process such as learning with doing-experiencing, permanence of subjects, and materialisation of information. Additionally, regarding out-of-school learning, prospective teachers expressed that there may be problems with time and incorrect learning practices. Recommendations were presented for these results.</p>

Relationship between Individual Social Responsibilities and Personal Values of Teacher Candidates

The aim of this study is to reveal the relationship between individual social responsibilities and personal values of primary school and music teacher candidates on the basis of gender, school grade and department variables. Survey model among quantitative methods was used in the research. The research sample consist of 162 (69.8%) primary school teacher candidates and 70 (30.2%) music teacher candidates receiving education in Adnan Menderes University Faculty of Education. 146 (62.9%) of the participants are female, and 86 (37.1%) were male teacher candidates. Also 104 (44.8%) freshman and 128 (55.2%) senior students were joined into the research. Questionnaire on Individual Social Responsibility and Questionnaire on Personal values were used as data collection tools. SPSS 21.00 statistics software was used for data analysis. Due to the normal distribution of data, t-test and one-way analysis of variance were conducted, then Pearson correlation coefficients were calculated and regression analysis was performed. According to the obtained findings, personal values total scores of the participating teacher candidates did not significantly differ based on their gender and department, whereas they significantly differed in a school-grade based evaluation. The individual social responsibility total scores of the teacher candidates did not show a statistically significant difference on the basis of gender. Individual social responsibility levels were found to differ significantly based on school grade and department variables. Statistically significant positive and low level (between .18 and .39) correlations were found between the teacher candidates’ social responsibilities and academic average and personal values subscales.

EXPLORING THE LOW PROFICIENCY LEVEL STUDENT’S ANXIETY DURING SPEAKING ENGLISH

Anxiety is a feeling of frustration, being threatened, apprehension, tension, and worry. Anxiety plays role in affecting especially low proficiency level students in learning English particularly speaking skill. This research is aimed to find out factors that cause low proficiency level students’ anxiety during speaking English. This research is designed using descriptive qualitative which involved 10 low speaking proficiency students’ at English Department Program Faculty of Teachers Training and Education in a private university in Bogor as participants. The data were gathered through questionnaire and interview. The result shows there are 7 factors that lead low proficiency level students to anxiety during speaking English. Lack of vocabulary takes first place admitted by 52.6% respondents, followed by lack of preparation stated by 50.5% respondent in second place. Third place sit by fear of making mistakes confessed by 49.7% of respondents. Fourth, there are 49.6% of respondents who felt anxious because of their low English proficiency. Fear of being attention is another factor causing 49.6% of respondent anxious. Lack of practice makes 48.5% respondents feeling anxious in speaking. And the last is the students’ inability to express ideas resulting 45.0% of respondents anxious because they do not know what to say. The finding also shows that the strategy mostly employed by the low proficiency level students to cope with their anxiety in speaking is having better preparation.

Thoughts About Pressure-Boiling Point of 3rd Grade Students Studying in The Department of Science Teaching: A POE Application

Bu araştırmada, Tahmin-Gözlem-Açıklama (TGA) aracılığıyla Fen Bilgisi Öğretmenliği 3. sınıf öğrencilerinin basınç-kaynama noktası ilişkisine yönelik bilgi düzeyleri ve kavram yanılgılarının tespit edilmesi amaçlanmıştır. Çalışma grubunu Sakarya Üniversitesi Eğitim Fakültesi’nde 2015-2016 eğitim öğretim yılında Fen Bilgisi Öğretmenliği programının 3. sınıfında öğrenim görmekte olan 33 öğretmen adayı oluşturmaktadır. Suyu buzla kaynatma deneyi üzerinden yapılan TGA uygulaması ile veriler toplanmıştır. Veri toplama kaynaklarını TGA formları ve uygulama esnasında yapılan sınıf içi tartışma kayıtları oluşturmaktadır. Yapılan çalışmada, öğretmen adaylarının basınç ve kaynama noktası ile ilgili tam olarak bir ilişki kuramadıkları ve gözlemlerinde en çok erlendeki yoğunlaşmaya odaklandıkları ortaya çıkmıştır. Ayrıca, öğretmen adaylarının çalışmanın tahmin, gözlem ve açıklama basamaklarının tümünde problem yaşadıkları gözlemlenmiştir.

Examining University Students’ Self-Compassion and Compassionate Love Levels in Terms of Perceived Parental Attitudes

The aim of this research is to investigate the relationship between parental attitudes perceived by the students, self-compassion and compassionate love levels, and differences occur in parental attitudes, self-compassion and compassionate love levels according to various variables. The research was conducted with 326 university students studying in different departments of Sakarya University Faculty of Education. Parental Attitude Scale (PAS), Self-Compassion Scale (SCS), the Compassionate Love Scale (CLS) and Information Collection Form were applied in the study. The research data were analyzed by correlation, T-test and One Way (ANOVA). The results of the research revealed that the self-compassion level of the students who perceived the parents' attitudes as democratic was high, whereas the self-compassion level of the students who perceived the parental attitudes as authoritarian and protective-demanding was low. It was also found out that the students who perceived their parents' attitudes as authoritarian and protective-demanding had high compassionate love levels. The present study demonstrated the authoritarian and protective-demanding parental attitudes perceived by university students differed according to sex, the democratic parental attitude differed in terms of the number of siblings, and the compassionate love differed in terms of gender. It was revealed that there was a negative relationship between self-compassion and compassionate love.

Incorporating medical leadership into undergraduate curricula: a proposal for a spiral curriculum.

There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical leadership development at undergraduate level. This study describes a theoretical framework for incorporation of medical leadership training into undergraduate curricula using a spiral curriculum approach, linked to competences outlined in the Undergraduate Medical Leadership Competency Framework. The curriculum includes core training in medical leadership for all students within each year group with additional tiers of learning for students with a particular interest. This curriculum includes theoretical and practical learning opportunities and it is designed to be deliverable within the existing teaching and National Health Service (NHS) structures. The engagement with local NHS organisations offers opportunities to broaden the university teaching faculty and also to streamline medical leadership development across undergraduate and postgraduate medical education. This theoretical curriculum is generic and therefore adaptable to a variety of undergraduate medical courses. The combination of theoretical and practical learning opportunities within a leadership spiral curriculum is a novel and systematic approach to undergraduate medical leadership development.

The Relation between Prospective Teachers’ Attitudes towards Uncertainty and Motivation in Teaching

The aim of this study is to determine the relationship between prospective teachers’ attitudes towards uncertainty and their motivation in teaching. The research was conducted with a correlational model. In this study, exploratory and predictive correlation techniques were used. The study group was comprised of 396 fourth grade students studying at the Inonu University Faculty of Education in the academic year of 2015–2016. A simple linear regression analysis and Pearson Product Moment analysis were conducted on the obtained data. A moderate negative and significant relationship was found between prospective teachers’ attitudes towards uncertainty and their motivation in teaching, and the attitude towards to uncertainty was observed to be a significant predictor of motivation in teaching. In addition to this, a moderate negative significant relationship was found between prospective teachers’ attitudes towards uncertainty and their intrinsic and extrinsic motivation, and the attitudes towards to uncertainty was observed to be a significant predictor of the intrinsic and extrinsic motivation.