Authors:Sam Woolford Abstract: Student investment in learning is often stronger when learning incorporates student choice, ‘real-world’ authenticity, and creativity. This action research investigated the impact of a particular tool for emphasizing these elements in learning: A free-choice, or ‘Genius Time,’ project in which middle school students in an independent all-boys school were asked to develop and carry out an individual project to investigate anything of their choosing, as part of their regular science class. This study aimed to determine how a project like this could impact student skill-building, self-efficacy, motivation, and student learning through the practice of inquiry. Through surveys, student self-assessment, student interviews, and teacher journaling, the results showed that this project was successful in building essential ‘21st Century’ skills, such as initiative, risk-taking, persistence, and resilience. In addition, students were engaged in meaningful inquiry learning because they were required to exercise and grow their own agency for learning, including their self-efficacy. Finally, this project may have facilitated a shift in participant personal motivation toward more intrinsic (rather than extrinsic) factors. These findings support a larger body of research and reporting about the effectiveness of project-based learning, and free-choice or passion projects in particular, to engage students with inquiry in meaningful ways. PubDate: Mon, 05 Dec 2022 12:05:23 PST
Authors:HÜLYA YILDIZLI et al. Abstract: This study aims to investigate the primary school mathematics teachers’ questioning skills in class. It also includes observation of the questioning skills of two primary school mathematics teachers. This mixed-methods research study follows an explanatory sequential design. Initially, quantitative data were collected from 265 primary school mathematics teachers through a questioning survey developed by the researchers. On the other hand, qualitative data were obtained by observing two teachers who answered this survey and were easily accessible to the researchers for six weeks. One of the researchers was in the role of participant-observer in this observation process, and both teachers were observed for six weeks. Findings from the survey show that mathematics teachers’ in-class questioning skills are at a good level. However, the observation results yielded findings that contradicted the survey results. The survey findings indicate that the item on teachers’ use of open questions had a higher mean value than the item on closed-ended questions; however, the observations showed that teachers used closed questions more than open questions. While teachers’ use of rhetorical and managerial questions in the survey data was moderate, it was quite high in the observational data. PubDate: Mon, 05 Dec 2022 12:05:09 PST
Authors:Jon M. Clausen Abstract: While teacher education candidates and faculty have improved their knowledge and skills with technology, challenges remain regarding their understanding of how to integrate technology effectively within their pedagogical practices. One solution is to provide models of purposeful technology integration within instruction that embeds digital pedagogy throughout the learning process. This paper describes how a teacher education program is addressing the need to engage candidates and faculty around issues of technology integration and adoption. This is done through participation in a Breakout EDU game focused on introducing candidates, and faculty to what might be possible when integrating technology within their instructional practices. Throughout the paper, we describe how restructured instructional spaces and the Breakout EDU game model technology integration and has initiated change within the teacher preparation program. PubDate: Mon, 05 Dec 2022 12:04:57 PST
Authors:Ramazan Cansoy et al. Abstract: This study examined Teacher Professional Learning (TPL) practices and obstacles identified by 17 elementary school teachers in Turkey, a country with a centralized education system. The study employed a qualitative method to gather specific reflections from individuals. Research findings revealed that a variety of professional learning activities take place in schools through sharing teaching practices, offering and/or seeking collegial assistance, experimenting with alternative teaching methods, and using the internet effectively. Findings also indicated that several constraints hinder TPL at Turkish schools. First, teachers lack sufficient time at school to collaborate and share regularly. Since teachers see classrooms as private spaces, they do not observe their colleagues’ lessons. Second, school-based teacher professional development programs are inadequate and ineffective. Third, bureaucracy causes unnecessary waste of time. Fourth, lack of equipment in some schools makes it difficult for teachers to try new teaching techniques. Finally, meetings for cooperation between schools in the same region are unproductive. PubDate: Mon, 05 Dec 2022 12:04:43 PST
