No abstract

ÖzBilinçli nesiller yetiştirmek üzere eğitim alan öğretmen adaylarının medya okuryazarlığı bilgi ve becerisi hayati öneme sahiptir. Bu nedenle bu çalışma ilk kez pilot uygulama olarak medya okuryazarlığı dersini alan Türkçe öğretmeni adayları (N: 57) ile bu dersi almamış olan İngilizce öğretmeni adaylarının (N: 65) medya ve medya okuryazarlığı kavramlarına yönelik algılarını saptamayı, kendilerini medya okuryazarı olarak görüp görmediklerini belirlemeyi ve medya okuryazarlığını üniversite eğitiminde olup olmaması gerektiğine dair görüşlerini toplamayı amaçlamıştır. Bu çalışmada açık uçlu sorular kullanılmış ve nitel veri analiz yöntemleri kullanılmıştır. Sonuç olarak medya okuryazarlığı dersini alan öğretmen adaylarının açık uçlu sorulara cevap verirken kullandıkları toplam kelime sayısının (F: 5099) bu dersi almayan öğretmen adaylarının kullandığı toplam kelime sayısının (F: 2915) neredeyse iki katı olduğu saptanmıştır. Ayrıca katılımcıların medya tanımlarına bakıldığında 47 (%38) katılımcının medyayı araç olarak tanımladığı görülmüştür. Medya okuryazarlığı tanımında ise İngilizce öğretmeni adayları bu kavramı en çok bilinçli kullanım (F: 16) olarak tanımlarken Türkçe öğretmeni adayları bu kavramı en çok eleştirel düşünme (F: 22) ile bağdaştırmışlardır. Her iki grupta da öğretmen adaylarının yarısından fazlası kendini medya okuryazarı olarak tanımlamıştır. Medya Okuryazarlığı dersinin üniversite eğitiminde yer alması konusunda ise Türkçe öğretmeni adaylarının İngilizce öğretmeni adaylarına göre daha yüksek seviyede olumlu görüş bildirdiği görülmüştür.Anahtar kelimeler: Medya, medya eğitimi; medya okuryazarlığı, öğretmen adayları, öğretmen eğitimi

Education for sustainable development (ESD) guides and empowers educators to reshape their thinking style and move towards a sustainable future. It has attracted a lot of attention and been studied in different perspectives. However, contextual factors have not been studied in relation to sustainable development for teacher education. Therefore, this study aims to find out the possible effects of changing contextual factors on preservice and in-service teachers in terms of sustainable education for their profession. For this purpose, 267 pre-service teachers from four different universities and 50 inservice teachers from 15 different cities participated in the study. Out of 317 participants, 245 stated that contextual factors influence their teaching habits adversely, while 54 reported that they ignored the outer factors. In light of the data gathered, it can be said that the participant teachers were mostly pessimistic about the effect of contextual differences on ESD. Based upon participant statements, a new theory emerged. According to this theory, there are personal (P), institutional (I), stakeholder-related (S), environmental (E) and training-related (T) factors which positively and/or negatively influence ESD in teacher education. In this regard, the new theory was formed with the first letters of the related factors and called P.I.S.E.T. These findings suggest that pre-service teachers should be exposed to various school settings during their practicum and inservice teachers should receive context-related support from the stakeholders to enhance their professional skills and act in line with the principles of ESD.

The current paper aims to investigate foreign language (L2) writing anxiety levels of Turkish EFL students with regard to their foreign language writing performance, gender, age and language level. The participants were 120 preparatory class students from A1, A2, and B1 levels at a state university in Turkey. The data were collected through an inventory, namely The Second Language Writing Anxiety Inventory by Cheng (2004a), and midterm and final exam scores. According to the results of statistical procedures, it was found that 43.3% of the participants had high levels of foreign language writing anxiety while 34.2% of them had moderate and 22.5% of them had low anxiety levels. Additionally, the participants from A1 level had the highest level of writing anxiety (M=68.5). Furthermore, it was revealed that females had higher anxiety levels than males. The results from multiple regression analysis indicated that all variables together accounted for 23.3% of variance. Writing anxiety was significantly predicted by gender (β = -.33, p

This phenomenological research aimed to investigate the reflections of 34 pre-service English teachers and 31 lecturers on distance education during the COVID-19 pandemic in Turkey. An online interview form was employed as data collection tool. The participants were sent the online form to collect their reflections on their online learning/teaching experiences during the pandemic. These reflections were analysed using phenomenological research steps. At the end of the analyses, distance education was found to be useful for improving the participants’ technological literacy skills and delivering theoretical courses. However, it was found to be inappropriate for practical courses such as teaching practicum and community service practices. Furthermore, the participants used various metaphors to define their online teaching/learning experiences like emergency exit, one-sided mirror, frozen lake, growing in a cage, driving a car, and sky. The participants mostly did not receive any training before using the online platform. In light of the findings, it can be claimed that necessary arrangements should be made to improve the quality of online learning platforms and both pre-service English teachers and their lecturers should receive training to benefit from distance education more effectively. In this way, pre-service English teachers can be better prepared for their future teaching in case of distance education.