This study aimed to develop Turkish Teacher Candidates’ Self-Efficacies to Use Listening Strategies Scale. Therefore, the study was designed in sequential explanatory design, and sequential timing has been followed. First, the interview study was conducted with 40 participants, and the qualitative data were analyzed through content analysis. Subsequently, an item pool was designed via the findings obtained from the qualitative findings and literature review. Afterward, the draft form was applied to Turkish teacher candidates and 345 valid forms were obtained. As a result of the exploratory factor analysis conducted for the data obtained, we determined that the items were collected in four factors in total. The Cronbach’s alpha coefficient was calculated as .927 for the scale. Confirmatory factor analysis was performed in the last stage, and finally, we found that all factors are statistically significant and the obtained model has a good fit. In addition, we determined that the qualitative findings have chronological categorization and the quantitative findings have thematical categorization. This means that thematic categorization to the listening strategies can be more appropriate for listening skills. Consequently, the scale can be used in determining the self-efficacy perceptions of Turkish teacher candidates to use listening strategies. Furthermore, the scale can contribute to similar studies in the literature.
E pidemic and pandemic periods are as stressful for psychiatric symptoms as well as the physical symptoms of the epidemic disease and can trigger and aggravate psychiatric symptoms, especially anxiety [1,2]. Previously, anxiety levels were found to increase during outbreaks [3].The indication of what could happen during the outbreaks was finally revealed by the corona virus outbreak. Recently, the new human coronavirus disease (COVID-19) is life-threatening all over the world; end of the April 2020, it has become a pandemic that has been affected by more than 2 million people [4].
There is a shifting paradigm in gifted education from person-based approaches (i.e., identifying giftedness) to process-based approaches (i.e., transacting giftedness). This new framework is centered on enriching educational opportunities that will make the process meaningful (i.e., gifted) to everyone in a setting. However, little is known about how this renewed perspective can be applied in teacher professional development. In line with the socio-ecological models, our study aims to identify the best appropriate model to describe teacher self-efficacy (i.e., the dependent variable in the study) as professional development from an ecological perspective and to propose an ecologically intelligent school (EIS) for the advancement of self-efficacy. Structural equation modeling (SEM) was performed to create a model using TALIS 2018 dataset. Afterward, indices of goodness-of-fit criteria were examined for each model. The results indicate that there is a complex ecological background, in that various factors affect the dependent variable. Model 3 was determined as the most suitable model that can be proposed as an ecologically intelligent school (EIS) for the advancement of self-efficacy. The factors within the three layers of the socio-ecological model—communication with teachers, communication with students, school climate, and feeling valued by the national level—altogether created an appropriate model explaining teacher professional development, regarding self-efficacy.
Bu araştırma beşinci sınıf Türkçe ders kitaplarındaki bilgilendirici metin ve hikâye edici metinlerden oluşan iki kategorideki dinleme metinlerinin sınıf düzeyine uygunluğunun belirlenmesi amacıyla gerçekleşmiştir. Ulusoy ve Çetinkaya (2012), tarafından geçerli ve güvenilir olma durumu test edilmiş olan Cümle Doğrulama Tekniği ile gerçekleştirilen bu çalışma, Yozgat ilinin Yenifakılı ilçesinde bulunan Şehit Cuma Karadavut İmam Hatip Ortaokulu 5. sınıfı bitirmiş öğrencilerinden 11 kız öğrenci ve 7 erkek öğrenci; İstanbul ilinin Bağcılar ilçesinde olan Ziya Gökalp Ortaokulu altıncı sınıf öğrencilerinden 16 kız ve 15 erkek öğrenci; Gaziantep ilinin Oğuzeli ilçesinden Atatürk Ortaokulu altıncı sınıf öğrencilerinden 12 kız ve 23 erkek öğrenci olmak üzere 84 öğrenci üzerinde yapılmıştır. Araştırma öğrenci seviyeleri ile dinleme metinlerinin seviyelerinin karşılıklı incelenmesi amacıyla yapıldığından beşinci sınıf dinleme metinleri beşinci sınıfı yeni bitirmiş ve altıncı sınıfın başlarında olan öğrenciler üzerinden çalışma gerçekleştirilmiştir. Araştırma tarama modelinde gerçekleştirilmiştir. Araştırmadan elde edilen bulgulara göre hikâye edici metinlerde erkek ve kız öğrencilerin başarı oranı iyi düzeyde görülmektedir. Bilgilendirici metinlerde ise erkek ve kız öğrencilerin başarı oranı zayıf düzey olarak tespit edilmiştir. Bununla birlikte hikâye edici metinlerde öğrencilerin iyi düzeyde olduğu, bilgilendirici metinlerde ise hem erkek öğrenciler hem de kız öğrenciler açısından zor metinler olduğu görülmektedir.
A new model in teaching Turkish as a foreign language: Culture Days / E. Yazıcı; T.
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