Evaluation of teacher candidates’ life skills in terms of departments and grade levels

Avci, Dilek Erduran; Korur, Fikret; Turgut, Sümeyye

doi:10.21449/ijate.749534

International Journal of Assessment Tools in Education

2021

DOI: 10.21449/ijate.749534

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Evaluation of teacher candidates’ life skills in terms of departments and grade levels

Dilek Erduran Avci¹,

Fikret Korur²,

Sümeyye Turgut³

Abstract: The purposes of this research were (i) testing the factor and model structure of the life-skills scale (LSS) on teacher candidates and (ii) inspecting the life skills of teacher candidates according to their departments and grade levels. The participants consisted of 518 teacher candidates, all of whom were students in their sophomore or senior years in the education faculty of a state university. The data were collected through the LSS, which has 83 items. The confirmatory factor analysis of LSS verified the … Show more

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Cited by 3 publications

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The Development of Life Skill Education Evaluation Model at Life Skill Training Centre

Subarkah¹,

Kartowagiran²,

Sumarno³

et al. 2022

INT J EDUC METHODOL

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<p style="text-align: justify;">This research aims to develop the product of the life skill education program (LSEP) which is accurate, credible, and effective. This research used the Plomp model. The model covers the input, process, output, outcome and consists of instrument, scoring guidance, and good or bad criteria. The instruments used in the model are the questionnaire, observation sheet and interview guide. The content validity of the questionnaire and observation sheet was proved by expert judgement and continued by using the Aiken Formula, the construct validity of the questionnaire was proved by the construct validity using the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The content validity of the questionnaire and observation sheet involved 9 validity experts. The questionnaire construct was done in two steps; the first step involved 65 students analyzed using EFA and the second step involved 199 students analyzed with CFA. The reliability of the observation sheet and questionnaire was estimated by using the Cronbach Alpha technique. The result of the trial model and its analysis shows that all the instruments are good. LSEP model is tested by involving 15 students in the course and training institute. The result of the trial model shows that the model is effective because the users explains that the model is: a) comprehensive, covering many components and sub component programs such as the input, process, output, outcome, b) practical, simple and easy in usage, c) economical, not needing much cost, energy, and time, also d) supported by valid and reliable data collection instrument.</p>

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The Development of Life Skill Education Evaluation Model at Life Skill Training Centre

Subarkah¹,

Kartowagiran²,

Sumarno³

et al. 2022

INT J EDUC METHODOL

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Okul Öncesi Öğretmenlerinin Yaşam Becerilerine İlişkin Görüş ve Uygulamalarının İncelenmesi

İyi

Çoban

2023

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmada okul öncesi öğretmenlerinin yaşam becerilerinin öğretimine ilişkin görüş ve uygulamalarının incelenmesi amaçlanmıştır. Çalışmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. MEB’e bağlı bağımsız anaokullarında görev yapan 24 öğretmen çalışma grubunu oluşturmaktadır. Veriler, araştırmacılar tarafından geliştirilen Yaşam Becerileri Öğretimi Görüşme Formu ile toplanmış ve içerik analizi ile analiz edilmiştir. Bulgular incelendiğinde, öğretmenlerin yaşam becerilerine ilişkin doğru tanımlamalar yaptıkları ve bu becerilerin okul öncesi dönem çocuklarına öğretilmesini gerekli ve önemli buldukları belirlenmiştir. Ayrıca öğretmenlerin çoğunluğu yaşam becerileri öğretimine ilişkin kendilerini yeterli hissettiklerini ancak bu konuda bir eğitim verilirse katılmak isteyeceklerini ifade etmişlerdir. Buna ek olarak, çalışma grubunun çoğunluğu MEB Okul Öncesi Eğitim Programını yaşam becerileri öğretimi açısından yetersiz bulduğunu belirtmiştir. Öğretmenlerin yaşam becerilerine ilişkin uygulamaları incelendiğinde ise; çocukların yaşam becerilerini desteklemek için farklı öğretim yöntem ve teknikleri kullandıkları ve bu becerileri etkinlikler ve rutinler aracılığıyla öğretim sürecine dahil ettikleri saptanmıştır. Diğer taraftan; yaşam becerilerini çocuklara öğretirken aile, materyal-ortam ve çocuk kaynaklı bazı zorluklarla karşılaştıkları ortaya konmuştur. Araştırmanın bulguları doğrultusunda okul öncesi öğretmenlerinin seminerler ve koçluk programları gibi hizmet içi eğitimlerle desteklenmesi önerilmektedir.

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Defining Life Skills in health promotion at school: a scoping review

Darlington-Bernard,

Salque,

Masson

et al. 2023

Front. Public Health

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BackgroundLife Skills have been central to Health Promotion interventions and programmes with children and adolescents for over 40 years. School is a strategic setting for Life Skills education. Recently, policy-and decision-makers have focused on Life Skills development for youth. Research on Life Skills has gained momentum. Different terms are used to discuss and define Life Skills. Research identifies a lack of conceptual definition. The purpose of this study is to identify the definitions in the literature in English and French, and to reach a conceptual and consensual definition.MethodThe Scoping Review methodology was used. Three research questions aim to identify how Life Skills are defined in the field of health promotion at school, to see whether a conceptual and consensual definition exists, and, if relevant, to propose a conceptual definition. The search was conducted in 5 databases by 3 reviewers. This study focused on full-text publications in English or French, human studies, health promotion in school, school pupils, teacher training, and with a definition of Life Skills. Publications on after-school activities, higher education outside teacher training, adult education, other than peer-reviewed scientific papers were excluded.Results48 publications were included in English and 7 in French. NVIVO was used to determine and compare the French and English terms used for Life Skills and their definitions. According to the three research questions, (i) the terms used to define Life Skills are diverse and numerous, with different purposes at school in relation to health promotion, and different taxonomies, and relate to different areas of research; (ii) no consensual, conceptual definition of Life Skills was found; (iii) further semantic, epistemological and ontological clarifications are required.ConclusionSome conceptual definitions of Life Skills exist without consensus. Life Skills being at the crossroads between different fields could explain this and is illustrated by the multiplicity and diversity of the terms employed, and the various taxonomies and purposes used at school in health promotion. This may also explain why they are difficult to evaluate. Defining Life Skills consensually cannot be achieved due to the diversity of research perspectives from different fields.

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Evaluation of teacher candidates’ life skills in terms of departments and grade levels

Cited by 3 publications

References 29 publications

The Development of Life Skill Education Evaluation Model at Life Skill Training Centre

The Development of Life Skill Education Evaluation Model at Life Skill Training Centre

Okul Öncesi Öğretmenlerinin Yaşam Becerilerine İlişkin Görüş ve Uygulamalarının İncelenmesi

Defining Life Skills in health promotion at school: a scoping review

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