This study aims to expose the training and experience that pre-service teachers acquire in the course of their study at schools of education in regard to the use of information and communication technology (ICT). The study adopts the survey model and its sampling is comprised of 832 pre-service teachers who attend four different faculty of education in Turkey. The data were collected by means of a scale developed by Tondeur, van Braak, Siddiq and Scherer (2016) on the basis of SQD (Synthesis of Qualitative Evidence) model. It was basically found that pre-service teachers do not receive adequate training and support in regard to the use of ICT in education during the courses of their study at faculty of educations. This situation varies statistically according to gender and the faculty of education variables. In the process of technology integration in teacher education, it is important in terms of effectiveness and efficiency that resources other than human and human power are handled in a more realistic way. So, it is considered that the findings of the present study may help in the processes of planning and implementing the technology integration in teacher education.
Using both quantitative and qualitative research techniques, we investigate the effect of leaders' style and personality on foreign policy. The study examines six Turkish leaders, Süleyman Demirel, Bülent Ecevit, Necmettin Erbakan, Recep Tayyip Erdoğan, Abdullah Gül, and Turgut Özal, and 18 foreign policy cases to answer the followings: Do Turkish leaders differ from each other in terms of their personality traits and styles? How did their styles affect their foreign policy choices? How did they react to various domestic and international constraints they encountered in cases of foreign policy? Our findings suggest that: (a) in terms of their personality traits, Turkish leaders do not collectively fit in one category; (b) there are some stark differences among our six leaders, although some leaders are more similar to each other than others in terms of their personality traits and styles; (c) these differences were observable in the foreign policy decisions they made.
It is important to find out whether the content of a simulation has any effect on learning, whether students learn better when the simulation is about a conflict they directly experience as opposed to a conflict they have hardly heard about, and whether learning about a specific conflict changes from one identity group to another. In this article, we address these questions in a five-group experimental study, with direct parties to the conflict (Israeli-Jewish, Palestinian, and Guatemalan), third/secondary parties to the conflict (Turkish, American, and Brazilian), and distant parties to the conflict. Our results indicate that learning varies not only from one group to the other, but also with the salience of the conflict. While the simulations increase the level of knowledge about that particular conflict in almost all situations, when attitude change is concerned, the effects diversify from one group to the other.One who is far from my eye is also far from my heart. G€ ozden ırak, g€ on€ ulden de ırak. . .An old Turkish proverb Simulations and role-plays are used frequently in the teaching of conflict analysis and resolution. In traditional simulations, students act out a specific conflict or negotiation scenario delivered by the instructor. Especially in the last decade, role-playing has been subject to criticism by researchers and instructors on several grounds. Following these criticisms, which called for assessing commonsense assumptions about conflict and negotiation teaching, scholars assessed the effectiveness of simulations in teaching conflict and negotiation. Despite the growing number of studies inquiring about the effectiveness of simulations, several issues are still relatively untouched. For instance, we know very little about the effect of computer-based simulations, especially the effects of peace games. The literature emphasizing the negative effects of violent war games is abundant, yet there is little research on the effects of peace games and whether they increase the players' ability to empathize with the other or their willingness to negotiate and problem solve.We also know little about the effectiveness of simulations in different cultural contexts and whether different cultural groups relate to the same content in a similar way or not. Education scholars argue that the context in which learning takes place matters. So, does the content of simulation have any effect on learning? Do students learn better if the simulation is about a conflict they directly or personally have Negotiation and Conflict Management Research
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