Views Of Prospective Teachers Research Articles

Formation of ethno-pedagogical competence of the future teacher in the aspect of modernization of public consciousness

The purpose of this research; The aim is to take the views of prospective teachers on the formation of the ethnopedagogical competence of future teachers in terms of the modernization of public consciousness. This research was conducted in accordance with the qualitative research method. The study group of the research consists of 80 teacher candidates studying at education faculties at various universities in Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research; The views of future teachers on public service motivations were evaluated. The vast majority of teacher candidates; They answered that they see protecting the public interest as a civic duty, taking part in a way that will be beneficial to the society, being aware of the responsibility brought by the public service and keeping the public interests above personal interests. The vast majority of future teachers participating in the research; stated that their ethnopedagogical competence was partially sufficient. The views of future teachers participating in the research on the formation of their ethnopedagogical competencies in terms of modernization of public consciousness were evaluated. The vast majority of teacher candidates; ethnopedagogical education to raise awareness of public duty, ethnopedagogical education to raise awareness of national values, to use ethnopedagogical information in public office and to give students the identity of their own people in public with an ethnopedagogical approach.
 
 Keywords: Ethnopedagogy, public awareness, prospective teachers

The Views of Prospective Teachers about the Nature of Models

Öğretmen adaylarının modellerin doğası ve modelleme sürecini anlamış olmaları, gelecekte öğrencilerine bilimsel bilgi ve kavramları öğretmelerine yardımcı olacağı için önemlidir. Araştırmanın amacı, öğretmen adaylarının modellerle ilgili görüşlerini incelemektir. Araştırmanın örneklemi 1019 öğretmen adayından oluşmaktadır. Çalışmada, ilişkisel tarama modeli kullanılmıştır. Bu çalışmada, Chittleborough, Treagust, Mamiale ve Mocerino tarafından geliştirilmiş olan anket, veri toplama aracı olarak kullanılmıştır. Anket, 5 sorudan meydana gelmektedir. Verilerin analizi için tek yönlü ANOVA testi yapılmıştır. Çalışma sonunda, öğretmen adaylarının modellerin doğası hakkındaki görüşlerinin bölüm ve sınıf düzeyine göre farklılık gösterdiği, katılımcıların çoğunun modellerin doğası hakkında bilimsel görüşlere sahip olduğu görülmüştür. Çalışma sonuçlarına göre; öğretmen adaylarının modellerin doğası ve modelleme süreciyle ilgili yetersizliklerinin önüne geçebilmek için öğretmen adaylarının aldığı dersler içerisinde modeller, modellerin özellikleri, modellerle öğretim ve modelleme süreci gibi konulara yer verilmesi önerilmektedir.

Is the secret to effective lifelong learning lurking in the views of prospective kindergarten teachers? Comparing German and Hungarian prospective kindergarten teachers’ views on learning

Abstract Lifelong learning (LLL) became a basis for education policies in the 21st century. The GLLI (Global Lifelong Learning Index) ranks countries based on their performance in LLL (Kim, 2016). The present paper aims to compare a successful country (Germany) with a mid-performing country (Hungary) in two ways: (1) by comparing the two countries’ framework strategies and training requirements for lifelong learning, and (2) by comparing prospective views on learning in Hungarian (NH=14) and German (NG=14;) kindergarten student teacher groups using Verges’ association matrices in order to identify the key LLL elements in their views. The target group for the qualitative research was selected based on the pedagogical phenomenon that the views of prospective teachers have a great impact on their later work, including in relation to child development (Ránki, 2002; Dudás, 2005; Takács, 2016). The results show that there are some differences in the interpretation of LLL between the two countries, which can be observed in the regulatory documents and the associations made by student kindergarten teachers. The results reveal differences in the importance of self-regulated learning, learning motivation and social competences, and some common elements, like playfulness or joy, in learning activities.

