The purpose of this study is to reveal how the development of teacher candidates' knowledge of student is affected by the Teaching Practice course, which presents the opportunity to systematically analyze and reflect learningteaching activities based on video recordings. The classes were conducted in the usual way with the first group of 12, whereas with the second group of 12-formed voluntarily-the lesson analysis framework was integrated. A test consisted of 8 open-ended items was used to evaluate teacher candidates' knowledge of learner. In conclusion, teacher candidates participated in lesson analysis integrated Teaching Practice course performed much better in both identifying learning difficulties and putting forward suggestions. It could be proposed that the Teaching Practice course should be organized with the teacher candidates doing lesson analysis on their own practices.
Bu çalışma ile ortaokul matematik öğretmenlerinin 2018 yılında uygulamaya konulan ilk Liselere Giriş Sınavı'na (LGS) ilişkin görüşlerinin belirlenmesi, karşılaşılan güçlükler ve bu bağlamda öğretmenlerin çözüm önerilerinin alınması amaçlanmıştır. Çalışma, Türkiye'nin farklı bölgelerinde görev yapmakta olan 88 ortaokul matematik öğretmeni ile yürütülmüştür. Örnek olay tarama modelinin benimsendiği çalışmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve 8 sorudan oluşan bir form kullanılmıştır. Çalışmanın sonucunda öğretmenlerin, öğrencilerinin LGS başarılarını genel olarak yetersiz olarak tanımladıkları görülmüştür. Elde edilen diğer bir sonuçta ise öğretmenler, uygulanan yeni sistemi soruların niteliği bağlamında olumlu bulurken mevcut altyapının yetersiz olduğunu belirtmişler, soruların zorluğunun azaltılması ve sınav süresinin artırılmasını önermişlerdir.
IntroductionToday, globalization, migration, nursing scarcity, new diseases, the aging population, and high quality care are complex issues that result in ethical problems for nurses (1,2). For this reason, it is expected that nurses should be aware of professional values and use them in decision making processes while dealing with ethical problems (2,3).Professional values are standard guidelines, directions for professional actions, and clinical decision-making (4). Contemporary nurses are expected to pay attention to professional values and reflect such values in their care practices (5-7). The results of several studies have shown that professional values enable nurses to assess care quality sensitively and enhance their care performances ABS TRACT Aim: The aim of this cross-sectional study was to investigate the perceptions of professional values and job satisfaction levels of pediatric nurses and their influencing factors. Materials and Methods: This study was conducted with 134 nurses working in the pediatric clinics of three hospitals in Turkey. Nurses' Professional Values scale and Minnesota Job Satisfaction Questionnaire were used to collect the data.Results: It was found that the pediatric nurses had high professional values and that job satisfaction scores were moderate. It was further noted that pediatric nurses who were single, received their education in a nursing high school, had professional experience of 11-15 years in pediatric clinics, were working as clinical responsible nurse, and were working during the day shift regularly had higher scores of professional values. It was found that the job satisfaction of the pediatric nurses who were married, received their education in a nursing high school, had professional experience of 11-15 years in pediatric clinics, were working as clinical responsible nurse, and were working at day shift regularly, was significantly higher than the others. The results also indicated a positive and high correlation between pediatric nurses' perception of professional values and job satisfaction levels.Conclusion: It was concluded that promoting professional values among nurses would eventually result in increasing levels of job satisfaction. We believe this study provides substantial data in this particular field in Turkey and it is hoped that it may be used to guide nursing managers to design well-established and unbiased programs for pediatric nurses.
Effective teachers have knowledge not only of the subject they are teaching, but also of how to teach it appropriately. To develop these aspects of knowledge, faculties of education include a number of courses that address the related skills. From the perspective of mathematics teacher education, courses related to mathematics teaching have come to the forefront in recent years. The current study, in particular, attempted to test whether prospective elementary mathematics teachers' (PEMTs) pedagogical content knowledge (PCK) in the domain of algebra improved through attendance in a structured elective course. The study was conducted according to a comparison group research design with 155 prospective teachers. The data collection tool consisted of a 20-question algebra pedagogical content knowledge (APCK) test developed by the researchers in consideration of the knowledge for algebra teaching framework of Ferrini-Mundy and colleagues (2005). The results indicated that the PEMTs who took the algebra teaching course performed better than their peers, with statistically significant differences in the various components of algebra teaching knowledge. Given the findings, some implications for mathematics teacher educators are discussed.
This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.
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