Pre-Service Teachers` Competencies and Perceptions of Necessity about Practical Tools for Content Development

Eren, Esra; Avcı, Zeynep Yurtseven; Kapucu, Munise Seçkin

doi:10.12973/iji.2015.817a

Cited by 10 publications

(5 citation statements)

References 11 publications

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“…Other studies in the literature also support this finding (Efe, 2015;Dağhan et al, 2015;Eren et al, 2015;Fırat & Köksal, 2017;Tünkler, 2021).…”

Section: Discussion Conclusion and Implicationssupporting

confidence: 60%

Opinions and Experiences of Social Studies Pre-service Teachers on Web 2.0 Tools

2023

PERR

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Web 2.0 tool Social Studies Pre-service Teachers Social studies teaching material Design lesson in social studies Teaching Technology The purpose of this research is to reveal the experiences of social studies pre-service teachers regarding the web 2.0 tools they use as a Material Design lesson in Social Studies Teaching and their opinions based on these experiences. The case study design, one of the qualitative research methods, was used in the research. The study group of the research consists of seven pre-service teachers who are studying in a state university Social Studies Teaching program in the spring semester of the 2021-2022 academic year. The application stages of the research were carried out in 2hour classes for six weeks within the scope of the Material Design in Social Studies Teaching course.The research data were collected at the end of face-to-face interviews with each pre-service teacher after the implementation phases were completed. The data obtained were analyzed by the content analysis method, and diagrams containing themes, subthemes, and codes were created and presented with their frequencies. It was determined as a result of the research that the pre-service teachers preferred the applications chosen by them to produce content because of their features such as ease of use, the richness of content, being usable in the classroom, and being interesting. Regarding content creation processes, it was seen that they enjoyed preparing colorful designs, using applications, learning new information, and designing puzzles/games/digital stories. However, it was observed that they had difficulties because there were paid options in the applications, the language of the application was English, it was difficult to understand the use of the application, and not everyone had a computer. Pre-service teachers thought that the use of web 2.0 tools in social studies lessons would have positive effects on teachers, students, and educational environments they suggested that these tools should be used by all teachers, their usage licenses should be purchased by the Ministry of National Education or school administrations, schools and classrooms should be improved in terms of technological facilities and tools, and in-service training should be organized.

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“…Other studies in the literature also support this finding (Efe, 2015;Dağhan et al, 2015;Eren et al, 2015;Fırat & Köksal, 2017;Tünkler, 2021).…”

Section: Discussion Conclusion and Implicationssupporting

confidence: 60%

Opinions and Experiences of Social Studies Pre-service Teachers on Web 2.0 Tools

2023

PERR

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“…Teachers can plan, implement, and conduct learning assessments according to student conditions, abilities, and diverse backgrounds [25]. In addition, the ability to communicate and establish relationships with parents and school administration is no less essential to be taught in teacher education programs at universities [50].…”

Section: Discussionmentioning

confidence: 99%

Education students’ readiness as professional geographic teachers in the 21st century

Kurniawan¹,

Akhyar²,

Muryani³

et al. 2023

P Sci Edu

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Introduction. In the 21st century, geography learning must be understood in a broader context as a part of the whole education with contemporary features and is able to fulfill recent and future challenges. Geography teacher candidates are required to be professional and possess the complexity of the competencies that must be mastered. Consequently, teachers must be more competent in providing quality learning to students following the demands of 21st-century learning. This study aimed to find the factors determining the readiness of educational students as 21st-century professional geography teacher candidates. Study participants and methods. The research was carried out using a survey method involving 349 students of geography education from campuses in and outside Java Indonesia. The analysis used was the second-order Confirmatory Factor Analysis (2nd CFA) and Structural Equation Modeling (SEM) analysis technique and continued with descriptive-narrative analysis to describe the achievements of each variable. Results. The results showed that the Student Readiness as Professional Teacher Candidates of the 21st Century (KMSGP) both in Java and outside Java showed a significant value, which means that all factors influence the formation of the KMSGP. The strongest indicator in the formation of KMSGP in Java and outside Java is Educators Creating an Environment That Respects Learner Diversity (X2) with a significant relationship of more than 84%. Meanwhile, other indicators that are also high are that Educators Understand the Materials They Teach Well (X3) with a significant relationship of 90% for campuses in Java and Educators Show Leadership (X1) with a significant relationship of 88% for campuses outside Java. Practical significance. Based on the results, the competence of teacher candidates needs to be improved. The efforts can be carried out through tutoring programs, lesson study, designing an authentic learning environment by utilizing learning technology, improve teaching practices in universities, experimental learning, integrating technology in teacher education, teaching multicultural pedagogic skills, self-development, and self-improvement.

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“…Dağhan, Kibar, Çetin, Telli, and Akkoyunlu (2015), in a study conducted with the participation of pre-service teachers, looked at the effects of web diaries used within the context of a course on lessons and found that they were beneficial to pre-service teachers in terms of researching and presenting knowledge. It is thought that pre-service teachers' knowledge of how to use the tools in their classes will also enable them to use the tools in their future classes for educational purposes (Arabacıoğlu & Dursun, 2015;Eren, Avci, & Kapucu, 2015). An analysis of the codes for the four categories indicated that the application Wordwall was preferred the most in the category of assessment while the application Learning App was preferred the most in the category of gamification, the applications Storyjumper, Pooplet, and Voki were preferred the most in the category of language skills and the application Canva was preferred the most in the category of data collection and presentation.…”

Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

Sınıf öğretmenleri covid 19 döneminde Türkçe ve ilk okuma yazma öğretimine web 2.0 araçlarının entegre edilmesi hakkında ne düşünüyor?

Gök

Kesik

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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This study aims to understand the Turkish primary teachers' use of Web 2.0 tools when teaching literacy in the Turkish language. The data were collected from 33 teachers teaching in public and private primary schools across Turkey. Teachers were selected using a criterion sampling method and interviewed using a semi-structured interview form and their responses were analyzed using content analysis. Research results show that Web 2.0 tools are useful in terms of increasing students’ motivation towards lessons and ensuring active learning to occur. The opinions expressed by the participants have revealed that Web 2.0 tools are used for evaluation, reinforcement, revision and teaching grammar subjects and that many of them prefer to use Web 2.0 tools after explaining the subject. While the participating teachers mentioned the concretization of concepts and subjects through digitalization for primary school students and increasing classroom interaction in the category of contributions to educational processes while the problems experienced in the use of these tools were expressed to be the absence of Turkish language option in these tools and difficulty in having access to these tools. In addition, teachers’ inadequacies in using Web 2.0 tools were also expressed as a problem. As solutions to the problems experienced, they stated that the language barrier problem can be overcome by using alternative Web2.0 tools, that the use of Web 2.0 can be made more widespread among teachers through in-service trainings and works can be conducted by the Ministry of National Education of Turkey to provide better opportunities for teachers to have access to technology and internet. In light of the findings of the study, concrete suggestions were made to teachers on how to use these tools in language teaching and suggestions were made to the software developers to design these tools in different languages.

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Pre-Service Teachers` Competencies and Perceptions of Necessity about Practical Tools for Content Development

Cited by 10 publications

References 11 publications

Opinions and Experiences of Social Studies Pre-service Teachers on Web 2.0 Tools

Opinions and Experiences of Social Studies Pre-service Teachers on Web 2.0 Tools

Education students’ readiness as professional geographic teachers in the 21st century

Sınıf öğretmenleri covid 19 döneminde Türkçe ve ilk okuma yazma öğretimine web 2.0 araçlarının entegre edilmesi hakkında ne düşünüyor?

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