Pub Date : 2023-07-31DOI: 10.24106/kefdergi-2023-0056
Gülten Türkan Gürer, Ferudun Sezgi̇n, Temel Çalık
Purpose: This study aims to evaluate the studies examining the problems of novice school administrators in Türkiye by using a meta-synthesis method. Design/Methodology/Approach: The population of the current study, which was conducted using semantic content analysis (semantic analysis), consists of studies on the problems of novice school principals indexed in YÖKTEZ (Council of Higher Education, National Thesis Centre), Google Scholar, EBSCOhost, TÜBİTAK ULAKBİM Social and Human Sciences Database and DergiPark databases. The data sources or materials of the research consist of 9 studies (4 theses and 5 articles) determined by using the criterion sampling method, one of the purposeful sampling methods. Findings: Five themes were obtained as a result of the research, which are listed as administrative problems, problems related to internal stakeholders of the school, problems related to external stakeholders of the school, problems related to school business and management, situational factors. Highlights: The results of the research reflect that novice school administrators face various problems not only in terms of administration but also with the internal and external stakeholders of the school. Therefore, reducing the problems faced by novice school administrators requires an initial addressing of the necessary arrangements for school administration to be a career profession based on competence and merit with a holistic perspective in the selection, placement, appointment and assignment of educational administrators.
{"title":"Evaluation of Studies Examining the Problems of Novice School Administrators: A Meta Synthesis Study","authors":"Gülten Türkan Gürer, Ferudun Sezgi̇n, Temel Çalık","doi":"10.24106/kefdergi-2023-0056","DOIUrl":"https://doi.org/10.24106/kefdergi-2023-0056","url":null,"abstract":"Purpose: This study aims to evaluate the studies examining the problems of novice school administrators in Türkiye by using a meta-synthesis method. Design/Methodology/Approach: The population of the current study, which was conducted using semantic content analysis (semantic analysis), consists of studies on the problems of novice school principals indexed in YÖKTEZ (Council of Higher Education, National Thesis Centre), Google Scholar, EBSCOhost, TÜBİTAK ULAKBİM Social and Human Sciences Database and DergiPark databases. The data sources or materials of the research consist of 9 studies (4 theses and 5 articles) determined by using the criterion sampling method, one of the purposeful sampling methods. Findings: Five themes were obtained as a result of the research, which are listed as administrative problems, problems related to internal stakeholders of the school, problems related to external stakeholders of the school, problems related to school business and management, situational factors. Highlights: The results of the research reflect that novice school administrators face various problems not only in terms of administration but also with the internal and external stakeholders of the school. Therefore, reducing the problems faced by novice school administrators requires an initial addressing of the necessary arrangements for school administration to be a career profession based on competence and merit with a holistic perspective in the selection, placement, appointment and assignment of educational administrators.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69038311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.24106/kefdergi-2023-0001
Saim Akman, Nuray Senemoğlu
Purpose: This study aims to investigate students’ views regarding the effectiveness of teaching-learning processes designed to achieve the objectives set in the 9th grade English curriculum. To this end, teaching-learning processes were prepared according to the objectives of the first four themes of the ninth grade English curriculum. Design/Methodology/Approach: This study adopted action research. Participants were selected through convenient sampling method. 52 ninth graders from two different classes were selected to implement teaching-learning processes. The implementation process lasted for 15 weeks. Semi-structured focus group interviews were conducted with 24 students, 12 from each class, in groups of six students after the implementations. The focus group interviews were conducted via semi- structured interview form prepared by the researcher. Data were analyzed through descriptive analysis using MAXQDA qualitative data analysis software. Findings: The data obtained through interviews showed that students were satisfied with the teaching-learning processes. Students believed that their speaking and writing skills improved the most and they stated that the presentations were of great importance in this improvement. Students’ listening comprehension skills improved more than their reading comprehension skills. Reading comprehension was the least improved skill, which can be attributed to the reading-focused instruction they received in the secondary school. Highlights: The results of the study revealed that in order to ensure high-quality and effective foreign language teaching, teachers should prepare their own teaching-learning process according to the objectives set in the curriculum rather than following the course books and materials provided to them. In this way, teachers not only free themselves from the limitations and shortcomings of course books and teacher's books but also teach more effectively with the teaching-learning processes designed according to the characteristics and needs of their schools and students.
