Bu araştırma, öğretmen adaylarının farklı video vaka tartışmalarına yansıyan profesyonel kimlik boyutlarını araştırmayı ve kendi ve uzman video vaka tartışmaları arasındaki farkları keşfetmeyi ...amaçlamıştır. Bu nitel durum eğitimi, iki ayrı grup arasında üç döngüde gözetleme video durum tartışmaları yoluyla sekiz öğretmen adayından elde edilmiştir. Tartışma platformunda bir grubun kendi videolarına odaklanırken, diğer grup uzmanlarının videolarına odaklanmaktadır. Sonuç olarak, görev temelli, meslek temelli ve kendini yürütme temelli göstergeler olmak üzere üç tema altında toplanan mesleki kimlik oluşturma tartışmalarına yansımıştır. uzantı,profesyonellerin 'mesleğe dayalı' ve 'kendini yorumlamaya dayalı' boyutlarında kendi video-vaka tartışma grubu ile uzman video-vaka tartışma grubu arasındaki farklar dikkat çekicidir. Sonuçlar, özellikle kendi video vakalarını tartışmanın, öğretmen adaylarının daha güçlü teori-uygulama ilkeleri kurmalarına ve 'profesyonel bir öğretmen' gibi hissetmelerine yardımcı olan verimli bir araç olabileceğini göstermektedir.
In the research, it was aimed to determine how pre-service teachers establish the meaning regarding instructional decision making based on their first instructional experiences. The research was ...designed as ethnomethodological research by adopting a qualitative research approach. The study group of the research consists of 16 (9 female, 7 male) pre-service teachers who have never had any teaching experience before. The data sources were interviews and video recordings obtained from pre-service teachers' in-classroom teaching experiences. The meaning of pre-service teachers regarding instructional decision making; having (the personal characteristics, content knowledge, and teaching skills), doing (the close relationship and communication with the student, the teaching method, classroom management, and assessment method), and aiming of (reach-in student life and social life). Pre-service teachers' meaning-making about being a teacher should be combined with their teaching and learning process for successful teacher education.
Teachers’ professional development (PD) is crucial to improving student outcomes. Because PD involves a multidimensional structure and changes across a teacher’s professional life, defining PD is ...complicated, and existing studies fail to meaningfully define it. To offer a working framework for optimal PD, we reviewed existing articles on the subject in four key journals in teacher education. We found that effective PD is attentive to assessment, research scale, duration, comprehensiveness, dissemination, context, support and control, and collaboration. We situate this conceptual framework as a new take on pre-existing definitions of PD that advises how to more effectively apply PD.
•Reviewed literature on teacher’s PD to uncover best practices.•Found that teachers’ PD extends from teacher’s college to retirement.•PD is affected by teachers’ traits, materials, and pedagogies.•Effective PD is attentive to reforms, context, curriculum, and collaboration.•The components of the PD process are interrelated and interdependent.
The aim of this research is to investigate the perceptions of university students of the cyber identity they experience on a day-to-day basis, especially following the pandemic lockdown. The research ...uses a basic interpretive research design with a qualitative, and particularly focuses on the phenomenological perspective. The data was gathered from 155 university students from 18 universities in Turkey and was analysed through the use of the inductive content analysis method. The meaning-creation process of students leads them to view cyber identity as a process which includes the personal characteristics and interpersonal interaction that takes place in any kind of digital platform. The findings from the study are categorized into two main themes: structural conditions and inner conditions. These themes consist of issues related to process, technology, personal factors, and other issues. In this study, cyber identity is considered to refer to a new way of relating to the technological world.