Views of Prospective Teachers and Supervisors on a Practicum Program: A Case Study

Practicing what has been learned throughout the teacher education programs in Turkey is accepted as the end point of the preservice teaching career. This period of practice teaching serves as the time to implement theory into practice under the supervision of faculty members. In this study, the major purpose was to investigate the views of supervisors and preservice teachers regarding the practice teaching program which was redesigned by the department academics to overcome some limitations of the current one. As a second purpose, the commonalities and differences between the self-reflections of preservice teachers and feedback provided by the supervisors on a specific practice teaching session in the final term were also investigated. To gather data, six preservice teachers majoring in language teaching and two faculty members as supervisors were assigned to respond to two different written guidelines provided with these purposes. Written responses were analyzed through content analysis and open-coding. Results showed that both preservice teachers and supervisors think that redesigned program has many strengths such as time allocated to practice and feedback sessions. However, they also believe that, active practice teaching only in the final year is the weakness of this new program. The analysis of the written documents after the practice teaching of prospective teachers showed that prospective teachers gained a great reflective perspective throughout their education. And with this ability, they reflected on many common issues regarding their strengths and weaknesses with their supervisors. There are also some differences in their reflections and feedback from supervisors about the use of materials, planning and use of methods. This study has specific implications for language teacher education programs and teacher trainers.

Prospective Social Studies Teachers’ Views on a Creative Drama and Painting Activity with Turkish Coffee

<p style="text-align:justify">The purpose of this research was to carry out an interdisciplinary art education activity with Turkish coffee and to evaluate the views of prospective teachers. For this aim, an integrated single case study design with a qualitative research approach was used. The study group consisted of twenty prospective social studies teachers. A questionnaire and semi-structured observation form were used as data collection tools. The data obtained were grouped under specific codes and categories and interpreted with a descriptive analysis approach. The visualised combination of the experiences, feelings and thoughts that the prospective teachers acquired through the natural colour content of coffee and the synthetic content of paints enabled the formation of a great variety of visual effects. The research findings show that prospective teachers gained aesthetic values through these visual effects. The integration of Turkish coffee with creative drama and painting also enabled the students to increase their awareness regarding Turkish coffee as an intangible cultural heritage in the social studies curriculum. Furthermore, it may ensure the dissemination of activities that involve the use of natural materials together with artificial materials for artistic purposes in all fields of teacher education.</p>

Comparison of beginner and advanced chemistry student teachers’ perspective on creativity – does it play a role in the chemistry classroom?

Creativity has become an increasingly important competence in today's rapidly changing times. It is a central aspect of social development, but it is hardly discussed in schools and often neglected in the natural sciences. In order to promote creativity in science teaching in a targeted way, it is important to understand the perspectives and views of prospective teachers on this topic. For this purpose, a qualitative cross-sectional study was conducted with 83 German chemistry student teachers at the beginning and at the end of their study programme. We used concept maps and questionnaires to characterize changes in students’ perspective on creativity in the chemistry classroom during their course of study. The quantitative analysis of the concept maps and the content analysis of student's proposition revealed similarities and differences in students’ perspective on creativity between beginners and advanced student. All student teachers showed a diverse range of conceptions and views on creativity in general and in the context of chemistry education. Furthermore, almost all of the students had a positive attitude towards creativity and its integration in chemistry lessons. Although, there are no large differences in the perspective on creativity from beginner to advanced student teachers, subtle differences in students’ perspectives revealed that advanced students had a more sophisticated perspective on fostering creativity in students in their prospective classrooms.