{"title":"Investigating Students’ Views Regarding the Effectiveness of Teaching-Learning Processes Developed for 9th Grade English Course","authors":"Saim Akman, Nuray Senemoğlu","doi":"10.24106/kefdergi-2023-0001","DOIUrl":"https://doi.org/10.24106/kefdergi-2023-0001","url":null,"abstract":"Purpose: This study aims to investigate students’ views regarding the effectiveness of teaching-learning processes designed to achieve the objectives set in the 9th grade English curriculum. To this end, teaching-learning processes were prepared according to the objectives of the first four themes of the ninth grade English curriculum. \u0000Design/Methodology/Approach: This study adopted action research. Participants were selected through convenient sampling method. 52 ninth graders from two different classes were selected to implement teaching-learning processes. The implementation process lasted for 15 weeks. Semi-structured focus group interviews were conducted with 24 students, 12 from each class, in groups of six students after the implementations. The focus group interviews were conducted via semi- structured interview form prepared by the researcher. Data were analyzed through descriptive analysis using MAXQDA qualitative data analysis software. \u0000Findings: The data obtained through interviews showed that students were satisfied with the teaching-learning processes. Students believed that their speaking and writing skills improved the most and they stated that the presentations were of great importance in this improvement. Students’ listening comprehension skills improved more than their reading comprehension skills. Reading comprehension was the least improved skill, which can be attributed to the reading-focused instruction they received in the secondary school. \u0000Highlights: The results of the study revealed that in order to ensure high-quality and effective foreign language teaching, teachers should prepare their own teaching-learning process according to the objectives set in the curriculum rather than following the course books and materials provided to them. In this way, teachers not only free themselves from the limitations and shortcomings of course books and teacher's books but also teach more effectively with the teaching-learning processes designed according to the characteristics and needs of their schools and students.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69038252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.24106/kefdergi-2023-0013
A. Durmuş, H. Korkmaz
Purpose: This study examines pre-service teachers’ perceptions and their professional preparation levels for multicultural education. Design/Methodology/Approach: In accordance with the research problems, this study was conducted using a mixed method research and a partial mixed sequential and equal status design. In the quantitative part, 381 pre-service teachers were surveyed using the Multicultural Perception Scale (MPC) to assess their perspectives on multicultural education. In the qualitative part, 20 pre-service teachers were interviewed individually to determine their levels of professional preparation for multicultural education. Findings: The quantitative findings of the study showed that pre-service teachers have a moderate level of perception their professional preparation levels for multicultural education. Pre-service teachers enrolled in the Primary Education program have a higher perception of multicultural education than pre-service teachers enrolled in other teacher education programs. Furthermore, there is no significant difference between grades. On the other hand, it appears that male pre-service teachers have significantly lower perceptions of multicultural education than female pre-service teachers. Pre-service teachers are observed to emphasize the terms "diversity, interaction, and togetherness" when defining multicultural education, according to the qualitative findings of this study. In addition, they emphasized the interactions between pre-service teachers and international students, the program's course content, and extracurricular activities in light of the findings regarding the teacher education program's contribution to and opportunities for enhancing the levels of professional preparation for multicultural education. Examining the recommendations of pre-service teachers for teacher education, it is evident that more opportunities for extracurricular activities, school experience, and observation are recommended. Another recommendation highlighted is the addition of a multicultural education course to the teacher education program. Highlights: According to the findings, multicultural education must be more thoroughly integrated into teacher education programs. It is anticipated that the study's findings will contribute to future studies of curriculum development and research on multicultural education conducted by those involved in teacher education at the national and international levels.