Authors:Kristi Allen et al. Abstract: The purpose of this qualitative, semi-structured interview study was to explore the role of a reading interventionist within an elementary school setting to help bring increased clarity to the responsibilities of a reading interventionist. Research questions focused on the role and impact reading interventionists when working with developing readers at the elementary level. Twelve reading interventionists from around the United States were chosen to participate in the interview. Multiple data sources were used including audio recordings transcribed, follow-up questions, and memos. Elementary schools have implemented a Response to Intervention model where reading interventionists focused on Tier 2 and Tier 3 students. They had multiple duties and responsibilities within the school, including working with all school personnel and providing data sources to drive intervention. Limitations included all female interviewees and limited participants due to emotionally and physically demanding times in teaching. This study recommends that administrators acknowledge the heavy workload that is expected of reading interventionists and provide proper training needed to adequately support students and staff. PubDate: Mon, 05 Dec 2022 12:04:30 PST
Authors:HASAN DİLEK et al. Abstract: Teacher competency is a key research area because of the strong link between child development and the quality of early childhood education. This study aims to examine early childhood teachers’ self-reported pedagogical competency profiles and to determine the factors affecting their profiles. To reach that aim, a mixed-method study was designed as an explanatory sequential design. The participants comprised 290 early childhood teachers for the quantitative portion and 15 for the qualitative. The Early Childhood Teachers Competencies Assessment Rubric and an interview form, both developed and proved valid and reliable by researchers, were used. Two-step cluster analysis and inductive content analysis approaches were used to analyze the data. Some important findings are as follows: the teachers were grouped into high-, mid-, and low-competence clusters based mainly on the differences in the areas of instructional technology and educational planning competency. As the teachers indicated, social and individual factors determine their competency profiles. Furthermore, the teachers explained about their ongoing professional development endeavors to improve their competency profiles. The results of the study are discussed in detail, and suggestions are presented for planners/practitioners of teacher professional development programs, curriculum developers and faculty members at higher education institutions, and policymakers at the national and international levels in the hard way to reach out to more qualified early childhood education. PubDate: Mon, 05 Dec 2022 12:04:15 PST
Authors:Büşra Kartal Abstract: This study examined preservice elementary mathematics teachers’ technological pedagogical content knowledge (TPACK) development throughout their final year in the natural setting of a teacher preparation program. Data were collected from thirty-eight preservice teachers via a TPACK self-assessment scale with seven subdomains at the beginning and end of the final year. Descriptive statistics, correlation and regression analysis were used. Results showed that participants had significantly positive gains in their PK, TK, TPK, PCK, and TPACK with medium to large effect sizes. Correlation analysis indicated that participants developed a more integrative understanding of TPACK. Participants’ TCK, TPK, and PCK were significant predictors of their TPACK at the end of the program. The teacher preparation program seems to support preservice teachers’ pedagogical thinking primarily. Therefore, it is suggested to enhance the technological aspects of the program. PubDate: Mon, 05 Dec 2022 12:04:03 PST
Authors:Connie DiLucchio et al. Abstract: : Faculty instructors of a master’s level teacher research course share findings from a study on the impact of teacher researcher on classroom practice and teacher autonomy. Authors describe the M.Ed. program and research capstone course where graduate students (practicing teachers) complete a semester-long research project. They share their qualitative inquiry examining the impact of teacher research on participants who completed teacher research 2010-2018. Findings derived from surveys and interviews suggest that teachers (a) adapt their instructional practices and their thinking about learners’ needs and (b) develop confidence and a greater sense of autonomy following a semester-long research experience. Authors suggest implications for teachers, administrators, and the field of teacher research. PubDate: Mon, 05 Dec 2022 12:03:49 PST
Authors:Fatma Özüdoğru Dr. Abstract: This research investigated the effect of differentiated instruction on Turkish preservice teachers’ academic achievement and self-directed learning readiness in an online teaching profession course. The study utilized a pretest-posttest control group design. Data were collected through an achievement test and a self-directed learning readiness scale. The independent samples t-test, paired samples t-test and analysis of covariance were used to analyze the data. The findings revealed that online differentiated instruction had a significant impact on the academic achievement of preservice teachers while it did not create a significant difference in terms of self-directed learning readiness. As a reult, it is seen essential for teacher educators to conduct differentiated instruction in order to enhance preservice teachers’ academic achievement and motivate them to use this approach in their future classes. It is also suggested that preservice teachers be provided with sufficient scaffolding to improve their self-directed learning readiness. PubDate: Mon, 05 Dec 2022 12:03:36 PST
