Subjects -> EDUCATION (Total: 2566 journals)
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EDUCATION (2200 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 4)
21st Century Pedagogy     Open Access   (Followers: 12)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 10)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 81)
Academic Psychiatry     Full-text available via subscription   (Followers: 34)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 68)
Accounting & Finance     Hybrid Journal   (Followers: 63)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 25)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 14)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access   (Followers: 1)
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 90)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 47)
Action Research     Hybrid Journal   (Followers: 53)
Active Learning in Higher Education     Hybrid Journal   (Followers: 396)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 18)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 275)
Adult Education Quarterly     Hybrid Journal   (Followers: 258)
Advanced Education     Open Access   (Followers: 19)
Advances in Building Education     Open Access   (Followers: 8)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 38)
Advances in High Energy Physics     Open Access   (Followers: 29)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 14)
Africa Education Review     Hybrid Journal   (Followers: 31)
African Journal of Chemical Education     Open Access   (Followers: 6)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 12)
African Journal of Health Professions Education     Open Access   (Followers: 7)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 13)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access   (Followers: 1)
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 4)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 9)
Ainedidaktiikka     Open Access  
Akademos     Open Access   (Followers: 2)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 4)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 2)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 3)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 3)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 9)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 18)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 16)
American Educational Research Journal     Hybrid Journal   (Followers: 259)
American Journal of Business Education     Open Access   (Followers: 17)
American Journal of Distance Education     Hybrid Journal   (Followers: 35)
American Journal of Education     Full-text available via subscription   (Followers: 295)
American Journal of Educational Research     Open Access   (Followers: 76)
American Journal of Health Education     Hybrid Journal   (Followers: 39)
American Journal of Physics     Full-text available via subscription   (Followers: 58)
American String Teacher     Full-text available via subscription   (Followers: 3)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 8)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 9)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 30)
Art Education     Hybrid Journal   (Followers: 1)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 49)
Arts Education Policy Review     Hybrid Journal   (Followers: 6)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 13)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 27)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 16)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 28)
Asia-Pacific Science Education     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 7)
Asian Journal of Distance Education     Open Access   (Followers: 5)
Asian Journal of Education and Social Studies     Open Access   (Followers: 3)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 19)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 5)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 17)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 258)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 50)
Assessment Update     Hybrid Journal   (Followers: 7)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access   (Followers: 5)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 20)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 8)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 6)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Researcher     Hybrid Journal   (Followers: 34)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 5)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 10)
Australian Journal of Education     Hybrid Journal   (Followers: 51)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 11)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 15)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 7)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 473)
Australian Journal of Teacher Education     Open Access   (Followers: 31)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 7)
Australian Screen Education     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 356)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 3)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 6)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 10)
Beyond Behavior     Hybrid Journal   (Followers: 1)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioeduscience     Open Access   (Followers: 3)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 13)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 280)
British Journal of Educational Studies     Hybrid Journal   (Followers: 212)
British Journal of Educational Technology     Hybrid Journal   (Followers: 210)
British Journal of Music Education     Hybrid Journal   (Followers: 28)
British Journal of Religious Education     Hybrid Journal   (Followers: 11)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 66)
British Journal of Special Education     Hybrid Journal   (Followers: 59)

        1 2 3 4 5 6 7 8 | Last

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Acta Educationis Generalis
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2585-7444 - ISSN (Online) 1339-4363
Published by Sciendo Homepage  [488 journals]
  • Vocabulary Learning Autonomy and Vocabulary Size of Turkish ELT Student
           Teachers: A Correlational Study

