Education has an inevitable effect on character formation and through this process, teachers' role is crucial. Therefore, the aim of the study was analyzing the views of primary school teachers concerning the qualities teachers should have and their self-efficacy perceptions as character educators. This was a descriptive survey study with 301 primary school teachers from schools at different socioeconomical level. Within the study, The Qualities and Efficacies of Teacher in Character Education Scale (QETCES) developed within the study was used and statistical analyses (Mann Whitney U, Kruskall Wallis H, Wilcoxon Signed Ranks Tests) were conducted. The findings showed that women teachers had higher scores regarding both importance level and self-efficacy perception of character education; experienced teachers' self-efficacy perceptions were higher compared to less experienced and teachers graduated from bachelor completion program, educational institution and high school of education felt more efficient through character education compared to graduates of the other programs.
There has been a testing period for the implementation of the foreign language oriented curriculum to understand its contribution to language learning for the fifth graders, in Turkey recently. Accordingly, by considering the experience of the students, teachers and school administrators in the schools where this curriculum is implemented, this study aims at developing suggestions to determine the improvements for the foreign language oriented curriculum, which is to be practiced in the fifth grade of middle school in Turkey as a pilot study during the year of 2017-2018 and planned to be practiced across the country in the upcoming years. The study was carried out with concurrent triangulation design, a mixed method design. The participants consisted of 209 fifth grade students, 6 English teachers and 4 school administrators in Hatay. The data was collected from the students through the survey developed by the researchers and for the interviews with teachers and administrators, two separate semi-structured interview forms were used. Descriptive statistics, thematic and content analyses were utilized for the analysis of data. Validity and reliability of the data were strengthened by the use of various techniques such as getting expert opinion, pilot practice of the data collection tools, data diversity and coder compatibility. The findings of the study show that the participants are generally satisfied with this practice and support the continuation of it on the condition that some problems are solved. Students expressed positive views in the improvement of language skills except for speaking skill. However, some emergent problems related to the practice were revealed. Moreover, there could be possible risks of practicing this curriculum throughout the country considering regional differences, other lessons’ hours and teacher insufficiency. It is essential to evaluate it continuously in terms of creating a sustainable curriculum and implementing it efficiently.
Eleştirel düşünme, bireylerin düşüncelerini mantık süzgeçlerinden geçirerek, alternatiflerin gözden geçirilmesi, açık ve doğru bilgilere dayanan bir düşünme sürecini kapsar. Okulun ve dolayısıyla eğitimcilerin rolü, eleştirel düşünme açısından düşünüldüğünde; çok yönlü düşünme, sorgulama, ayrıntıya girme gibi yolları kullanma açısından oldukça önemlidir. Bu bağlamda öğretmenlerin eleştirel düşünmeye ilişkin farkındalıklarının incelendiği bu çalışmada 42 öğretmenden yazılı bir form aracılığıyla veriler toplanmıştır. Öğretmenlerin sundukları metaforların analiz edilmesi sonucunda metaforları açıklayan farklı bakış açılarından yararlanmak, çok yönlü ve boyutlu düşünme, sorgulama, akıl yürütme ve muhakeme gibi kategorilere ulaşılmıştır. Genel olarak öğretmenlerin kullandıkları metaforlar ve verdikleri örneklerin benzer şekilde eleştirel düşünme tanımlamaları ile tutarlı oldukları ve eleştirel düşünmeyi doğru şekilde açıkladıkları görülmüştür.
Introduction:Students could react to the learning activities, teachers, or administrators knowingly and willfully, many times intentionally by resisting in various ways. A detailed analysis of this definition indicates that unlike naughty behaviors, resistance behaviors do not develop suddenly, they are often planned beforehand by the student, and they contain some messages to the person or institution they are directed at. These kinds of behaviors could have negative effects not only on students’ academic, social, and psychological development but also on teachers’ professional satisfaction. Therefore, these issues should be elaborated carefully. However, despite the importance indicated in the literature, students’ resistance behaviors are one of the neglected issues that are not investigated adequately. With reference to this need, the presented study aims to identify perceptions of primary school teachers about students’ resistance behaviors.Methods:The participants were 152 primary school teachers. Data were collected through the Student Resistance Behaviors Scale for Teachers (SRBS-T) and Teacher Interview Form. In addition to descriptive statistics, data were analyzed using t-test and one-way ANOVA. Also, a qualitative descriptive analysis was conducted regarding qualitative data of the study.Results:Results show that the mean scores for SRBS were “medium” on a 5-point Likert scale. While teachers’ perceptions about resistance behaviors showed no significant differences according to gender and the type of school they graduated from, scores showed significant differences in terms of teachers’ years of seniority. According to the teachers, the most encountered resistant behaviors were gathered under the themes of resistance to teacher authority and hostile attitudes towards the teacher/peers.Discussion:Through discussion, the results obtained by the scale and interviews were discussed. All the findings showed that teachers are important receivers of resistance behaviors and they are facing with different types of resistance in the classroom.Limitations:It is obvious that these results were limited to the reached primary school teachers. Another limitation was that the data within the study collected via SRBS-T and interviews.Conclusions:The study showed that teachers and students are the key components of the educational process and students could show resistance to both the process and teachers in different ways. As this study only focused on primary teachers’ experiences, more studies could be organized through understanding the resistance middle and high school teachers face with as well. Further research could be conducted with students to see how they feel and behave when they feel resistance as well as with other teachers working at various levels of education and in various institutions.
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