Authors:Bilge Cerezci et al. Abstract: This study explores how past and present experiences with mathematics interact as teacher candidates engage in a series of critical inquiry and reflection opportunities embedded in a mathematics methods course. The study involved 28 teacher candidates enrolled in an undergraduate education program within a large university. Data were collected through a series of written reflections and semi-structured interviews. The results reveal that the teacher candidates possess a wide variety of feelings towards mathematics, yet they are often influenced by how they were taught as students. Further, negative experiences with mathematics appear to be more prevalent than positive ones. Opportunities for critical inquiry and reflective thinking allowed the participants to develop new understandings about teaching and learning mathematics. Overall, the findings indicate that there are meaningful pedagogical opportunities for giving teacher candidates opportunities to revisit previous experience, construct new meaning, and challenge old assumptions about teaching and learning mathematics. PubDate: Thu, 26 May 2022 14:23:29 PDT
Authors:İLHAN İLTER et al. Abstract: In this qualitative case study, we investigated teachers' experiences of distance education during the COVID-19 pandemic in Turkey. Participants were 69 elementary school teachers at varying levels of experience. The purpose of the study was to explore elementary school teachers' experiences regarding advantages and challenges of distance education, and the deficiencies in learning outcomes that they observed in their students during the instructional processes. To explore the teachers’ experiences, we conducted semi-structured interviews with them. We analyzed the data obtained from the interviews using the coding analysis method. The results show that participants quickly learned how to use technological platforms, improved their technological literacy skills, and ensured the continuity of education for students through online learning opportunities. Participants also addressed the challenges they were confronted with in the process of adjustment. Most challenges included inequality of opportunities, problems with technology, insufficient socialization, amotivation, low involvement and poor preparation for online education, as well as non-authentic interaction. Participants stated that they observed a decrease in students' reading comprehension and writing skills, an increase in mathematical operation errors, inability to achieve high-level goals, and a decrease in their motivation to learn during distance education. For this reason, they did not believe that distance education met adequately students’ needs, educational and pedagogical standards. PubDate: Thu, 26 May 2022 14:23:16 PDT
Authors:Chet Nath Panta et al. Abstract: This paper showcases how spiritual engagement with critical awareness helps to bring about reforms at school being comprehensive, just, and inclusive as far as possible. It further looks for the reconciliation of spirituality and criticality so as to deconstruct deep seated leadership myths via dimensions of critical spirituality, namely critical self-reflection, deconstructive interpretation, performative creativity, transformative action, and relational self and autoethnography. Reconciling spirituality with critical perspective inspires to have a critical and holistic understanding of engaged spirituality and leadership theorising critical spirituality as an ontological and epistemic praxis to connect inner world to the outer social reality and materiality. It appears that adherence to spirituality through critical engagement helps to create a vibrant educational leadership space issuing a sense of optimism, utopian envisioning, challenging the taken for granted assumptions, and embracing spiritual diversity. PubDate: Thu, 26 May 2022 14:23:04 PDT
Authors:Suzan CANLI et al. Abstract: The present study aimed to investigate the impact of organizational climate on organizational creativity based on the perceptions of teachers employed in secondary education institutions. The study sample included 275 teachers assigned with the cluster sampling method. “Organizational Creativity Scale” and “School Climate Scale” were employed to collect the study data. Descriptive and hierarchical regression analyses were used to analyze the study data. The study findings demonstrated that organizational climate affects organizational creativity and sub-dimensions. It was found that organizational climate affects administrative creativity the most and individual creativity the least. Organizational climate dimensions that affected organizational creativity were leadership and interaction, and sincerity. Organizational climate dimensions that affected individual creativity were democracy and commitment to school, achievement factors, and conflict. The organizational climate dimension that affected administrative creativity was leadership and interaction. Organizational climate dimensions that affected social creativity were leadership and interaction, and sincerity. PubDate: Thu, 26 May 2022 14:22:52 PDT
