Okul Öncesi Öğretmen ve Öğretmen Adaylarının Eğitim İnançları ve Özyeterlik İnançları Üzerine Bir İnceleme

Balci, Aslı; Küçükoğlu, Adnan

doi:10.24106/kefdergi.2712

Cited by 5 publications

(2 citation statements)

References 35 publications

(25 reference statements)

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“…Although this result may seem natural, many studies based on gender comparison have been conducted in the literature. These studies reveal no significant difference according to the gender variable (Tümkaya, 2011;Memduhoğlu, 2015;Taşkın & Hacıömeroğlu, 2010;Şimşek, 2003;Kozikoğlu & Altunova, 2018). Other studies show that female teachers communicate more effectively than male teachers (Erdem & Okul, 2015).…”

Section: Discussionmentioning

confidence: 91%

Examination of educators' self-efficacy for effective communication

Yahşi¹

2021

CJES

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The aim of this study is to determine the perceptions of self-efficacy, effective communication skills of administratorsand teachers in Izmir. For learning processes to be effective, it is very important that educators have effective communication skills and develop their self-awareness in this regard. Determining the effective communication self-awareness of educators will contribute to the literature and guide higher policy practices. This study considers the following questions: Is there a significant difference in effective communication self-efficacy subscale scores according to educators’ task type and gender, years of service and branch? This study uses the scanning model, a quantitative research method. The data collection tool consists of two parts: first, personal information about the educators; second, the scale items of the Effective Communication Self-Efficacy Inventory. The Inventory was consists of 41 items. Four main results were obtained from the findings of this study. A significant difference was found in favor of managers in all three subscales of the inventory. This can be explained by the fact that administrators see communication as a more necessary requirement than do teachers, in order to better maintain the education process. Keywords: administrators, communication skills, self-efficacy, administrators-teachers.

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Section: Discussionmentioning

confidence: 91%

Examination of educators' self-efficacy for effective communication

Yahşi¹

2021

CJES

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“…In their study, Balcı and Tezel Şahin (2016) focused on whether the features offered by Facebook to its users are a usable tool for family participation in educational programs and how these features can be used for family participation. It is emphasized that the problem of time and space, which is one of the biggest obstacles in front of the work, can be eliminated.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the Usability of Social Media in Education in Türkiye with Machine Learning

PARLAKKILIÇ

2024

Milli Eğitim Dergisi

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This study aims to examine students' views on the usability of social media sites. University students were given a questionnaire with five-point Likert scale questions in order to learn about their demographics and the usability of social media platforms in terms of ease of learning, effectiveness, memorability, fault tolerance, and satisfaction for social media platforms. It was determined that participants of 34.6% to use Facebook, 36.2% to use Twitter, 90% to use Instagram, 10.8% to use Linkedin, and 93.8% to use YouTube. All usability dimensions for Facebook, Instagram, LinkedIn, and Youtube have been shown to be identical. While participant error tolerance varies for Twitter, other factors have no bearing on the usability dimension. At the end of the research, the usability of Youtube was rated 3.44 (68.8%), that of Twitter 3.45 (69.0%), Facebook 3.44 (68.8%), Instagram 3.42 (68.4%), and LinkedIn 3.32 (66.4%). 3.42 (68.4%) was the overall usability score for social media platforms. Social networking networks' usability is just above 68 on the System Usability Scale, which is considered borderline. It is necessary to increase the usability of all social media platforms so that people may utilize them more effectively. It is important to make sure that students are using social media networks as an effective teaching tool. Additionally, it's important to educate pupils about the dangers of social media and the safety measures that can be implemented. They should also be taught how to use social media and the internet safely, and they should monitor what the pupils do there.

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Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Börekci¹,

Uyangör

2021

Participatory Educational Research

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The purpose of this study is to examine the partial mediating effect of epistemological beliefs in the correlation between preferences towards educational philosophy and the curriculum design approach of preservice teachers. For this purpose, pre-service teachers' educational philosophy preferences, curriculum design orientation, and epistemological beliefs have been analyzed, and a model has been developed. Three different instruments have been implemented to randomly chosen 568 pre-service teachers in several departments in Necatibey Faculty of Education of Balıkesir University in Turkey. In the analyzing process, first, a measurement model has been developed, and compatibility of the model with real data has tested, second, Pearson correlation coefficients have calculated, and the levels have defined, third, t values have calculated for the direct effect between preference for educational philosophies and curriculum design orientation preference, and at last, the epistemological beliefs have added to the model, and the moderating role on them has calculated. Based on findings, it can be concluded that from the pre-service teachers perspective; there is a positive correlation between widely accepted educational philosophies, and curriculum design orientations and there is a positive correlation between epistemological beliefs in effort and contemporary educational philosophies. In line with that, there is a positive correlation between epistemological belief in effort, and student-oriented design and problemoriented design. Besides educational philosophy preferences (P=.14) and epistemological beliefs (P=.18) have a separate effect on curriculum design orientation, and epistemological beliefs (CIs = -.029 ~ .588) do not have a mediating role on the effect of educational philosophy preferences.

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Okul Öncesi Öğretmen ve Öğretmen Adaylarının Eğitim İnançları ve Özyeterlik İnançları Üzerine Bir İnceleme

Cited by 5 publications

References 35 publications

Examination of educators' self-efficacy for effective communication

Examination of educators' self-efficacy for effective communication

Evaluation of the Usability of Social Media in Education in Türkiye with Machine Learning

Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

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