{"title":"Pre-service Teachers’ Perceptions and Their Professional Preparation Levels for Multicultural Education: Implications for Teacher Education Curricula","authors":"A. Durmuş, H. Korkmaz","doi":"10.24106/kefdergi-2023-0013","DOIUrl":"https://doi.org/10.24106/kefdergi-2023-0013","url":null,"abstract":"Purpose: This study examines pre-service teachers’ perceptions and their professional preparation levels for multicultural education. \u0000Design/Methodology/Approach: In accordance with the research problems, this study was conducted using a mixed method research and a partial mixed sequential and equal status design. In the quantitative part, 381 pre-service teachers were surveyed using the Multicultural Perception Scale (MPC) to assess their perspectives on multicultural education. In the qualitative part, 20 pre-service teachers were interviewed individually to determine their levels of professional preparation for multicultural education. \u0000Findings: The quantitative findings of the study showed that pre-service teachers have a moderate level of perception their professional preparation levels for multicultural education. Pre-service teachers enrolled in the Primary Education program have a higher perception of multicultural education than pre-service teachers enrolled in other teacher education programs. Furthermore, there is no significant difference between grades. On the other hand, it appears that male pre-service teachers have significantly lower perceptions of multicultural education than female pre-service teachers. Pre-service teachers are observed to emphasize the terms \"diversity, interaction, and togetherness\" when defining multicultural education, according to the qualitative findings of this study. In addition, they emphasized the interactions between pre-service teachers and international students, the program's course content, and extracurricular activities in light of the findings regarding the teacher education program's contribution to and opportunities for enhancing the levels of professional preparation for multicultural education. Examining the recommendations of pre-service teachers for teacher education, it is evident that more opportunities for extracurricular activities, school experience, and observation are recommended. Another recommendation highlighted is the addition of a multicultural education course to the teacher education program. \u0000Highlights: According to the findings, multicultural education must be more thoroughly integrated into teacher education programs. It is anticipated that the study's findings will contribute to future studies of curriculum development and research on multicultural education conducted by those involved in teacher education at the national and international levels.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69038268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.24106/kefdergi.1275022
Mahmut Özer, H. Suna
Purpose: The trainings for teachers’ professional development were planned and implemented by the Ministry of National Education (MoNE) for a long time in Türkiye. The MoNE has improved the teachers’ professional training system in late 2021 considering the teacher needs, school autonomy and recent research results on effective training policies. This study aims to evaluate the results from the first year of new approach via teacher participation and satisfaction data. Design/Methodology/Approach: The study is design as a casual-comparative research. The teacher population data from the last five years to evaluate the participation and satisfaction within comparative approach. The participation and satisfaction are measured via official participation data and teacher training survey by MoNE. Findings: Results show that the new approach led a great boost in both the total- and individual participation in 2022. The improvement in participation reflected in all ISCED levels. The gender- and seniority distribution have become more balanced. Teachers’ satisfaction has maximized in all aspects of trainings in 2022. Highlights: The new approach by MoNE has led a great increase in the participation: almost all teachers in Turkish education system participated the in-service trainings. New approach considering teacher needs and flexibility have a substantial potential for developing the teachers’ professional development.
