Identifying teacher education programme students' pre-service teacher identities may guide the explanations on teacher development, and investigating early teacher identity can reveal important implications vital for classroom practice in teacher education institutions. Therefore, a Turkish scale to measure pre-service teacher identity is needed. The aim of this study was to adapt Early Teacher Identity Measure (ETIM) by Friesen and Besley (2013) into Turkish and to investigate this scale's psychometric properties. The sample of the study consisted of 449 students at teacher education programmes at Gaziantep Faculty of Education. After completing all necessary translation and linguistic equivalence processes, confirmatory and exploratory factor analyses were conducted in order to investigate ETIM's psychometric properties. The other adaptation analyses included the split-half reliability coefficient and the test-retest reliability of the scale, item discrimination analysis calculated through a comparison between the top and bottom 27% groups, and criterion validity analysis. All these analyses revealed that the adapted version of ETIM meets all the requirements of an adapted scale in another culture, and the total score can be used as 'ETIM score'.
Investigating the relationship between them can reveal important implications vital for classroom practice in teacher education institutions. Therefore, this study investigated the relationship between pre-service teachers" early teacher identity and their need for cognition. The research data was collected with the sample which consists of 449 students studying at Gaziantep Education Faculty. "Early Teacher Identity Measure (ETIM)" was used to measure pre-service teacher identities of teacher candidates. The data related to the need for cognition were collected by "Need for Cognition Scale (NFCS)", and the data related to the personal information of the students were gathered by "Personal Information Form". The relationship between early teacher identity and need for cognition was analysed through a Pearson Product Moment Correlation, and it was found that early teacher identity and need for cognition are two separate but related constructs (r= .62, p<.01). This means that as the level of need for cognition increases, the participants" early teacher identity scores increase.
This study was conducted to investigate the effects of different types of glosses and no-gloss condition on second language vocabulary learning. There were totally 81 high school students involved in the study, and they were randomly divided into three groups: L1-gloss group, L2-gloss group, and No-gloss group. These three groups were subjected to three main tests: reading comprehension test, immediate vocabulary test, and delayed vocabulary test. They were also asked to complete a student opinion questionnaire to examine their opinions about the use of the glosses and the types of glosses. In order to find out the differences in these test scores for three different groups, a one-way between-groups ANOVA with planned comparisons and a mixed between-within ANOVA were conducted. Secondly, word retention was tested by looking at the difference in the number of words gained between immediate vocabulary test and delayed vocabulary test again through the same mixed between-within ANOVA. Results indicated that there was a significant difference between glossed and no gloss groups on each test. For each condition, L1 gloss group had the highest mean score followed by L2 gloss group. It was also found that there was a significant decrease in the scores for each gloss condition after a two-week time interval. The results of the student opinion questionnaire revealed that students prefer glosses in reading texts by mostly favouring L1 glosses over L2 glosses.
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