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.
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.
European Council Modern Languages Department that aims developing a common foreign language program, a common standard in foreign language teaching, common criterions and a tool that based on this, has forged The Common European Framework. Also Turkey, in the year of 2000, because of the Socrates program, adopted a language teaching according to this framework. Language teaching is also cultural education, with this side, combining culture elements that Turkish depends with language teaching is quite important. An important part of Turkish also forms literary texts. In these literary texts Nasreddin Hodja holds an important place and one of the important source that must use in language education process. In this study, potential value of Nasreddin Hodja jokes was revealed by document analysis method. Place of Nasreddin Hodja in the field of teaching Turkish to foreigners was examined and according to language levels that determined in European Language Portfolio, Nasreddin Hodja jokes was offered.
This study aims to discover the best appropriate model to explain reading success of academically gifted students through the ecological model. Three models (i.e., Model 1, Model 2, and Model 3) were created by using three layers of the ecological model to investigate the ecological background of reading success. In line with the literature, seven explanatory factors were examined among the items in the student questionnaire of PISA 2018. Exploratory factor analysis to detect factors and confirmatory factor analysis to validate them were used respectively. Cronbach’s Alpha values of each factor (internal consistency) were also calculated. Structural equation modeling was performed to create a model explaining reading success. Afterward, indices of goodness-fit-criteria were examined. The findings indicated that there is a complex background for reading. All factors (i.e., perception of difficulties, perception of competence in reading, enjoyment of reading, teacher support, teacher feedback, value of school and disciplinary climate in the classroom) have a significant effect on reading. According to the results, Model 3 has the best model fit indices among other models. This model, having more complexity and interaction among latent variables, was found as the most comprehensive and appropriate model due to being coherent with the ecological model.
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