{"title":"The Professional Development of Teachers in Türkiye: First-Year Outputs of the New Approach by the Ministry of National Education","authors":"Mahmut Özer, H. Suna","doi":"10.24106/kefdergi.1275022","DOIUrl":"https://doi.org/10.24106/kefdergi.1275022","url":null,"abstract":"Purpose: The trainings for teachers’ professional development were planned and implemented by the Ministry of National Education (MoNE) for a long time in Türkiye. The MoNE has improved the teachers’ professional training system in late 2021 considering the teacher needs, school autonomy and recent research results on effective training policies. This study aims to evaluate the results from the first year of new approach via teacher participation and satisfaction data. \u0000Design/Methodology/Approach: The study is design as a casual-comparative research. The teacher population data from the last five years to evaluate the participation and satisfaction within comparative approach. The participation and satisfaction are measured via official participation data and teacher training survey by MoNE. \u0000Findings: Results show that the new approach led a great boost in both the total- and individual participation in 2022. The improvement in participation reflected in all ISCED levels. The gender- and seniority distribution have become more balanced. Teachers’ satisfaction has maximized in all aspects of trainings in 2022. \u0000Highlights: The new approach by MoNE has led a great increase in the participation: almost all teachers in Turkish education system participated the in-service trainings. New approach considering teacher needs and flexibility have a substantial potential for developing the teachers’ professional development.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69018583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.24106/kefdergi.1273379
Funda Uysal
Purpose: This study aims to examine the information packages of compulsory professional pedagogical courses in elementary mathematics programs of the Faculty of Education, for which only the field of curriculum and instruction is responsible within educational sciences, according to accreditation. Methodology: Content analysis was performed within the study designed in line with the document analysis method. Frequency was used in analysis of the data collected through the packages of "Teaching Principles and Methods" and "Instructional Technologies" courses in 89 programs for training elementary education mathematics teachers. The study also includes categories and citations for reasons for incompatibility with accreditation. Findings: It is concluded that approximately two-thirds of packages are incompatible. Almost all packages include the necessary parts. The activities and measurement&evaluation methods in private universities or accredited programs precede in terms of compatibility with accreditation. In general, the order of the elements from the most to the least compatible with the accreditation program are; activities, learning outcomes, course objective, and measurement&evaluation methods. Highlights: It is noted that course packages are still not viewable. In terms of being compatible for certification, while certified programs are likely to have advantages over others, it is also probable that they may face comparable challenges.
{"title":"Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation","authors":"Funda Uysal","doi":"10.24106/kefdergi.1273379","DOIUrl":"https://doi.org/10.24106/kefdergi.1273379","url":null,"abstract":"Purpose: This study aims to examine the information packages of compulsory professional pedagogical courses in elementary mathematics programs of the Faculty of Education, for which only the field of curriculum and instruction is responsible within educational sciences, according to accreditation. \u0000Methodology: Content analysis was performed within the study designed in line with the document analysis method. Frequency was used in analysis of the data collected through the packages of \"Teaching Principles and Methods\" and \"Instructional Technologies\" courses in 89 programs for training elementary education mathematics teachers. The study also includes categories and citations for reasons for incompatibility with accreditation. \u0000Findings: It is concluded that approximately two-thirds of packages are incompatible. Almost all packages include the necessary parts. The activities and measurement&evaluation methods in private universities or accredited programs precede in terms of compatibility with accreditation. In general, the order of the elements from the most to the least compatible with the accreditation program are; activities, learning outcomes, course objective, and measurement&evaluation methods. \u0000Highlights: It is noted that course packages are still not viewable. In terms of being compatible for certification, while certified programs are likely to have advantages over others, it is also probable that they may face comparable challenges.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69017928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.24106/kefdergi.1273384
Sümeyra YAŞAR KILINÇ, Zehni Koç
Purpose: In this study, the relationship between the cognitive flexibility score of university students and their social interest levels was investigated. In line with this main purpose; the moderator role of variables such as age, department and grade on this relationship was also examined. Design/Methodology/Approach: The participants of the study consist of, 344 female and 256 male totally 600 undergraduate students. The research was designed in correlational survey model. “Social Interest Scale” and “Cognitive Flexibility Inventory” were used to collect data. SPSS PROCESS was used in the analysis of the data. The linear regression statistical technique was used to determine the moderation effect. Findings: Positive and significant relationship at medium level was observed between cognitive flexibility and social interest levels of university students. Results; social interest, age, and department are significant predictors of cognitive flexibility. Highlights: It was observed that high social interest scores caused an increase in the cognitive flexibility scores of the participants in the group at the age of 24 years and older. While the moderation effect of social interest on cognitive flexibility is at the highest level in psychological counseling and guidance department considering undergraduate students, this group is followed by undergraduate students from primary school teaching and preschool teaching departments, respectively.
