Investigation of the effect of social entrepreneurship on professional attitude and self-efficacy perception: a research on prospective teachers

Aydoğmuş, Mevlüt

doi:10.1080/03075079.2019.1673719

Cited by 10 publications

(11 citation statements)

References 36 publications

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“…According to Mair and Noboa (2003), self-efficacy is the internal resource that, together with empathy and moral judgments, drives the social entrepreneurs' commitment toward the resolution of social issues. Later studies have confirmed the centrality of selfefficacy (Konakll, 2015;Aydogmuş, 2019) and specified that a risk-taking attitude and perseverance are among self-efficacy constituents that motivate the foundation of a social enterprise (Chipeta and Surujlal, 2017).…”

Section: Starting Up a Social Enterprise With Migratory Background: The Role Of Social And Psychological Capitalmentioning

confidence: 95%

Social and Psychological Capital for the Start-Up of Social Enterprises With a Migratory Background

et al. 2020

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The highest number of forcibly displaced people has been currently recorded due to war, poverty, and climate change. Recently, a process that recognizes refugees as reliable interlocutors for the improvement of reception policies has started. Refugees are therefore encouraged to start up social enterprises aimed at fostering newcomers' social integration to participate to such a phenomenon. Positive Psychology, with its focus on human strengths, allows to identify the resources that pushed refugees to turn the difficulties they faced during the journey and the resettlement process into resources for themselves and for the resettlement community. The following paper explores in particular the interplay between social and psychological capital that is at the base of a similar social entrepreneurship project through a case study. A qualitative research has been carried out within a social enterprise with a migratory background to analyze the internal and relational resources that brought founders to start up the venture. Results show that while social and psychological capital were independently activated to start from scratch in the resettlement community, they occurred in interrelation in a subsequent phase when participants transformed their direct experiences related to migration into the human capital of their enterprise.

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Section: Starting Up a Social Enterprise With Migratory Background: The Role Of Social And Psychological Capitalmentioning

confidence: 95%

Social and Psychological Capital for the Start-Up of Social Enterprises With a Migratory Background

et al. 2020

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“…The skills, attitudes and self-efficacy of teachers who will use computer and computer-assisted educational software are very important in the use of this technology (Baş, Kubiatko & Sünbül, 2016;Demirer, Çintaş & Sünbül, 2010;Demirer, Özdinç, & Şahin, 2009). Examining teachers or teacher candidates' perceptions of their knowledge in technology, pedagogy, content, and their intersections is an essential need to determine the level of their knowledge in each domain (Aydoğmuş, 2019;Şahin, 2011). Technological pedagogical content knowledge is the knowledge of using technology, pedagogy, and content at the same time in the same context (Uygun, 2013).…”

Section: Kara 528mentioning

confidence: 99%

An Investigation of Technological Pedagogical and Content Knowledge (TPACK) Competencies of Pre-Service Visual Arts Teachers

Kara

2021

IJTE

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This study aimed to examine TPACK (Technology, Pedagogy and Content Knowledge) competencies of pre-service visual arts teachers. Based on the descriptive and comparative survey model, TPACK competencies of pre-service visual arts teachers were compared on variables of gender, year of study and academic achievement. The participants of the study were 253 pre-service teachers studying in department of visual arts in Education Faculties of Atatürk, Karadeniz Teknik, Mersin and Necmettin Erbakan Universities. TPACK Competencies Scale was used to collect research data. The findings showed that TPACK competencies of pre-service visual arts teachers were low in terms of technology knowledge, but high in content knowledge. In addition, their TPACK competencies vary based on gender, year of study and academic achievement.

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“…In our age, the explosion of information and the accompanying rapid technological development offer new opportunities for all individuals and communities, and also give them many responsibilities. While it is possible to benefit from these opportunities by using technological opportunities, it is clearly seen that institutions or communities that do not use them will fall behind others (Aydoğmuş, 2019;Koyuncuoğlu, 2021;Kaleli, 2020;Sulak, 2009;Yıldız et al, 2004). In today's world, where we continually face a development, there are opportunities provided by distance education technologies for all areas of education.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Visual Arts Teachers’ Attitudes towards Distance Education in the Time of COVID-19

Kara

2021

IJonSES

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In the fight against the 2019 coronavirus disease (COVID-19) pandemic, countries have replaced traditional face-to-face education with distance education as a defense tool. Distance education is not only education and training but also is related to individuals. In today's world, where we are faced with a new development, the conveniences provided by distance education technologies have been used in all areas of education. Therefore, technological developments cause changes in all areas of education systems. These changes affect the quality and functions of art education directly and indirectly. In this study, visual arts teachers’ attitudes towards distance teaching during the COVID-19 pandemic were investigated. For this purpose, the attitudes towards distance education were examined by gender, age and school type variables. The study, which was carried out in the survey model, was carried out with 165 visual arts teachers working in public and private secondary and high schools in Konya, Aksaray, Karaman and Niğde provinces. Distance education attitude scale was used to collect the research data. Findings revealed that visual arts teachers’ attitudes towards distance education were generally negative. In addition, the participating teachers’ attitudes towards distance education differed based on the school type, gender and age variables.

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Investigation of the effect of social entrepreneurship on professional attitude and self-efficacy perception: a research on prospective teachers

Cited by 10 publications

References 36 publications

Social and Psychological Capital for the Start-Up of Social Enterprises With a Migratory Background

Social and Psychological Capital for the Start-Up of Social Enterprises With a Migratory Background

An Investigation of Technological Pedagogical and Content Knowledge (TPACK) Competencies of Pre-Service Visual Arts Teachers

An Investigation of Visual Arts Teachers’ Attitudes towards Distance Education in the Time of COVID-19

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