Authors:Nazlıcan Durukan et al. Abstract: In this study, we aimed to determine metacognition strategies that science teachers use in science lessons and activities they can perform within the scope of these strategies. We used an instrumental qualitative case study design. Research data were collected from science teachers working in public schools during the 2018-2019 academic years. Research findings revealed that science teachers' definitions related to the metacognition concept are developed and compatible with the definitions in the literature. We also found that science teachers use most of the metacognition-enhancing strategies proposed in the literature. In this context, results showed that science teachers generally do plan before the lesson, encourage their students to ask original questions and think for themselves, motivate their students to evaluate their learning experiences based on multiple criteria, hearten their students to empathize and be motivated, help their students to cope with the difficulties, create environments where students can reflect their ideas, try to make students aware of their behaviors, ask their students to explain their statements, perform role-playing and drama activities and try to be a role model for their students. However, science teachers use journal-keeping strategies less than other strategies. We believe that the research can make a significant contribution to the literature and serve as a substantial resource for especially young teachers to gain a solid background in metacognition and how it can be incorporated into one’s teaching practice. PubDate: Thu, 26 May 2022 14:22:39 PDT
Authors:Gül Özüdoğru Abstract: This study aimed to investigate pre-service teachers’ e-learning styles and their attitudes towards e-learning and present the relationship between them via correlational survey model, one of the quantitative methods. The study group was composed of 322 pre-service teachers. Demographic Information Form, E-learning Styles Scale and Attitude Scale towards E-learning were used online to collect data at the the fall semester of the 2020-2021 academic year when training was carried out completely in the form of distance education due to the COVID-19 pandemic. Pre-service teachers were found to have the highest e-learning style score in the independent learning style. Their attitudes towards e-learning were above average. It was found that independent learning style differed by gender and verbal and logical learning styles differed by department. While there was no difference in the attitude towards e-learning by gender, a significant difference was found by department and the their place of residence. A low level positive correlation was identified between pre-service teachers’ attitudes towards e-learning and visual-auditory, social, independent and logical learning styles. PubDate: Thu, 26 May 2022 14:22:26 PDT
Authors:ILKNUR EGINLI et al. Abstract: Action research offers teachers an empowering and transformative experience of professional engagement. Teachers engaging in action research are argued to develop their inquiry skills and to adopt a growth mindset in contrast to a fixed mindset. This study explored the complex relationship between teachers'-researcher self-efficacy beliefs and growth mindset hypothesizing that action research can impact.The participants of this study were composed of 219 practicing English language teachers who have had varying degrees of action research engagement during or after their graduate programs in English Language Teaching. A quantitative research design was used, and two questionnaires were employed. The findings showed that while teachers’ researcher efficacy beliefs are dramatically raised with the increase in their action research involvement, there was no noticeable relationship between teachers’ mindset and teacher-researcher self-efficacy beliefs. We drew critical implications for language teachers and provided recommendations for a sustainable engagement in action research, which could impact both self-efficacy and mindset. PubDate: Thu, 26 May 2022 14:22:14 PDT
Authors:GONCA HARMAN Abstract: The purpose of this study is to investigate pre-service science teachers’ favorite scientists. This study was conducted according to a screening model. The study group consisted of 199 volunteer pre-service teachers who were attending in the Science Education Department at a state university in Turkey. Of the total pre-service science teachers, 56 were first grade, 57 second grade, 55 third grade, 31 fourth grade, 172 female, and 27 male. In the study, I asked, “Who is your favorite scientist' Why' Please, write your reason.” and pre-service science teachers wrote their favorite scientist with reasons. Data obtained was analyzed by using content analysis method. As a result of the research, it was seen that pre-service science teachers wrote 28 different scientists. Eight scientists were Turkish-Islamic and 20 were foreign. 27 scientists were male, one was female. Six female pre-service science teachers wrote Marie Curie as their favorite scientist. Pre-service science teachers’ favorite scientists were mostly foreign both at grade levels and in general total. The most written favorite scientists were Aziz Sancar, Ibn-i Sina, Albert Einstein, Isaac Newton and Nikola Tesla. PubDate: Thu, 26 May 2022 14:22:01 PDT
Open Access journal
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