    • Abstract: Introduction: In the related literature, knowledge of vocabulary is mentioned to be crucial as one of the crucial parts of language learning. Measuring learners’ vocabulary knowledge is regarded to be essential in that it provides both teachers and learners knowledge of the problematic areas and suggests some practical ways to improve the vocabulary learning process. It could be said that an autonomous learner is a leading actor in his own language learning process because, as stated by Nation (1998), learning is performed by the individual learner. Little (1995) asserts that learner autonomy should be set as an explicit goal in language learning contexts in that autonomy on the part of the learners plays a vital role in student success. So, we hypothesize that vocabulary learning autonomy has a significant influence on the learners’ vocabulary size.Methods: This study aims to investigate Turkish ELT student teachers’ vocabulary learning autonomy, vocabulary size, and the potential relationships between these two variables. Ninety-five student teachers in an ELT teacher education program at a university in Turkey participated in the study. The data were collected via two quantitative data collection instruments: Vocabulary Learning Autonomy (VLA) questionnaire and The Vocabulary Size Test (VST). The data were analyzed using descriptive statistics and correlations. As for the VST, the correct answers were counted, and an overall score was found. The participants’ scores were multiplied by 100 to get their total vocabulary size up to the 14th 1000 word-family level. As for the questionnaire, descriptive statistics (mean, frequency, standard deviation) were conducted.Results: The findings revealed that student teachers held a moderate level of vocabulary learning autonomy. The vocabulary size mean score was 77.14, which means that the participants had approximately enough vocabulary to deal with unsimplified written texts, and enough vocabulary to deal with unsimplified spoken texts. Additionally, there were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. However, the findings revealed non-significant correlations among all the VLA’s dimensions and the vocabulary size.Discussion: The findings regarding the participants’ vocabulary learning autonomy showed that the participants held a moderate level of vocabulary learning autonomy. This finding is essential in that one of the most important goals of education is encouraging learners to work more independently both in and out of the classroom (Moir & Nation, 2002). There were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. This finding, which is in line with Koller (2015), suggests that the participants feel capable of learning vocabulary items when they perceive themselves as responsible people instead of a teacher. Based on the results regarding vocabulary size, it is reasonable to conclude that the participants had approximately enough vocabulary for comprehension of unsimplified written texts and enough vocabulary for spoken texts based on Nation’s (2006) research reporting that learners need 8000 to 9000 word-family vocabulary for comprehension of unsimplified written texts and 6000 to 7000 word-family vocabulary for unsimplified spoken texts.Limitations: The research is limited to only first-year student teachers of English and the data consist of only quantitative data.Conclusion: The findings of the present study imply the need to foster vocabulary learning autonomy of learners in teacher education programs. Student teachers hold two identities as learners and teachers of the future. It is crucial to examine their readiness because there is a bulk of evidence in the literature that teachers’ readiness for autonomy affects their ability to foster their students’ autonomy. The findings of the present study imply the need to foster vocabulary learning autonomy and utilizing some strategies to improve vocabulary size.
      PubDate: Tue, 06 Apr 2021 00:00:00 GMT
       
  • Parents’ Perceptions of School Climate as a Predictor of Parents’
           Participation in Their Children’s Education

    • Abstract: Introduction: Parent involvement, which is defined as the attitudes, values and behaviors of parents supporting their children’s learning and education outcomes, has an important place in the education process of children. Many researchers acknowledge the important role that the strong positive link between home and school plays in children's development and education. However, many factors affect the participation of parents. School climate is one of these factors. Parent support and participation are considered important in a positive school climate. Thus, in schools with a healthy and open climate, school members can express their views more easily and contribute more actively to the educational process. Based on these thoughts, in this study, the extent to which parents’ participation in their children’s education is predicted by their perceptions of school climate.Methods: The research participants comprised 513 parents in Turkey, 413 women (80%) and 102 men (20%). Parental Participation Scale and Parents’ Perception of School Climate Scale were used in the study. Descriptive statistics, correlation and multiple regression (stepwise) analysis were used to analyze the data.Results: Findings obtained from the study showed that the level of parents’ participation in the educational processes of their children and their perception of school climate is high. As a result of the correlation analysis, it was found that only the Parent Participation Scale's “supporting child's socio-cultural development sub-dimension”, and School Climate Scale's “safety climate and academic climate” sub-dimensions had a significant and moderate relationship. In addition, as a result of the stepwise regression analysis, it was found that the safety climate and academic climate sub-dimensions significantly predicted the sub-dimension of supporting the socio-cultural development of the child. It was found that there were significant but low level relationships among the other sub-dimensions of the scales.Discussion: School climate refers to the social, physical and academic environments of the school, and in terms of school climate, activities in the school encourage students to feel comfortable and realize the learning process. In this respect, it is important that safety, and academic climate sub-dimensions are a significant predictor of the child's socio-cultural development support dimension.Limitations: The data in this study were collected from parents whose children are studying in primary schools in Pendik district of Istanbul/Turkey. In addition, variables with medium and higher correlation values were included in the regression analysis.Conclusion: School administrators and teachers should organize activities that will involve the parents in the education process in order to get the support of the parents during the education process. School administrators should create an open and healthy school climate while administrating the school, and should never ignore the impact of this climate on stakeholders.
      PubDate: Tue, 06 Apr 2021 00:00:00 GMT
       
  • The Importance of Sociocultural-Based Reflective Picture Storybook Media
           to Increase Reading Interest and Social Skills of Elementary School
           Students

    • Abstract: Introduction: Issues of urgency in learning include interest in reading and social skills in primary schools. Interest in reading and social skills are some of the basic things that are always integrated into all learning. Therefore, learning requires appropriate media to overcome these problems, one of which is a sociocultural-based reflective picture storybook (SRPS) media.Purpose: The purpose of this article is to know the importance of SRPS media to increase the reading interest and social skills of elementary school students.Methods: In the paper, the method of a comparative literature review is applied.Conclusion: This concludes that SRPS media is important to increase the reading interest and social skills of elementary school students. To improve social skills and reading fondness, a media that is suitable for the characteristics of students is needed. Students’ interest in pictorial stories can be used as a solution to overcome the problem of low social skills and students’ fondness of reading characters that need to be improved. SRPS media is important to be developed in future research.
      PubDate: Tue, 06 Apr 2021 00:00:00 GMT
       
