Sosyal Bilgiler Öğretmenliği Eğitimi Program Standartlarının Belirlenmesi?

Taş, Ayşe Mentiş

doi:10.1501/egifak_0000000091

Cited by 15 publications

(11 citation statements)

References 1 publication

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“…This result may be related to teaching methods and the curricula of education faculties in Turkey [68][69], because most of the lessons in curriculum of the education faculties in Turkey are field courses such as history, geography and biology. For example, in the social studies teacher curriculum studied by the study sample, there are a total of 136 hours of compulsory theoretical lectures per week spread into 8 semesters.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies

Özdemir¹,

Kesten²,

Işkın³

2017

ujer

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The purpose of this study is to examine the effects of four-year-long undergraduate education on the learning styles of prospective teachers of social studies. This study was conducted in accordance with longitudinal method, which is one of the research designs used in developmental psychology researches. The study was conducted with the participation of 70 prospective teachers of social studies who studied at Ondokuz Mayis University Faculty of Education between 2009 and 2013 and who volunteered to participate in the study. The learning styles of prospective teachers were found by using Kolb's learning styles inventory in the first and last years of their undergraduate education. When the data from this assessment tool were analyzed, it was found that undergraduate education did not cause a significant difference in the perception (concrete experience-abstract conceptualization) and processing (reflective observation-active experimentation) ways in the learning styles of prospective teachers and similar results were found when the variable of gender was taken as the basis.

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Section: Discussionmentioning

confidence: 99%

The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies

Özdemir¹,

Kesten²,

Işkın³

2017

ujer

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“…Özkılıç (1991) yaptığı araştırma sonucunda da öğretmenlerin iş arakadaşlarıyla işbirliği içinde olduklarını ve sürekli etkileşimde bulunduklarını belirtmiştir (akt. Taş, 2004). Sınıf öğretmeni adaylarının hepsi üniversite 3.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

A Comparison between Pre-service and In-Service Elementary Teachers’ Subject Matter Knowledge of Pattern of Figure

2016

IJESIM

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The aim of this study is to determine the subject matter knowledge of pre-service and in-service elementary teachers related to pattern of figure and to compare them with respect to their subject matter knowledge about pattern of figure.In this research design of sequential explanatory strategy which is one of the combined strategies has been used. The study group of this research consisted of 30 volunteer in-services elementary teachers working at four different state schools in Adana and Mersin and 30 pre-service elementary teachers who were studying in 4th grade in Çukurova University. Data were collected with "Matter Knowledge of Pattern of Figure Test" whose score reliability measured by KR-21 was 0.78 and structured questionnaire. Obtained quantitative data were analyzed using Mann-Whitney U test whereas qualitative data were analyzed using case study. Based on the results of the quantitative analysis, it can be said that in-service elementary teachers are more successful than pre-service elementary teachers with regard to subjectmatter knowledge about pattern of figure. It can be inferred that both groups had difficulty in answering the test items which three dimensional shapes were used. The results of qualitative analysis reveals that in-service elementary teachers appeals to external supports in order to enhance their subject matter knowledge related to pattern, whereas it can be said that preservice elementary teachers met with the pattern in college.Keywords: 1 pattern of figure, in-service elementary teacher, pre-service elementay teacher

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“…In this respect, HEC in Turkey set the standards for the qualified teacher in 1999. However, they were not put into practice (Taş, 2004). These indicate that attempts to standardize teaching in Turkey were directed by MNE and HEC with a lack of coordination.…”

Section: Efl Teaching Standards In the World And In Turkeymentioning

confidence: 99%

A Metaphorical Study: EFL Teachers' Concepts of "Standard", "Standards for Quality EFL and International Teacher"

Erişen¹

2015

IOJES

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Delving into the multifaceted functions of EFL teaching, such concepts of global society as lingual and cultural diversity in the center of education manifest a big challenge for EFL. To deal with these demands on the teachers starts with setting the minimum level of practice expected of trainees and teachers: standards. Within this respect, this study was conducted to explore EFL teachers' metaphorical images about the concepts of "standard", "quality EFL teacher", "standards for quality EFL teacher" and "international teacher". 82 EFL teachers working in the Anatolian part of Istanbul in 2014-2015 academic year participated in the study. Data was collected through a form in which teachers were asked to produce a metaphor about each of the four mentioned concepts. Collected data was analyzed by using "content analysis technique". As a result, teachers were found to produce such metaphors about standards as a star, a scale, a book, a recipe to attract attention to the guiding nature of the standard to do the best. As result of the analysis of the metaphors in categories, teachers were also found to see quality EFL teacher as a multidimensional person, a lifelong learner, a guide and a multicultural domain. Moreover, they emphasized the facilitating impact of the standards on the quality of teaching service performed by EFL teachers. Participant teachers also stressed the cultural dimension of being an international teacher by resembling international teacher to a bridge between the local (national) and the universal cultures as a self sacrificing professional attempting to light the way for the students by keeping to be updated.

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Sosyal Bilgiler Öğretmenliği Eğitimi Program Standartlarının Belirlenmesi?

Cited by 15 publications

References 1 publication

The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies

The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies

A Comparison between Pre-service and In-Service Elementary Teachers’ Subject Matter Knowledge of Pattern of Figure

A Metaphorical Study: EFL Teachers' Concepts of "Standard", "Standards for Quality EFL and International Teacher"

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