E itim Fakültesi ö retim elemanlarının Avrupa Birli i Hayat Boyu Ö renme Projelerine (ABHBÖP) ili kin tutumlarının çe itli de i kenlere göre (akademik unvan, kurumda Avrupa Birli i projelerinin yürütülme durumu, proje sayısı, proje hazırlama yeterli i) incelenmesi ve ö retim elemanlarının görü lerine dayanarak ABHBÖP'ne ili kin mevcut durumun (ö retim elemanlarının bilgi düzeyi, bilgi kaynakları, projelere katılma ya da katılmama sebepleri, projelerin mesleki ve ki isel geli im ile e itim sistemine etkisi) belirlenmesi amacıyla karma modelde ara tırma gerçekle tirilmi tir. Bu amaç do rultusunda kolay ula ılabilir örnekleme tekni iyle belirlenen Türkiye'deki üniversitelerin E itim Fakültelerinde görev yapan 211 ö retim elemanına ara tırmacılar tarafından geli tirilen "Avrupa Birli i Hayat Boyu Ö renme Projelerine li kin Tutum Ölçe i" uygulanmı ; maksimum çe itlilik örneklemesi tekni iyle belirlenen 9 ö retim elemanıyla görü me yapılmı tır. Do rulayıcı ve açımlayıcı faktör analizi çalı malarıyla ve Cronbach Alpha güvenirlik katsayısının hesaplanmasıyla ölçe in geçerlili i ve güvenirli i kanıtlanmaya çalı ılmı tır. Çalı ma sonuçları, E itim Fakültesi ö retim elemanlarının ABHBÖP'ne ili kin olumlu tutuma sahip olduklarını göstermektedir. Ayrıca ABHBÖP'nin ki isel geli ime (i birlikli çalı ma, özgüven, giri imcilik, problem çözme becerileri, yabancı dil kullanımı, yurt dı ı deneyimi, çok kültürlü bakı açısı kazanma, vb.), mesleki geli ime (akademik geli im, bilimsel çalı ma üretme, akademisyenler arası etkile im ve motivasyon) ve e itim sistemine (farklı e itim sistemlerini tanıma ve kar ıla tırma) olumlu katkı sundu u sonucuna varılmı tır. Ancak süreçte ya anan sorunların ö retim elemanlarının projelere etkin olarak katılamamalarına neden oldu u görülmü tür. Anahtar Kelimeler: Avrupa Birli i Hayat Boyu Ö renme Projeleri, Ö retim Elemanı, Tutum, Görü . AbstractOn the purpose of investigating the Education Faculty academicians' attitudes towards the European Union Lifelong Learning Projects (EULLP) according to various variables (academic statue, the generation of European Union Projects at the university, participated project frequency, project generation competency) and determining the present situation about EULLP based on the academicians' views (academicians' knowledge level, information sources, the reason for taking part in project or not, the effects of projects on individual and professional development as well as education system) mixed method research was done. For the purpose "Attitude scale towards the European Union Lifelong Learning Projects" developed by the researchers were applied to 211 academicians at Education Faculty in Turkey, who were determined with easily accessible sampling technique and 9 academicians at a university chosen regarding maximum variability sampling technique were interviewed. It was studied to prove the reliability and validity of the scale with the help of exploratory and confirmatory factor analysis and Cronbach alpha reliability parameter. The results of the study indicate ...
Since learning to learn and entrepreneurship as lifelong learning competencies get importance, it is expected from teacher candidates to have positive attitudes towards learning and to be entrepreneur. Owing to this, it was aimed to investigate preschool teacher candidates' attitudes towards learning and their entrepreneurship levels in terms of various variables in addition to determine the effect of their attitudes towards learning on their entrepreneurship levels. The research was carried out via participation of 170 teacher candidates having been educated at department of preschool education at Mersin University. "Atitude Scale towards Learning" developed by Kara (2010) to determine teacher candidates' attitudes towards learning and "Entrepreneurship Scale for Undergraduate Students" developed by Yılmaz and Sünbül (2009) to determine their entrepreneurship levels were used. Descriptive statistics was done to determine preschool teacher candidates' attitudes towards learning and their entrepreneurship levels. Tests of differentiation among means was carried out to define whether differentiation occurs in preschool teacher candidates' attitudes and perceptions on entrepreneurship levels according to such variables as gender, grade and the frequency of use of ICT for learning. Path analysis was carried out to state the effect of preschool teacher candidates' attitudes towards learning on their perception about entrepreneurship levels by using Lisrel Program. The findings of the study indicated preschool teacher candidates' positive attitudes towards learning and high perceptions on entrepreneurship. Moreover, it was concluded that attitude towards learning wasn't a variable affecting entrepreneurship level.© 2014 IOJES. All rights reserved Keywords: 1 learning, attitude, entrepreneurship, pre-school teacher candidate Extended Abstract PurposeIt is neccessary for individuals to have such knowledge, skills and attitudes defined as lifelong learning competencies in order to overcome their learning needs. Entrepreneurship and self learning are skills individuals are expected to have (European Commission, 2007). First of all, Individual is expected to have positive attitudes towards learning with regard to lifelong learning concept emphasizing learning is going on during life. Since attitudes are significant in humans' life, their professions, in the process of solving problems and achieving a goal (Kara, 2010). In other words, negative attitudes towards learning play a disincentive role in self learning and becoming entrepreneur. When it is thought needs are regarded in education, instruction should be designed to provide individuals to be entrepreneur and have positive attitudes towards learning. Since learning to learn and entrepreneurship as lifelong learning competencies get importance, it is expected from teacher candidates to have positive attitudes towards learning and to be