  • Exploring Turkish EFL Instructors’ Perceptions on Learner Autonomy
           through Metaphor Elicitation Technique

    • Abstract: Introduction: This study analysed Turkish instructors’ metaphors identifying learners in terms of learner autonomy.Methods: In the present study we proposed a mixed methods approach to the investigation of the images created by the participants.Results: The metaphors produced by the participants showed that instructors see both themselves and learners as active agents in teaching and learning process.Discussion: The variety of metaphors grouped into eight categories reflected the broad range of perception of instructors have for learners.Limitations: 80 non-native English-speaking Turkish instructors were the participants of the study. Their qualifications were varied from graduate degree to doctoral degree on ELL or ELT and their teaching experience varied from recent graduates with one year of experience to considerable veteran instructors with 27 years of experience in teaching English.Conclusion: We observed that instructors perceive learner autonomy in many perspectives while they assign themselves some main roles in teaching and learning process. The findings also revealed a variety of teacher conceptualization of learner metaphors such as sponge, tree, traveller, puppet, cone, and empty canvas most of which are positive. The information may shed light on the attempts to promote learner autonomy, to understand teachers in practice better and to support teacher development.
      PubDate: Tue, 06 Apr 2021 00:00:00 GMT
       
  • Primary School Students’ Performance Orientation - The Czech
           Republic Research

    • Abstract: Introduction: The current school is strongly focused on student performance. Each student faces a large number of learning tasks, which place considerable demands on them, arouse in them a different degree of interest, evoke a different degree of commitment to work, are associated with different expectations or have a different degree of attractiveness. Performance situations are associated with pleasant experiences but also with experiences of failure, which in their essence affect the activity or passivity of the student, and thereby affect the prioritization of the necessity to excel or the need to avoid failure. These needs are the basis of performance orientation, which is analysed in the paper. The aim is to verify whether the motivational orientation of students is related to their beneficial outcomes.Methods: The quantitative nature of the paper made it possible to use both indicators of descriptive statistics (mean, median, mode, standard deviation) and inductive statistics (Mann-Whitney U test, Pearson's Chi-square test, Shapiro-Wilk normality test). The surveyed sample of 363 respondents consisted of an available selection of students from 14 primary schools in five regions of the Czech Republic in 2019. The data were collected physically at schools using a standardized questionnaire. Students were acquainted with its purpose and content. Statistical analysis of the data was carried out electronically, both in terms of methodology in accordance with the research design of Hrabal and Pavelková (2011).Results: The analysis of the data of the sample of respondents revealed that the performance orientation of problem students differs statistically significantly from that of the performance motivation of non-problem students in two cases: 1) the need for successful performance, where differences were verified using hypothesis H1 and 2) in the ratio of performance needs, where the differences were verified using hypothesis H4. In other cases, no statistically significant difference was found between the two groups.Discussion: The presented findings correspond to current domestic (Krykorková & Váňová, 2010) and foreign research (Weiner, 2000). They draw attention to the importance of a positive motivation of the student in terms of his degree of involvement in the development of his own dispositions, which affects the benefit of the student. Positively motivated students achieve better results with a comparable intellect than non-motivated students (Man & Mareš, 2005). The role of the teacher and his knowledge of motivational types of students is of paramount importance in this respect.Limitations: The sample under examination of respondents does not bring a representative sample in terms of the representation of students according to school years, regions of the Czech Republic or according to the representation of so-called problem or non-problem students. The outcomes of the survey can thus be applied only to a given sample of respondents.Conclusion: The benefitting for students in the sample showed lower positive motivation than their intellectually comparable non-problem classmates. It is a question of reserves, the use of which is a challenge not only for themselves, but also for the school and parents. The largest differences between the two groups were recorded in the specific ratio of positive and negative motivation 4: 2 within the T1 type and in the ratio 1: 3 within the T6 type. The attempt to determine the causes of this fact, especially proposing a remedy, is a topic for further research in this area.
      PubDate: Tue, 06 Apr 2021 00:00:00 GMT
       
  • Appearance and Development of Short-Term Higher Education Vocational
           Training in Hungary

