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Turkish Journal of Teacher Education
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  This is an Open Access Journal Open Access journal
ISSN (Print) 2147-5156
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  • Does Experience of Hardship Deter Potential Candidates from Joining
           Teaching Profession' Case of Primary School Volunteer Teachers in
           Mzuzu Diocese in Malawi

    • Authors: Victor Mgomezulu
      Abstract: This is a mixed methods study examining the extent to which hardship that primary school volunteer teachers experienced deterred them from joining the teaching profession on permanent basis. The study involved a cohort of 107 volunteer teachers who had assembled for training. A questionnaire and interviews were used to collect data. Prospect Theory guided the study. The paper draws upon the concepts of dignity for and hardship in the teaching profession. The findings reveal that although the majority of the volunteer teachers experienced numerous challenges and hardship, they still enjoyed teaching and they were not deterred from joining the teaching profession on a permanent basis. The hypothesis that there is no correlation between the hardship volunteer teachers experienced and their decision to join the teaching profession was accepted.
      PubDate: 2016-12-31
      Issue No: Vol. 5 (2016)
  • Analysis of Pre-Service Teachers’ Views Toward Models and Modelling
           in Science Education

    • Authors: Serkan Sevim, Hakan Şevki Ayvacı, Ayşe Durmuş, Yılmaz Kara
      Abstract: The purpose of this study is to analyze views of pre-service science teachers (PST) towards concepts of model and modeling. The sample of the study was included 40 PST. All participants were senior students from the department of science education in a State University. The research was conducted during the spring semester of 2012-2013 academic years. A questionnaire was prepared in order to collect data. The questionnaire was composed of open-ended questions and true-false statements. Content analysis and descriptive analysis methods were used to analyze data. From the findings of the study, it can be inferred that PSTs had adequate knowledge about models and modeling. On the other hand, it was seen that PSTs were unaware that representatives they use in their daily lives were models and there were some gaps and mistakes in their knowledge about which examples could be models, and model types.
      PubDate: 2016-12-31
      Issue No: Vol. 5 (2016)
  • Analysis of Implementation and Output Process of a Pilot Study in a School
           in the Context of FATÄ°H Project

    • Authors: Nermin Karabacak, Mehmet Kucuk
      Abstract: The purpose of this study is the analysis of implementation and output process of a high school in which a pilot study conducted in the context of FATİH Project. The method of the study is qualitative. Semi-structured interviews and observations are used for the purpose of the study. Criterion sampling that is one of the purposeful sampling was used. For data analysis, a content analysis was adopted using NVivo 11-a computer-aided qualitative analysis program. Participants are consisted of seven teachers from different fields whose teaching experience ranges from 11 to 20. Interviews with the participants are conducted in April, 2016 academic year II after the research approval. Remarkable findings specific to this study and not found in the literature were identified. Some of the findings are: (i) students´ use of interactive board for extracurricular purposes, (ii) having students a researcher identity with technology support (iii) technology increases social activities and shares among students, (iv) students, participating in research competitions using technology (ii) students, use of Whatsapp for sharing information. These findings are positive for student and three remarkable findings for teachers are: (i) teachers’ approaches towards interactive board for emitting radiation (SAR), (ii) the needs of materials in the field satisfied by experts, (iii) the start of smart book-notebook application that support the project. At the end of this study, it turned out that the participants had positive views although they were in different fields and the willingness about continuing the Project.
      PubDate: 2016-12-31
      Issue No: Vol. 5 (2016)
  • Enhancing Teacher Preparation for Inclusion in Tanzania Universities
           through Prosocial Education

    • Authors: Joseph Reginard Milinga
      Abstract: With the ever growing need for inclusive education, prosocial attributes are considered important in facilitating learning where teachers are key enablers. Today, universities are among core institutions entrusted with the responsibility of preparing teachers. However, little has been written about teacher preparation in Tanzania focusing on how universities prepare teachers in both the academic and prosocial sides of education so that they can transmit the same to learners as they embark on teaching. Linked to both available literature and personal experience, I argue for integration of prosocial values and skills into teacher education programmes at universities so as to enhance teacher quality. Further, the paper calls for role modelling among teacher educators in universities for enhancing acceptable teacher qualities. Along with shed lighting on some anticipated challenges to producing teachers with prosocial orientations, the paper concludes on areas that need to be researched for improved teacher preparation in Tanzania.
      PubDate: 2016-12-31
      Issue No: Vol. 5 (2016)
  • Preservice Elementary Teachers’ Attitudes Towards and Views About
           Drama Course

    • Authors: Ayşegül Oğuz Namdar
      Abstract: The purpose of this study was to identify preservice elementary teachers’ attitudes towards and views about the drama course. The study was conducted with 104 students enrolled in Recep Tayyip Erdogan University, College of Education Elementary Education program in 2012-2013 school year in fall semester and in a drama course. The Attitudes towards Creative Drama Course Scale, developed by Adıgüzel (2006) and including 50 likert scale items, was used as a data collection tool and employed as a pre and post test. The students were asked to write a text about what they learned throughout the course. The written text was analyzed using descriptive analysis by using direct quotations. Findings indicated that there was no significant difference based on gender and education program type (evening program and normal program), however there was a significant difference between pre and post test. It is found that preservice elementary teachers’ views included explanations showing a positive attitude towards creative drama courses. 
      PubDate: 2016-12-31
      Issue No: Vol. 5 (2016)
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