Possible interactions with mathematically gifted students: Views of prospective teachers

Teachers' interactions with mathematically gifted students in the classroom environment, and the elements of this interaction have become prominent recently. This qualitative study's purpose is to reveal the views of prospective secondary mathematics teachers about these interactions. The study participants were seven prospective teachers attending the fourth year of a secondary mathematics teaching programme in a public university in Turkey during the 2018-2019 academic year. These prospective teachers participated in a 90-minute focus group interview which was recorded with a video camera. During the interview, the researcher brought up possible classroom environment scenarios that could occur with mathematically gifted students who may have the characteristics that the participants described. The prospective teachers' views about the kinds of behaviours they can exhibit, and what methods they can reveal in these theoretical interactions were analysed with the descriptive analysis method. The study results indicated that the participants exhibited different approaches to situations they might encounter in the classroom. For example, some prospective mathematics teachers asserted that mathematically gifted students should be assisted in the classroom context; others stated that such students should be supported with out-of-class activities rather than helping them in the classroom. Besides, the participants suggested that the history of mathematics and advanced mathematics subjects could also be used to educate mathematically gifted students.

The Effect of Museum Education Practices Carried out on Virtual Teaching Environments on Prospective Teachers' Views

In this study, the effect of museum education practices implemented with virtual teaching environments on the views of prospective teachers was analysed. The research was carried out with a case study design, which is one of the qualitative methods. The views of the prospective teachers about the museum education practices implemented with virtual teaching environments were examined with content analysis. 25 prospective teachers participated to the study. In the research, first of all, virtual museum environments in the Museum of Anatolian Civilizations were made interactive by using the edpuzzle application, and sound recordings and quiz questions related to museum activities were added to the videos. In addition, instructional materials related to museum hunting activities that the candidates used through virtual museum applications were designed. The experimental study with museum educational activities designed ith virtual teaching environments was implemented for four weeks. The results showed that these activities about the practices positively influenced the views of prospective teachers and that these practices were highly effective in teaching social studies course. In addition to this, it was determined that teacher candidates believed that an active teaching process could be created with virtual museum applications and that the learning about social studies course could be more easily embodied.

The Views of Prospective Teachers on the Political Context of Education and Teachers Roles in the Classroom

The responses which can be given to the questions about whether education and teachers' roles and practices in the classroom have a political context and these responses are not independent of the way we make sense of education and politics. Therefore, the responses of the prospective teachers to these questions will also contribute to their understanding of the political context of the teaching and teaching profession. On the other hand, teacher candidates' views on the political context of education will also affect their way of teaching. Therefore, it is important to understand their views. For this reason, in this research it is aimed to reveal and understand the opinions of the prospective teachers about the education and whether the teacher roles or practices in the classroom are political qualities. The results of this research, the qualitative research approach, were obtained by the responses given to the question form prepared by the researcher. The question form was replied by the 36 teacher candidates, senior students of the faculty of education, 22 of whom were female and 14 were male students. The obtained data were analyzed with descriptive analysis technique and it was understood that the majority of the participants in the research concluded that the politics was related to the state / power. It has also been understood that most of the participants define education as a political phenomenon, whereas the participants think that the teachers' role in the classroom does not seem to be a political feature or should not be.

AN ANALYSIS ON VIEWS OF PROSPECTIVE TURKISH LANGUAGE TEACHERS ON PEER ASSESSMENT

This study has been conducted to examine the views of prospective Turkish language teachers on peer assessment. For this research, 47 prospective Turkish language teachers who are junior student (3 rd grade) in Department of Turkish Language of Ataturk University have participated in this study. Views of prospective teachers on peer assessment have been compiled by means of structured interview form. The obtained data has been interpreted by applying content analysis method with considering the questions of interview form. In the study, it has been understood that many of the prospective teachers have positive views on peer assessment. Prospective teachers have stated that they realize their inadequate aspects, they can empathize, a democratic environment has developed, there has been increase in their self-confidence, they can get feedback and socialize through peer assessment. Despite these positive aspects, the prospective teachers have emphasized that acting upon emotions and lack of self-confidence are the negative aspects of peer assessment Article visualizations:

The Impact of Reflective Teaching Applications Supported by Edmodo on Prospective Teachers’ Self-Directed Learning Skills