    • Abstract: Introduction: This article examines the first level of the European higher education system, namely the short-cycle higher education trainings related to the ISCED 5 whose Hungarian characteristics, and its historical changes were described.Methods: We examined participation rates among OECD countries. As there are large differences in the short-cycle higher education trainings in Europe, we have relied on data that makes the different systems comparable.Results and discussion: The interpretation, definition and practical orientation of the trainings varies from country to country, we presented the Hungarian form in connection with the results of international comparative studies and data. To understand the role of trainings, it is essential to get to know their history, especially because short-term higher educational trainings were transformed in several European countries.Conclusions: Prioritising or effacing the social-political role of short-cycle higher education trainings depending on the political orientation of the government and as a part of this, prioritising the disadvantaged regions instead of the disadvantaged students.
      PubDate: Tue, 06 Apr 2021 00:00:00 GMT
       
  • Examining Socio-Demographic Factors in Workplace Deviance among Selected
           University Workers

    • Abstract: Introduction: Despite studies on workplace deviance globally and in an emerging country like Nigeria, the role of socio-demographic factors on dimensions and overall workplace deviance have been largely neglected in the literature. This lacuna hopes to be filled by this present study through examining the role of socio-demographic factors (gender, staff category and university type) on dimensions and overall deviance among university workers in Southwest, Nigeria.Methods: The study adopted a cross-sectional survey design and a sample size of 384 university workers whose ages range from 22 to 63 years with a mean of 46.88 (SD=9.36) were conveniently selected from four universities. Data were sourced through the Workplace Deviant Behaviour scale and selected demographics which was analyzed using t-test for independent samples.Results: The results found that there was no gender difference in workplace deviance among university staff [t(382)=-0.37, p>.05]. The study also found that academic workers have a higher tendency to engage in workplace deviance than their non-academic counterparts [t(382)=2.38, p<.05]. Finally, workers from private institutions reported significantly higher workplace deviance than workers from public universities [t(382)= -2.20, p<.05].Discussion: We can deduce from the study that gender did not have any influence on work deviance as reported by previous study. Also academic staff has higher work deviance than non-academic staff which could be as a result of academic autonomy. Also, staff from private university has higher work deviance than public university which could be as result of the poor job security of private university in Nigeria.Limitations: One limitation of the study is that some respondents might fake their responses and not disclose their true feeling about the subject matter.Conclusion: Based on these findings, we concluded that there was no gender difference on work deviance, also there was staff category difference on work deviance and finally, employee from private universities exhibited higher work deviance than their counterpart from public universities.
      PubDate: Tue, 06 Apr 2021 00:00:00 GMT
       
  • The Attitude of University Students with Special Educational Needs to the
           Inclusive Environment at Their University

    • Abstract: Introduction: In order to build a quality inclusive environment (not only in education) it is not enough to have material and personal capacity. The students themselves also need to be included via quality assessment of this environment. Research focused on the attitudes of university students with special educational needs (SEN students) towards the inclusive environment quality at a specific educational institution in Slovak conditions has never been done before.Methods: The research team aimed to identify SEN students’ attitude (N=20) to the quality of inclusive university environment. To maintain anonymity, university will not be specified; as for students, only their degree of study and gender will be listed instead of their age (65% were females). An attitudinal questionnaire developed by the authors was used to identify how the respondents perceived the quality of inclusion in the respective university environment.Results: SEN students’ attitudes show the highest score in emotional components (AM=3.607; SD=0.602). Additionally, there is a statistically significant relation between their attitudes and the coordinator’s work quality. A statistically significant difference was measured between the attitudes of those SEN students who were satisfied with the work of their coordinator and those who were not (p-value 0.008). We noted a strong deviation in favour of the satisfied students.Discussion: SEN students generally perceive the inclusive environment at the faculties at which they are currently studying as positive, which can result from the fact that coordinators are appointed specifically to cater to their needs. A distance course has also been created to improve the inclusive environment for students; it helps to improve the effectiveness of communications between coordinators and students, and quickly resolve any issues related to education.Limitations: Both the size of the research sample and the fact that the survey was conducted at only a single university were limiting factors. Thus, we cannot generalize our findings to the entire university SEN student population nor to all Slovak universities.Conclusions: In the conditions of the institution in question no research of this nature has ever been done before. In order to increase the internal quality of the school environment a reflection on the inclusive environment quality from SEN students is necessary. Looking forward, we recommend carrying out a more detailed observation of the inclusive environment quality in relation to the coordinator for students with special educational needs (hereinafter SSEN coordinator), their work quality and expertise.
      PubDate: Tue, 06 Apr 2021 00:00:00 GMT
       
  • Perceived Teachers’ Justice and Perceived Teachers’ Authority

    • Abstract: Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • An Anthropocentric Evaluation of the New English Language Teaching Program
           for Lower Secondary School in Turkey

