COVID-19 has caused great changes in education. Routines, practices, and especially the technologies used in teaching have differentiated at all levels of education. The purpose of this study is to determine the technologies used by faculty members for instructional purposes before and during the COVID-19 pandemic and their perspectives on the use of these technologies after the end of pandemic. A close-ended questionnaire was used for gathering data in this survey research study. Participants are150 faculty members from different ages and fields. Findings indicate that, although faculty members experienced various issues (e.g., infrastructure problems, access to technology, and lack of experience in technology) while teaching through technological facilities during the pandemic, they are in favor of using tools such as WhatsApp, Google classroom, Zoom Meeting, Facebook, and e-mail after the end of pandemic due to the different facilities they provide.
Teaching practice, which has a significant impact on the professional development of pre-service teachers, has been greatly affected by the COVID-19 pandemic. During the pandemic process, pre-service teachers have conducted teaching practice through distance education. The aim of this study is to determine whether the pre-service teachers have acquired the learning outcomes determined within the framework of the objectives of the teaching practice with distance education, which is a new format for teaching practice. To collect data, we used an open-ended questionnaires formatted on a Google-form responded by 246 pre-service teachers. The results of the study show that most of pre-service teachers could not acquire the learning outcomes determined within the framework of the objectives of teaching practice with teaching practice through distance education. Pre-service teachers attribute this to the lack of actual classroom environment and lack of communication and interaction with students. The findings of the study also indicate that teaching practice through distance education enabled pre-service teachers to gain knowledge about distance education tools and experience on how to use them.
Values that shape the behavior of individuals and determine their appropriateness, morality, effectiveness and beauty add meaning to life and are closely related to human life. In this study, it is aimed to examine the ten root values determined in the 2019 Turkish Teaching Program published by the Ministry of National Education in the works published on migration and immigration. In the study, in which the document analysis method, one of the qualitative research methods, was used, Halepli Zeynep written by Mevlana İdris Zengin, Umut Sokağı Çocukları written by Gülsevin Kral and JuJu Beni Unutma by Çiğdem Sezer were examined. As a result of the examinations, eight messages related to the value of helpfulness, seven messages related to the value of patriotism and three messages related to the value of love were identified in the JuJu beni unutma. In Halepli Zeynep, only four messages were found regarding the value of "helpfulness" and it was seen that the novel Umut Sokağı Çocukları contains six messages, three about the value of benevolence and three about the value of love. When the findings obtained from this study are compared with other studies on the subject, it reveals that Çiğdem Sezer's novel JuJu Beni Unutma and Mevlana İdris Zengin's Halepli Zeynep can be useful in conveying the root values. However, it is understood that all three works can be useful in raising an awareness of the readers about immigration and refugees, which is now a reality of our country, and in making them feel empathy towards immigrants and refugees.
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