Öz: Yenilikçi materyal tasarlamanın sınıf öğretmeni adaylarının yenilikçilik düzeylerine etkisini ve yenilikçi materyal tasarlama sürecinden sonra öğretmen adaylarının yenilikçilik algısını ortaya çıkarmak amacıyla gerçekleştirilen bu çalışma durum çalışması olarak tasarlanmıştır. Araştırma grubunu 2013-2014 öğretim yılında Mersin Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Programında 3. sınıfta öğrenim gören 27 öğretmen adayı oluşturmaktadır. Yenilikçi materyal tasarlama süreci öncesi ve sonrasında öğretmen adaylarına bireysel yenilikçilik ölçeği ve yenilikçilik algısı anketi uygulanmıştır. Ayrıca uygulama sürecinde öğretmen adaylarının yenilikçi materyal tasarlama sürecine ilişkin günlük tutmaları istenmiştir. Elde edilen nitel verilerin analizinde Nvivo 8 programı yardımıyla içerik analizi yapılmıştır. Nicel veriler, betimsel istatistikler, ilişkili ve ilişkisiz örneklemler için t-testi analiz teknikleriyle çözümlenmiştir. Çalışma sonunda, yenilikçi materyal tasarlayan sınıf öğretmeni adaylarının yenilikçilik düzeylerinde artışın olduğu sonucuna ulaşılmıştır. Ayrıca öğretmen adaylarının eğitimde yenilikçilik, yenilikçi öğretmenin özellikleri ve yenilikçi materyal geliştirme konusunda algılarının oluşturulduğu görülmektedir. Yenilikçi materyal geliştirme sürecine ilişkin öğretmen adaylarının olumlu görüşleri çalışma sonuçlarındandır.Anahtar Kelimeler: materyal geliştirme, yenilikçilik, öğretmen adayı The Effect of Designing Innovative Material on the Elementary School Pre-service Teachers' InnovativenessAbstract: The study, having been carried out to determine the effects of designing innovative material on the elementary school prospective teachers' innovativeness and present their perceptions on innovativeness after the process of designing innovative material, was designed as a case study. Research group consisted of 27 third grade prospective teachers educated at Elementary School Teaching Program at Mersin University during 2013-2014 academic year. Individual innovativeness scale and innovativeness perception questionaire were applied to the prospective teachers before and after the process of designing innovative materials. Moreover, they were desired to keep diaries about the design of innovative materials. Content analysis was done via Nvivo 8 program for the analysis of qualitative data. Quantitative data was analyzed through such techniques as descriptive statictics, t-test for dependent and independent samples. As a result of the study, an increase in the innovativeness level of the elementary school prospective teachers desinging innovative materials was dedued. Furthermore, it was observed that the prospective teachers' perceptions on innovativeness in education, the properties of innovative teacher, innovative material design existed. Moreover, the prospective teachers' positive views on design of innovative materials was among the results of the study.
Problem StatementAcquisition of research qualifications are one of the most demanded learning outcomes of education faculties. There is great emphasis on building a research identity by developing the skills of students in the department of education faculties. However, very few surveys analyze the current situation of university students in the department of Early Childhood Education concerning research qualifications and anxiety level towards research. Purpose of StudyThis paper attempts to reveal the relationship between research qualifications of preschool teacher candidates and their anxiety towards research and whether or not the research qualifications of preschool teacher candidates and their anxiety level differ according to numerous variables. Methods A correlational survey model is used. One hundred and eighty teacher candidates were reached during their education as freshmen, sophomores, juniors, and seniors in the department of early childhood education at Mersin University. "The Anxiety towards Research Scale" and "The Research Qualifications Scale" were implemented. Descriptive statistics, Pearson Correlation Coefficient and difference of means tests were implemented in order to determine findings. Findings and ResultsThis study indicates preschool teacher candidates possess high research qualifications and low levels of anxiety towards research. The results show gender makes no significant difference in their research qualifications and their level of anxiety towards research. When analyzed at class level, preschool teacher candidates in the 4 th year of study * Dr. Mersin University, Faculty of Education, Mersin, Turkey, yavuz.gamze@hotmail.com ** Prof. Dr. Mersin University, Faculty of Education, Mersin, Turkey, tyanpar@gmail.com *** Mersin University, Faculty of Education, Mersin, Turkey, gurolyokus@gmail.com 58 Gamze Yavuz Konokman, Tuğba Yanpar Yelken & Gürol Yokuşpossessed the highest research qualifications and fairly low research anxiety. In terms of research anxiety, undergraduates in the 3 rd year of study possessed the highest level of anxiety towards research, and 2 nd year undergraduates possessed the lowest level of anxiety. Also, individuals who had research experience were aware of the scientific research process. Conclusions and RecommendationsIt is suggested that instructors of these courses should identify the current knowledge of undergraduates about the class topic and should attempt to correct student misconceptions about research. The scientific research methods course is suggested to be taken in the first year of the early childhood education program. Also, for research experience, undergraduates should be given more opportunities to participate in research environments, spend more time there, have easy access to necessary materials, and be given guidance. Also, undergraduates should be supplied with previous research project samples so they can examine them in detail, which will probably decrease their anxiety and apprehension levels. Lastly, it is a good idea to...
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