    • Abstract: Introduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in terms of the Anthropocene in Turkey.Methods: The present study was designed as a qualitative study. The data collection tools were the new ELTP for lower secondary school and the 5th, 6th, 7th, and 8th-grade English language course books prepared according to the new program. The data were analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy.Results: The documentation analysis of the data has showed that there are six themes related to the nature in the new ELTP for lower secondary school: theme 9 (the animal shelter) in the 5th grade; themes 4 (weather and emotions) and 9 (saving the planet) in the 6th grade; themes 4 (wild animals) and 9 (environment) in the 7th grade; theme 10 (natural forces) in the 8th grade. The learning outcomes and language skills of each theme were prepared according to the contents of the themes. Theme 9 in the 5th grade shows how human activities can affect the environment positively. Theme 4 in the 6th grade indicates how the environment can affect people. The rest demonstrate how human activities have affected the nature negatively and how people can save the nature.Discussion: Theme 9 (saving the planet) in the 6th grade, themes 4 (wild animals) and 9 (environment) in the 7th grade, and theme 10 (natural forces) in the 8th grade explain how several environmental issues have occurred owing to human activities, how these issues have affected the nature and human lives negatively, and how people can deal with these issues. Theme 9 (the animal shelter) in the 5th grade informs students about how human activities can affect the nature positively, and theme 4 (weather and emotions) in the 6th grade about how the environment can affect people. Through these themes, the new ELTP for lower secondary school can enable English language students to understand that people are a part of the nature, have the power to change the environment, and can live with the environment in balance.Limitations: The curriculum evaluation is only related to the new ELTP for lower secondary school (5th, 6th, 7th, and 8th grades) in Turkey.Conclusion: The Anthropocentric evaluation of the new ELTP for lower secondary school has shown that it can raise English language students’ awareness of the relationship between people and the nature and their effects on each other.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • Fairness in Resource Distribution: Relationship between Children’s Moral
           Reasoning and Logical Reasoning

    • Abstract: Introduction: The aim of this study is to examine children’s moral reasoning and logical reasoning processes and the relationship between these two mechanisms. In the present study the focus is on the relationship between the factors such as fair sharing, equality, merit, ownership, opportunity in the resource allocation and logical reasoning among the children aged 5-7.Methods: In this study, which aims to examine how the logical thinking skills differ according to the children’s moral reasoning process, a survey design approach was used. Participants were 92 children aged 5 (female N=13, male N=14) and aged 6 (female N=17, male N=18), aged 7 (female N=17, male N=13). The data collected from the moral and logical reasoning tasks were analyzed in two steps. At the first step the answers of the participants were scored. At the second step their justifications were categorized. To test out hypotheses we used two general linear models to examine the age effects of Age (5-7 years) and Reasoning (equality, ownership, merit, opportunity) on children’s evaluations of the vignette characters’ actions. Age-related changes in children’s evaluation and their logical reasoning skills related to initial distribution and transfer status were analyzed by the variance analysis.Results: Based on the findings of the study it can be stated that the children in the age group of 6-7 evaluated negatively the reward distribution based on the outcomes due to their concerns about the inequality in the opportunities and the violation of the principle of equality. The findings of the study indicate that there is no significant difference in children’s logical thinking skills depending on their age. As a result of the study, it is found that although there is no direct relationship between the moral and logical reasoning processes of children, the children who can reject the AC type inference predominantly emphasize the principle of equality. Although there is no significant relationship between moral reasoning and logical reasoning processes, it can be said that children with higher levels of logical reasoning much more frequently emphasize the principle of equality in moral reasoning process.Discussion: Research indicates that children aged around 5 consider the reward distribution based on the outcomes fair. Older children, on the other hand, evaluate the inequalities in resource distribution as unfair. These findings support the results of the study suggesting that older children consider inequal source distribution both at the first case and at the transfer cases unfair. The children’s approval or disapproval of the transfer varies based on their reasoning processes. They support transfer if they emphasize the principle of equality, but they do not support it if their focus is on the principle of ownership. Older children are found to have a commitment to the principle of equality, and the difference between the 5-year age group and the 6-7-year age group is remarkable in this regard. Similar findings are reported in the previous studies, and it is generally stated that younger children are more selfish and that the tendency to distribute resources equally becomes dominant due to the increase in the age of children. Although there is no significant relationship between moral reasoning and logical reasoning processes, it can be said that children with higher levels of logical reasoning emphasize the principle of equality in moral reasoning process much more frequently.Conclusion: Cognitivists argue that cognition and particularly reasoning have significant roles in making moral decisions. It suggests that children whose logical thinking skills are higher than others understand the necessity of equality to ensure fairness. The basic information on logic should be taught and introduced to the children from an early age. In addition, children should be ensured to use these methods through connections with both daily life and other courses at schools. It is thought that having basic logic knowledge by children will affect positively their cognitive, affective and social development. In order to examine this effect, a logic program including simple logic rules and basic inference types should be developed and the effects of such programs on the cognitive, affective and social development of children should be examined.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • Differences and Similarities between Coaching, Instructional and
           Educational Leadership Styles