{"title":"Investigation of the Relationship Between Cognitive Flexibility Levels and Social Interest Levels of University Students","authors":"Sümeyra YAŞAR KILINÇ, Zehni Koç","doi":"10.24106/kefdergi.1273384","DOIUrl":"https://doi.org/10.24106/kefdergi.1273384","url":null,"abstract":"Purpose: In this study, the relationship between the cognitive flexibility score of university students and their social interest levels was investigated. In line with this main purpose; the moderator role of variables such as age, department and grade on this relationship was also examined. \u0000Design/Methodology/Approach: The participants of the study consist of, 344 female and 256 male totally 600 undergraduate students. The research was designed in correlational survey model. “Social Interest Scale” and “Cognitive Flexibility Inventory” were used to collect data. SPSS PROCESS was used in the analysis of the data. The linear regression statistical technique was used to determine the moderation effect. \u0000Findings: Positive and significant relationship at medium level was observed between cognitive flexibility and social interest levels of university students. Results; social interest, age, and department are significant predictors of cognitive flexibility. \u0000Highlights: It was observed that high social interest scores caused an increase in the cognitive flexibility scores of the participants in the group at the age of 24 years and older. While the moderation effect of social interest on cognitive flexibility is at the highest level in psychological counseling and guidance department considering undergraduate students, this group is followed by undergraduate students from primary school teaching and preschool teaching departments, respectively.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48119104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.24106/kefdergi.1274140
Feyza Uysal, Ebru Doğruöz
This study was carried out to determine the relationship between 5th, 6th, 7th and 8th grade middle school students’ perceived school experiences and attitudes towards geometry in the Southeastern Anatolia Region. The study also explored middle school students’ perceived school experiences and attitudes towards geometry based on various demographic variables. The study, which was carried out using the relational screening model, was conducted with 607 middle school students selected by convenient sampling method. “Personal Information Form”, “Scale of Attitude towards Geometry” and “Perceived School Experiences Scale” were used as data collection tools in the research. A moderate, positive and significant relationship was found between perceived school experiences and attitudes towards geometry as a result of the findings obtained in the research. Students’ attitudes towards geometry were at “moderate” level and it was concluded that their attitude scores towards geometry significantly differed according to their achievement scores. In addition, students’ perceived school experiences were at “high” level; differing based on gender and achievement scores. It was concluded that as the students' positive school experiences increased, their attitudes towards geometry increased as well. The research is unique in terms of determining the relationship between perceived school experiences and attitudes towards geometry.
{"title":"Investigation of the Relationship Between Middle School Students' Attitudes Towards Geometry and Perceived School Experiences","authors":"Feyza Uysal, Ebru Doğruöz","doi":"10.24106/kefdergi.1274140","DOIUrl":"https://doi.org/10.24106/kefdergi.1274140","url":null,"abstract":"This study was carried out to determine the relationship between 5th, 6th, 7th and 8th grade middle school students’ perceived school experiences and attitudes towards geometry in the Southeastern Anatolia Region. The study also explored middle school students’ perceived school experiences and attitudes towards geometry based on various demographic variables. The study, which was carried out using the relational screening model, was conducted with 607 middle school students selected by convenient sampling method. “Personal Information Form”, “Scale of Attitude towards Geometry” and “Perceived School Experiences Scale” were used as data collection tools in the research. A moderate, positive and significant relationship was found between perceived school experiences and attitudes towards geometry as a result of the findings obtained in the research. Students’ attitudes towards geometry were at “moderate” level and it was concluded that their attitude scores towards geometry significantly differed according to their achievement scores. In addition, students’ perceived school experiences were at “high” level; differing based on gender and achievement scores. It was concluded that as the students' positive school experiences increased, their attitudes towards geometry increased as well. The research is unique in terms of determining the relationship between perceived school experiences and attitudes towards geometry.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69018387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.24106/kefdergi.1271458
Aslı Sönmez, Tuğba Konaklı
Purpose: The purpose of this study is to examine why fathers who participated in the father support programme organised by Mother Child Education Foundation (MCEF) participated in the programme, the change in their views regarding father involvement roles, and their suggestions for the programme. Design/Methodology/Approach: The research is in the qualitative research model and designed in case study method. The criterion sampling method was used to determine the study group of the research. The sampling of this study consisted of 12 fathers who regularly attended the Father Support Programme conducted in a kindergarten in Derince district of Kocaeli province in the 2019-2020 academic year. In the study the data obtained through a semi-structured interview form were analysed through the content analysis method. Findings: According to research findings, participants took part in the programme to establish a close relationship, gain proper parental attitudes, and receive emotional support. The participant father views regarding father involvement and the change in their practices were examined in five categories: Interactive togetherness, accessibility, responsibility, empathic approach, and democratic attitude. In line with the study outcomes. The suggestions of the participants were demonstrated at the micro and macro levels. At the micro-level, it was indicated that the parents should attend such support programmes together, and families with different parental attitudes should be reached. At the macro-level, the integration of this school-run organisation into the educational curriculum and its spread through non-governmental organisations and municipalities are included. Highlights: It was recommended that the father support programmes should be disseminated in schools and supported by the local authorities. For the dissemination of the training activities, studies can be carried out in universities for the prospective teachers to allow them to meet the Father Support Programme and the Ministry of National Education can take steps to support the teachers that are competent in family involvement programmes to apply these activities in their classrooms and schools.
