This paper examines student teachers' perceptions of the course of school experience in a teacher education programme in Turkey. Data were obtained through interviewing student teachers in Canakkale Onsekiz Mart University, Turkey. In order to analyse the data, Strauss and Corbin's grounded theory methodology was adapted. The analysis revealed that although the current teacher education programme put emphasis on effective practical training, in some circumstances student teachers feel that their chances of gaining real teaching experiences are minimal. The study suggests that there is a need for further strengthening the existing school-university partnership in teacher education.
ABSTRACT. This research aims to investigate primary school students' reading attitudes with respect to different variables. Quantitative research method is used in this research. Participants involved 3rd and 4th grade students who attend primary schools in Çanakkale during 2015-2016 academic years. Simple random sampling is used in this research. Data is collected through Reading Attitude Scale adopted by Çakıroğlu ve Palancı (2015). In the data analysis, first, percentage and frequency distribution will be calculated. Then, the analysis carried out to understand whether the data meet the assumptions of normality. Findings of this research indicate that students feel a bit unhappy regarding the recreational reading attitudes and a bit happy regarding the academic reading attitudes. There is no significant difference in students' recreational and academic reading attitudes in favour of girls or boys. Besides, third graders recreational and academic reading attitudes are found more positive than fourth graders. Findings also showed that 11 year-old students have more positive attitudes of recreational reading while 9 year-old students have more positive attitudes of academic reading. Furthermore, there are no significant difference students' recreational and academic reading attitudes in terms of maternal education level. However, significant difference found in students' recreational reading attitudes in favour of fathers who graduated high school, while there is no significant difference in academic reading attitudes in favour of maternal education level. Keywords: Primary Students, Reading Attitudes, Academic Reading Attitude, Recreational Reading Attitude SUMMARY Purpose and Significance: Students' attitudes towards reading show their views on reading for enjoyment and appreciating books. Turkish curriculum aims to help students to enjoy reading and learning. Previous research pointed out that there is a direct correlation between the development of reading skills and students' attitudes towards reading. Students who have positive attitudes towards reading learn effectively. However, students' attitudes towards reading effect their academic achievement and cognitive levels of learning. In order to develop students' attitudes of reading and reading habit, we need consider their developmental features. The literature emphasize that primary school students do not hold positive attitudes towards reading. Factors such as family and environment influence students' attitudes. However, language and cognitive skills develop at a young age. Developing a negative attitude towards reading will cause the failure of reading and students' reading performance will decrease. Students who develop negative attitudes towards reading show
This research aimed to understand the third and fourth grade primary students' level of social-emotional learning skills. Besides, the research also examines the students' social-emotional learning skills in terms of various variables. Social-Emotional Learning Skills Scale is used to collect data. Firstly, primary students' social emotional learning levels are determined. Then, their social emotional learning skills are examined according to gender, age, class level, location they live in, parental education status and students' Turkish and Math's grades. Findings of this research revealed that students show higher social-emotional learning skills. There is a significant difference regarding the mothers' educational status in favor of high school and there are also no significant difference found students' social-emotional learning skills according to the fathers' educational status. Also, there is a significant difference of students' social-emotional learning levels according to the Turkish-Math grades in favor of successful students.
Since the paradigm of teaching and learning has been changed in Turkey as well as in many countries throughout the world , the primary curriculum introduced in the 2005 ̶ 2006 academic year considered constructivism as a model. Through these changes, the importance and use of alternative assessment strategies are also emphasised. This brought the issue of training pre-service teachers in which they can use these strategies effectively when they become teachers. Many researchers agree that self-efficacy is one of the determining issues in understanding pre-service teachers' actual behaviour in practice. This research aims to investigate pre-service teachers' self-efficacy on alternative assessment. This study is supported by the Scientific and Technological Research Council of Turkey (project number 112K321). Data are collected from the primary pre-service teachers in CanakkaleOnsekiz Mart University. The 'Selfefficacy Scale for Alternative Assessment' developed by the author was administered to pre-service teachers. In addition to this, 7 preservice teachers are also interviewed to elaborate the issues raised in the scale. Findings revealed that pre-service teachers have high selfefficacy regarding the use of alternative assessment. Among the pre-service teachers, there is no statistically significant difference regarding gender and regarding their educational background. Pre-service teachers' responses to the interviews also supported the findings from the quantitative part of this research. Although pre-service teachers indicated that the nature of the subject and students' level will influence their way of using alternative assessment strategies, they all claimed that they will use these strategi es when they become teachers.
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