    • Abstract: Introduction: Leadership is part of the educational process, nevertheless, it has not been fully surveyed. Successful teaching and good results usually depend on an educator, as well as on the way s/he organizes the educational process. There are a lot of various educators who organize the educational process in a different way. As a result of that, three prevailing leadership styles appear - coaching, instructional and educational. In the scientific literature, it is possible to find a huge amount of information about these three styles, however, little research has been carried on the comparison of differences and similarities between them. Therefore, the purpose of this research is to derive and compare parameters (criteria) in leadership, distinguishing and summarizing their differences and similarities in tables.Purpose: The purpose of the paper is to compare the particular leadership styles according to formulated original parameters (criteria).Methods: In the paper, the method of a comparative literature review is applied.Conclusion: Comparing leadership styles, coaching leadership is focused on helping the learner and the improvement of the educational process; instructional leadership aims for effective and academic teaching when the educator is the leader; while educational leadership is focused on distributing education when the teacher, student and school environment are involved in the educational process.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • Identification of Key Management Graduate Profile in the Context of
           Industry 4.0

    • Abstract: Introduction: From the aspect of the success of an organization and its competitiveness in the market, human capital has a crucial role to play. Therefore, universities should offer their students study programs corresponding with the needs of the labour market and to adjust their graduate profiles to the current requirements.Purpose: The authors of the paper present a project carried out by DTI University in Dubnica nad Váhom, Slovakia. The aim of the project is to design a functioning model which could help update the management graduate profile in the context of Industry 4.0. The focus is on the theoretical background of the project and the research tools applied especially at its first stage.Methods: At the first stage of the project, a research on the key factors will be carried out. At the second stage, based on the obtained results, key aspects of the management graduate profile will be formulated and subsequently, a model having the potential to synchronize expectations, opportunities and finances will be designed and verified.Conclusion: Based on the results, changes in the management study programme with the ambition to be implemented in the marketing strategies of both private and public universities will be suggested.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • Investigation of School Administrators’ Humour Styles and School Climate
           according to Teacher Perceptions

    • Abstract: Introduction: This research aims to determine the humour behaviours of school administrators according to teacher perception and to reveal the relationship between humour behaviours and school climate.Methods: The research was carried out in a survey model. The data of the study were obtained from 221 primary school teachers working in Ankara and Aksaray provinces via a questionnaire created online. Regression analysis technique was used to determine the relationship between variables.Results: According to the results of the research, school administrators showed relatively more positive humour (producer-social humour and affirmative humour) behaviours. In terms of climate, it is seen that the perception of a positive school climate (supportive and intimacy based school climate) is higher than the negative ones. When the relationships between the variables were examined, it was seen that there was a definite increase in the school climate with the school administrator using humour positively. With the rise in the use of refusing or sarcastic humour, there was an adverse increase in school climate.Discussion: According to these results, it can be argued that humour behaviours of school administrators are an essential determinant in the context of creating a positive school climate in schools.Limitations: Data from the sample of the study were collected through online questionnaires. Therefore, this research has no claim of generalisability.Conclusions: Therefore, it is necessary to increase the knowledge and sensitivity of school administrators on how to use and manage humour.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • Exploring the Quality of Pupils’ Financial Literacy

    • Abstract: Introduction: Education is an important tool for improving many aspects of life, including socio-economic status or well-being. The paper is aimed at monitoring the financial literacy of pupils in Eastern Slovakia.Methods: The contribution will contain the results of the survey. We analyse in detail the theoretical definition of financial literacy, strategy and measures of the state administration bodies in the field of improving financial literacy of more than 2000 pupils.Results: The result of the research paper is an analysis of the achieved data and their characteristics.Discussion: This part of the research paper deals with the areas of financial literacy of pupils in Slovakia. Education is an important tool for improving many aspects of life, including socio-economic status or well-being.Limitations: Participants of the electronic questionnaire participated in the answers according to the activities and projects prepared by a particular elementary school.Conclusion: Higher life expectancy, pension reforms, the availability of a more comprehensive range of financial products and services mean that the ability to make well-informed financial decisions is increasingly considered an important life skill. If a school fails at certain points during a child’s study, it is assumed that this will have a negative long-term impact on the child’s life in the future, as ending a school without sufficient qualifications can lead to difficulties in ensuring equal participation in the financial, civil and social aspects of modern society. Education is an important tool for improving many aspects of life, including socio-economic status or well-being.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • Pre-Service Elementary Teachers’ Knowledge of Students: The Case of
           Subtraction