{"title":"Baba Destek Programları Fark Yaratır mı? Baba Katılım Rollerinin İncelenmesi","authors":"Aslı Sönmez, Tuğba Konaklı","doi":"10.24106/kefdergi.1271458","DOIUrl":"https://doi.org/10.24106/kefdergi.1271458","url":null,"abstract":"Purpose: The purpose of this study is to examine why fathers who participated in the father support programme organised by Mother Child Education Foundation (MCEF) participated in the programme, the change in their views regarding father involvement roles, and their suggestions for the programme. \u0000Design/Methodology/Approach: The research is in the qualitative research model and designed in case study method. The criterion sampling method was used to determine the study group of the research. The sampling of this study consisted of 12 fathers who regularly attended the Father Support Programme conducted in a kindergarten in Derince district of Kocaeli province in the 2019-2020 academic year. In the study the data obtained through a semi-structured interview form were analysed through the content analysis method. \u0000Findings: According to research findings, participants took part in the programme to establish a close relationship, gain proper parental attitudes, and receive emotional support. The participant father views regarding father involvement and the change in their practices were examined in five categories: Interactive togetherness, accessibility, responsibility, empathic approach, and democratic attitude. In line with the study outcomes. The suggestions of the participants were demonstrated at the micro and macro levels. At the micro-level, it was indicated that the parents should attend such support programmes together, and families with different parental attitudes should be reached. At the macro-level, the integration of this school-run organisation into the educational curriculum and its spread through non-governmental organisations and municipalities are included. \u0000Highlights: It was recommended that the father support programmes should be disseminated in schools and supported by the local authorities. For the dissemination of the training activities, studies can be carried out in universities for the prospective teachers to allow them to meet the Father Support Programme and the Ministry of National Education can take steps to support the teachers that are competent in family involvement programmes to apply these activities in their classrooms and schools.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48504406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.24106/kefdergi.1271514
Ece Nur Dağdelen, Volkan Atasoy
Purpose: This study aims to investigate the conceptual knowledge of preschool teacher candidates toward science education. Design/Methodology/Approach: Thirty-eight junior teacher candidates at a state university in the Black Sea Region of Turkey participated in the research. The study is a qualitative type of research, and Interviews and activity plans were used for data collection. The content analysis method was applied in the analysis of the data. After the responses of the teacher candidates were noted, they were coded and divided into categories. Then, themes were created according to these categories and the findings were interpreted under these theme headings. Findings: The research findings revealed that preschool teacher candidates lack adequate conceptual knowledge toward science education, especially in using science process skills, determining the role of preschool teacher in science education. Highlights: The education given in preschool teacher education undergraduate programs should not remain only at the theoretical level, teacher candidates should be allowed to practice in the preschool science education course, and it is believed that each teacher should be given information about current and different methods to use in their professional lives, and encouraged to use them in their teaching profession.