The study aims to determine possible relationships between the opinions of teacher candidates regarding distance education, and their attitudes toward the technology used in distance education ...courses. A quantitative research approach structured in a descriptive and relational survey model was used in the research. 81 teacher candidates studying in three different departments participated in the study. Non-parametric statistics were used to analyze the data, and Descriptive statistics, Kruskal-Wallis and Spearman-Brown correlation analysis were employed. The results revealed that there is a positive and moderately significant relationship between the attitudes of pre-service teachers towards technology and their opinions of the distance education process. It has also been determined that there is a positive and moderate relationship between the opinions of teacher candidates in regard to the sub-dimensions of the scale of the distance education process evaluation (levels of accessibility, usability, attitude, technological facilities, and self-efficacy) and their attitudes towards technology. These findings implicate that educators teaching online learners should consider the characteristics of their learners and make decisions regarding the teaching and learning process to create the optimal learning environment.
This study examines preservice teachers' (PTs') video case (VC) editing process to enhance their self-reflection on instructional decisions in teaching experiences. We apply the triple-cycle process, ...including teaching experiences, video editing, and peer discussion. Each PT edited three teaching experiences and discussed a total of forty-eight VCs. While editing VCs, PTs tended to notice, describe, identify the reason, judge, express emotions, analyse, and generalize with any other situations. The results indicated that while editing their teaching experiences, PTs improved self-reflection on their instructional decisions, which increased from defining to analysing and generalizing the instructional decisions. Editing video-cases improve PT's self-reflection on their instructional decisions. Viewing and discussing peers' experiences enrich PT's teaching repertoire. PT tend to focus on how to teach including classroom management and teaching methods. Editing and discussing video-cases enhance PT's noticing skills from both the teacher's and the student's perspectives. Thereby, editing video-cases and viewing and discussing peers' experiences improved PT's self-reflection and the ability to notice through the eyes of both the student and the teacher. And it also enriched PT's teaching repertoire.
This research aimed to investigate how the video editing process professionally affected preservice teachers' reflection levels and whether it differed by the type of in-class teaching experiences ...(their own and expert teacher experiences). The editing procedure of video cases means selecting and combining parts from an entire recorded in-class teaching experience and adding reflective thinking on actions. Seven participants took part in the research process during a semester, with three-cycle of the video case editing procedures being applied separately to two different research groups. Both inductive and deductive content analysis procedures were applied in a total of 21 video cases edited by PTs. By editing in-class teaching experiences, PTs could deeply analyse the events and transform their reflections on the contextual features. The process facilitated PTs' professional development by identifying, noticing, and reflecting on in-class teaching experiences. PTs learned to analyse their experiences by using different types of perspectives. PTs could deeply analyse the events and transform their reflections on the contextual features. Contrary to the difficulties for PTs' reflection-in-action, the process of editing in-class teaching experiences expanded their reflection-on-action opportunities.
In the research, it was aimed to determine how pre-service teachers establish the meaning regarding instructional decision making based on their first instructional experiences. The research was ...designed as ethnomethodological research by adopting a qualitative research approach. The study group of the research consists of 16 (9 female, 7 male) pre-service teachers who have never had any teaching experience before. The data sources were interviews and video recordings obtained from pre-service teachers' in-classroom teaching experiences. The meaning of pre-service teachers regarding instructional decision making; having (the personal characteristics, content knowledge, and teaching skills), doing (the close relationship and communication with the student, the teaching method, classroom management, and assessment method), and aiming of (reach-in student life and social life). Pre-service teachers' meaning-making about being a teacher should be combined with their teaching and learning process for successful teacher education.
In the research, it was aimed to determine how pre-service teachers establish the meaning regarding instructional decision making based on their first instructional experiences. The research was ...designed as ethnomethodological research by adopting a qualitative research approach. The study group of the research consists of 16 (9 female, 7 male) pre-service teachers who have never had any teaching experience before. The data sources were interviews and video recordings obtained from pre-service teachers' in-classroom teaching experiences. The meaning of pre-service teachers regarding instructional decision making; having (the personal characteristics, content knowledge, and teaching skills), doing (the close relationship and communication with the student, the teaching method, classroom management, and assessment method), and aiming of (reach-in student life and social life). Pre-service teachers' meaning-making about being a teacher should be combined with their teaching and learning process for successful teacher education.
PDF