    • Abstract: Introduction: Although there is ambiguity about the elements of teacher knowledge, all researchers accept that being able to anticipate what errors can be made, the reasons for and the strategies to overcome these errors, in short, the knowledge of students is important for student achievement. In this study, knowledge of students refers to being aware of students’ possible errors and underlying reasons for these errors and knowing how to overcome these errors. Based on this consideration, the purpose of this study is to investigate pre-service elementary teachers’ knowledge of students on the subtraction topic.Methods: Considering the purpose, the data were collected from 118 pre-service elementary teachers who were enrolled in a four-year Elementary Teacher Education program via a task-based questionnaire related to the topic of subtraction and semi-structured interviews following the questionnaire. The task-based questionnaire included three completed incorrect subtraction tasks and was prepared considering the related literature and the elementary school mathematics curriculum of Turkey. Each task in the questionnaire contained a different type of error. The pre-service elementary teachers’ answers to the task-based questionnaire were categorized as correct, partially correct, wrong, or no answer by means of categorical analysis. The pre-service elementary teachers who gave correct and partially correct answers to the tasks were asked to participate in the second part of the study to learn their possible strategies to overcome the errors made in the tasks.Results: As a result of the quantitative and qualitative analysis of the pre-service elementary teachers’ responses, it was found that their knowledge of students for subtraction is limited. Specifically, although the pre-service elementary teachers were partially able to identify the errors in the first and second task, they were not able to identify the error in the third task. Furthermore, they were better able to determine a more commonly occurring subtraction error compared to the uncommon ones. The pre-service elementary teachers could not identify the underlying reasons that led the students to the errors. They could not explain what conceptual knowledge related to the topic of subtraction the student lacked that resulted in the errors. As the pre-service teachers did not attain these reasons, they were not able to provide strategies to overcome these errors different than restating the rules or procedures to overcome students’ errors.Discussion: Only being able to identify the errors is not enough to make the instruction effective. Teachers also need to know and provide a rationale for why the errors happen and how to overcome them (Even & Tirosh, 1995). Contrary to this statement, the pre-service elementary teachers in this study could not attempt to understand the students’ thinking or could not explain the reasons behind students’ errors with the notion of subtraction. Son (2013) emphasizes that pre-service teachers tend to explain the reasons for students’ errors as procedural. Similar to this emphasis, the pre-service teachers identified the errors as resulting from not applying procedures carefully or not enough knowing algorithms to find correct solutions. However, without addressing the reasons or focusing on procedures does not promote students’ understanding of the related topic (An, Kulm, & Wu, 2004). The pre-service teachers’ difficulties in identifying the possible conceptual reasons may result from deficits in knowledge of students (Fennema & Franke, 1992; Ball et al., 2008).Limitations: The findings were limited with the responses of the pre-service elementary teachers participating in this study. Moreover, the pre-service elementary teachers’ knowledge of students was investigated within the scope of subtraction.Conclusions: Although the pre-service elementary teachers could identify students’ errors on subtraction, they had difficulty in identifying the reasons and suggesting strategies to overcome the errors. Therefore, it can be concluded that the pre-service teachers’ knowledge of students for the topic of subtraction is limited. An implication of this is that teacher educators need to include error-analysis tasks to help pre-service teachers be aware of the importance of their knowledge of students.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • Conceptions of Class Teachers on Democracy and Diversity

    • Abstract: Introduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study.Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data.Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectives need to be adopted by related textbook publishers, classroom teaching departments, administrators and policy makers.Discussion: The findings of the study show that the participants developed a positive perspective towards democracy and diversity, although some issues in the context of Turkey are hardly mentioned or criticized (Dodd, 1992). The most important problem in examining democracy and diversity was religion because the participants stated that they respect religion, in their case Islam, because they somewhat would not want to hear church bell in a land of Islam (Bader, 2007). Diversity has been conceptualized as a positive element in the study. Since democracy and diversity are interrelated and interwoven, the participants generally adopted these terms (Banks et al., 2005).Conclusion: The results of the study suggest that the respondents had positive conceptions on individual and cultural diversities. Further, they developed good attitudes towards cultural democracy and they believe in the power of integration through individual differences. Critical pedagogy is an educational theory which aims to form a progressive and democratic culture by means of critical inquiry, which consequently results in valuing and respecting personal and cultural differences. Critical pedagogy perceives teaching as a naturally political event, refuses the neutrality of knowledge, and asserts that matters of social justice and democracy are not recognizable from only educational activities.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • General Education Policy in Minority Schools in Georgia