{"title":"Investigation of the Conceptual Knowledge of Preschool Teacher Candidates on Science Education","authors":"Ece Nur Dağdelen, Volkan Atasoy","doi":"10.24106/kefdergi.1271514","DOIUrl":"https://doi.org/10.24106/kefdergi.1271514","url":null,"abstract":"Purpose: This study aims to investigate the conceptual knowledge of preschool teacher candidates toward science education. \u0000Design/Methodology/Approach: Thirty-eight junior teacher candidates at a state university in the Black Sea Region of Turkey participated in the research. The study is a qualitative type of research, and Interviews and activity plans were used for data collection. The content analysis method was applied in the analysis of the data. After the responses of the teacher candidates were noted, they were coded and divided into categories. Then, themes were created according to these categories and the findings were interpreted under these theme headings. \u0000Findings: The research findings revealed that preschool teacher candidates lack adequate conceptual knowledge toward science education, especially in using science process skills, determining the role of preschool teacher in science education. \u0000Highlights: The education given in preschool teacher education undergraduate programs should not remain only at the theoretical level, teacher candidates should be allowed to practice in the preschool science education course, and it is believed that each teacher should be given information about current and different methods to use in their professional lives, and encouraged to use them in their teaching profession.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69017853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.24106/kefdergi.1271471
Hüseyin Yildizoğlu, N. Cemaloğlu
Purpose: The aim of this research is to determine the relationship between organizational change fatigue levels of teachers working in secondary education institutions and organizational resilience levels of these institutions. Design/Methodology/Approach: The research was organized in relational screening model. The population of the research consisted of teachers working in high schools located within the borders of Kastamonu province. Proportional stratified sampling method was used in the study. The sampling included 313 teachers. In the study, the "Organizational Change Fatigue Scale”, which was developed by Bernerth et. al. 2011 and adapted to Turkish in 2020 and whose validity and reliability study was conducted by Limon, was used to measure the organizational change fatigue level of teachers. In order to measure the organizational resilience level of secondary education institutions, the “Organizational Resilience Scale” developed by Kantur and Say in 2015 was used. Pearson Product Moments Correlation Coefficient, Independent Sample t-test, One-Way Anova and Regression Analysis techniques were used in the analysis of the data. Findings: In the analyzes made, it was concluded that teachers working in high schools experienced change fatigue at the level of "agree", that high schools were resilient at the level of "agree", that there was no significant relationship between teachers' organizational change fatigue levels and organizational resilience, and that the level of change fatigue was not a significant predictor of organizational resilience.
{"title":"Examination of the Relationship Between Teachers' Organizational Change Fatigue Levels and the Organizational Resilience Levels of Secondary Education Institutions","authors":"Hüseyin Yildizoğlu, N. Cemaloğlu","doi":"10.24106/kefdergi.1271471","DOIUrl":"https://doi.org/10.24106/kefdergi.1271471","url":null,"abstract":"Purpose: The aim of this research is to determine the relationship between organizational change fatigue levels of teachers working in secondary education institutions and organizational resilience levels of these institutions. \u0000Design/Methodology/Approach: The research was organized in relational screening model. The population of the research consisted of teachers working in high schools located within the borders of Kastamonu province. Proportional stratified sampling method was used in the study. The sampling included 313 teachers. In the study, the \"Organizational Change Fatigue Scale”, which was developed by Bernerth et. al. 2011 and adapted to Turkish in 2020 and whose validity and reliability study was conducted by Limon, was used to measure the organizational change fatigue level of teachers. In order to measure the organizational resilience level of secondary education institutions, the “Organizational Resilience Scale” developed by Kantur and Say in 2015 was used. Pearson Product Moments Correlation Coefficient, Independent Sample t-test, One-Way Anova and Regression Analysis techniques were used in the analysis of the data. \u0000Findings: In the analyzes made, it was concluded that teachers working in high schools experienced change fatigue at the level of \"agree\", that high schools were resilient at the level of \"agree\", that there was no significant relationship between teachers' organizational change fatigue levels and organizational resilience, and that the level of change fatigue was not a significant predictor of organizational resilience.","PeriodicalId":33167,"journal":{"name":"Kastamonu Egitim Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69018099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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