The purpose of this research is to determine the impact of reflective teaching applications supported by Edmodo on prospective teachers’ self-directed learning skills. Also, the views of prospective teachers’ regarding the use of Edmodo in education, which is a social learning platform, are determined. For the research, both qualitative and quantitative data were collected from 36 prospective teachers within the scope of the “Teaching Practice” course. A 12-week application has been conducted online with the support of Edmodo; however, classroom settings using face-to-face learning methods have also taken place. The results of the research reveal that the reflective teaching applications supported by Edmodo had an impact on the prospective teachers’ self-directed learning skills. Furthermore, the results indicate that the prospective teachers who participated in the research were extremely satisfied with the Edmodo applications.
 
 Keywords: Teacher education; self-directed learner; blended education; social learning platform; view

Views of Prospective Teachers from North Cyprus and England towards a Sustainable Environment: A Comparative Case Study

Views of Prospective Teachers from North Cyprus and England towards a Sustainable Environment: A Comparative Case Study

The Effect of Interactive Whiteboard Supported Inquiry-Based Learning on Achievement and Motivation in Physics and Views of Prospective Teachers Toward the Instruction

Bu calismada, sorgulamaya dayali ogrenme yaklasimina uygun etkilesimli tahta destekli modern fizik ogretiminin akademik basari ve motivasyona etkisi incelenmis ve ogretmen adaylarinin etkilesimli tahta destekli ogretime yonelik gorusleri belirlenmistir. On test–son test kontrol gruplu yari deneysel model biciminde desenlenmis arastirmada akademik basari testi, motivasyon olcegi ve yari yapilandirilmis gorusme formlari araciligiyla veriler toplanmistir. Kontrol grubunda geleneksel yontemle dersler yurutulurken deney grubunda arastirmacilar tarafindan gelistirilen simulasyonlar, video goruntuleri ve animasyonlarla zenginlestirilmis etkinlikler etkilesimli tahta ortaminda sunulmustur. Boylece soru sorma ve yonlendirme, problem tespiti, hipotez olusturma, test etme ve planlama sureclerinde teknoloji desteginden yararlanilmistir. Ayrica simulasyonlar ile olcme, grafik cizme, degiskenleri kontrol etme ve verileri yorumlama surecleri de desteklenmistir. Uygulamalar sonucunda deney grubunda kullanilan ogretim materyallerinin ogrencilerin motivasyonlarini ve akademik basarilarini onemli olcude artirdigi belirlenmistir. Ayrica ogretmen adaylarinin uygulamaya yonelik; dersi eglenceli hale getirme ve katilimi artirma, soyut kavramlari somutlastirma, ogrenmeyi kolaylastirma ve kalicilik saglama seklinde olumlu goruslere sahip oldugu belirlenmistir.

Views of Prospective Teachers Versus Practising Teachers about Science, Technology and Society Issues

Abstract The science‐technology‐society (STS) views/positions, beliefs/attitudes, and literacy of social studies and science prospective teachers and of practising secondary school social studies and science teachers have been assessed and their respective STS views, beliefs and literacy profiles established by the use of a shortened version of the Views of Science, Technology and Society (VOSTS) inventory instrument. Significant differences were found between the STS views, beliefs and literacy profiles of subgroups within prospective and practising teachers in the views/positions and the beliefs/attitudes categories. In contrast, no differences were found between the profiles of the subgroup populations in the literacy category. In recognising (a) the key role of teachers in any curricuhr reform; (b) the need of integration of the STS theme in contemporary and future education for all; and (c) the alterable nature of personal STS views, it is recommended that appropriate teacher training programmes shou...

Views of Prospective Teachers and Non-Teachers in a Journalism Graduate Class toward Teaching

Stereotypes of teaching as a profession seemed to influence both teachers and non-teachers among the 46 students studied. Downgrading of teaching by the prospective teachers points to a need for corrective action.