    • Abstract: Introduction: The historical conditions that have developed over the centuries, as well as the migration processes of the 19th and 20th centuries, have determined the multi-ethnic composition of the country’s population. Georgia, as a post-Soviet country, has been transitioning from totalitarianism to democracy for the last few years. The country is in the process of developing into an open, civil society; the modern concept of human-free development, the new principles and values of a civil society and the priorities of public consent placed the problem of ensuring the creation of tolerance in the foreground. Therefore, it is important to define the place and role of national minorities in modern social life.The aim of the article is to determine the problems of non-Georgian general education schools in the educational space of Georgia and develop the necessary recommendations for the solution of these problems.The object of the study is non-Georgian-language public schools in the territory of Georgia, where the teaching and learning processes of the representatives of national minorities is underway.Purpose: The study will discuss the current situation in non-Georgian language general education schools. We will present the recommendations that we think will have a positive impact on the development of non-Georgian language educational institutions in the current education reform.Methods: The article examines the situation in the state regarding the issue of general education of national minorities, international experiences, problems and the means of solving them. Through surveys, in-depth interviews, focus group, data collection, organisation, analysis and synthesis, attention was paid to three problematic issues. These were as follows: 1. low motivation of the students in non-Georgian language schools; 2. low level of knowledge of the state language among the students; 3. textbook availability in non-Georgian language schools of Georgia.Conclusion: A content analysis was used to draw common conclusions. From the in-depth study of the materials, specific recommendations have been made regarding the effectiveness. The policies that were implemented in relation to the national goals of general education in national minorities are less result-oriented and need to be improved.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • The Process of Inquiry-Based Teaching Practices from the Perspective of
           Prospective Mathematics Teachers

    • Abstract: Introduction: Inquiry-based teaching is a constructivist-based method that has become popular in recent years. In this method, students work in a systematic way like a scientist during the research process, actively participate in the learning process, solve problems and learn in practice. The aim of this study is to reveal the opinions of prospective teachers about inquiry based teaching practices.Methods: The study was designed in a qualitative research design. The participants of the study are primary mathematics teacher candidates. Data were collected through semi-structured interviews conducted face-to-face with the students. The data were analyzed using content analysis. The findings obtained from the analysis of the prospective teachers’ views were presented with the relevant themes and codes under the titles.Results: Some of the findings of the prospective teachers’ opinions about the process in which inquiry-based teaching method is applied are as follows. It provides permanent learning, is suitable for real life, develops skills such as research, problem solving, leadership, motivates and gives experience to the profession, is learned actively by doing and experiencing in the process, unexpected difficulties are encountered, the traditional method is easier, not suitable for every course, the lecturer should give more feedback and guidance, communication and coordination in group work is required.Discussion: Prospective teachers stated many positive opinions about the process in which the course content was taught using inquiry-based method. It can be said that the application process positively influences the practical knowledge and skills of teacher candidates. However, it is seen that some prospective teachers find the process tiring and time consuming. It is understood that teacher candidates have intense concerns about Public Personnel Selection Examination (KPSS) and this affects the process. KPSS is a test in Turkey for prospective teachers where they should get enough points to be appointed as teachers after graduation. Although the participants of this study are 3rd grade prospective teachers and they take the KPSS exam after graduation; it is understood that KPSS affects them and their motivation.Limitations: This research is limited to the measurement and evaluation course and to the 3rd grade mathematics teacher candidates who are the participants of this study.Conclusions: Prospective teachers mostly have positive opinions about the inquiry-based teaching process. It can be said that it would be beneficial to use this method in teacher education.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
  • Structured, Analytical and Critical Thinking in the Educational Process of
           Future Teachers

    • Abstract: Introduction: In this article, we want to point out what kind of pedagogical and didactic change is being recorded in Slovakia’s education system and we will point out where it could go and develop to achieve positive results. This article is one of the upcoming outputs in the form of paper and study on the provision of structured, analytical and critical thinking (SAC). In the article, it is shown how the situation has changed and how we perceive the attitude of students during the educational process. Next, it is described current problems and inadequacies in the educational process and define how to use a change of thinking to increase motivation and improve access to knowledge.Purpose: In general, there is a consensus that it is important for teachers to be able to guide their students to problem-solving skills (Aktaş & Ünlü, 2013). It is pointed out that, with the right educational tools, such skills can be stimulated, developed and improved (Jordaan & Jordaan, 2005). This article is designed for all levels of education, but we are mostly concerned with educating future educators.Methods: In this paper, there are described methods that can help to improve the quality of thinking of students and thus increase the level of thinking of the whole society. This article take inspiration from important historical personalities as well as relevant current personalities in their professions. Critical, analytical and creative thinking, also based on logical and structured thinking, is our main method of our educational process.Conclusion: In conclusion, it is pointed out the need to develop SAC as a whole. It is important for the general publica to have better skills in SAC, for example, from the point of view of cognitive mistakes in experts, in the field of political literacy, recognition of misinformation and a better general awareness of rational thinking. As can be seen, SAC is not only about education, but it also closely affects society as a whole. It can thus influence the operation of the company, prevent the development of the first-class solutions offered and raise the whole company to a higher level.
      PubDate: Mon, 28 Dec 2020 00:00:00 GMT
       
 
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