| 1. |
- Burakgazi, Sevinc Gelmez, et al.
(författare)
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Raising scientists: A phenomenological study on advisor - Advisee relationships in doctoral education : Bilim İnsanı Yetiştirme: Doktora Eğitiminde Danışan - Danışman İlişkisi Üzerine Bir Olgubilim Çalışması
- 2023
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Ingår i: TÜBA Higher Education Research/Review. - 2146-796X .- 2146-7978. ; 13:2, s. 273-286
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Tidskriftsartikel (refereegranskat)abstract
- The current study aimed to examine the advisor-advisee relationship from the perspectives of both advisees and advisors throughout the doctoral education process, deciphering the internal mechanisms of universities related to doctoral advisement and the role of the advisor-advisee relationship in the development of future scientists. A qualitative phenomenological research design was used through interviews conducted with 13 doctoral students and 18 faculty members at two high-ranking public research universities with well-established advisor-advisee processes and strong organizational cultures. The results demonstrate the expectations of both parties from each other and themselves throughout the process as well as the effects of the advisor-advisee relationship on the efficiency of the process, advisees’ future academic careers, and identities. Advisees generally focused on communication and planning thesis work with advisors while the advisors stressed how different dimensions of the supervising process affect the understanding of scientist identity. Additionally, it was concluded that students feel closer to being a scientist/researcher when they feel the support of their advisor and have a close relationship with their advisor, and the discourses of advisors extend this argument to feeling the support of all faculty members as a team. The study highlights the important role of advisors in raising future scientists which demonstrates the need for universities to find ways to support faculty members in developing their supervisory skills.
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| 2. |
- Gokalp, Gokce, et al.
(författare)
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Raising a Scientist: A Phenomenological Study on the Advisor-Advisee Relationship
- 2021
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Ingår i: American Educational Research Association Conference. - https://convention2.allacademic.com/one/aera/aera21/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1690234&PHPSESSID=1jpr6hs8s85fulribg35nccaku : AERA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The study investigated how the advisor-advisee relationship develops and progressed from the beginning where the student selects his/her advisor to the completion of the dissertation, and the subsequent collaborations following the graduation from the perspectives of both advisees and advisors. Data was collected from two major state universities in Ankara, Turkey in 2019-2020 academic year. 13 doctoral students from the Educational Sciences Departments at different stages of the program and 18 faculty members working in these departments who advise Ph.D. students participated in the study. The data was collected through semi-structured interview forms and was subjected to content analysis. 5 key themes emerged from the study: Assignment of the advisor, advisor-advisee communication, advisor-advisee roles, ethical issues, and suggestions.
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| 3. |
- Tasti, Ozlem Yildirim, et al.
(författare)
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Critical Thinking Skills and Dispositions of Turkish Pre-service Teachers: A Meta Synthesis Study
- 2021
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Ingår i: European Research Association (ECER) Conference. - Geneva : EERA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The changes in social, cultural, and economic structures of contemporary societies have urged for a new education perspective that addresses key competences determined by the European Commission such as literacy, civic, and digital competence. These competences not only ensure personal fulfillment and active citizenship but also ensure that everyone has access to quality and inclusive education (Council Recommendation on Key Competences for Lifelong Learning, 2018). Skills such as critical thinking, creativity, and collaboration are emphasized for the attainment of the key competences. Among those skills, Critical thinking (CT) is “purposeful, reasoned, and goal-directed. It is the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions.” and includes reflecting on the thinking process (Halpern, 1998, p. 70). It further refers to reasonable and reflective thinking (Ennis, 2011); analysis of arguments (Ennis, 1985), reasoning and evaluating (Facione, 1990), and making reasonable decisions (Halpern, 1998). In the field of education, CT is rooted in the works of John Dewey (Ennis, 1991). Built on his work, CT has become a scholarly matter in the field of education (e.g. Ennis, 2013; Penkauskiene et al., 2019). Some of this genre of literature reports findings on educational interventions to improve CTS and CTD of students and teachers. Most recently, a framework was developed to teach CT (Heard et al., 2020). Similarly, within the scope of Critical Thinking Across the European Higher Education Curricula – CRITHINKEDU project, based on perceptions of 189 participants across nine European countries and from four different professional fields, researchers propose new learning outcomes to be integrated into the existing European university curricula (Dumitr et al., 2018). As our knowledge is extended, CT has been listed among the 21st-century skills. Accordingly, countries, including Turkey, have integrated CT into their curricula while attributing a critical role to teachers in the development of CTS and CTD as teachers are the key actors of curriculum implementation. In this regard, the literature reveals that when guided by teachers who had training to teach CT, educational interventions that aim to facilitate students’ CTS are more effective (Abrami et al., 2008). Nevertheless, there are problems derived from the teachers’ approach to teaching CT (Stenberg, 1987). This shifts our attention to teacher education through asking whether we can train our future teachers as capable of teaching CT because as Paul et al. (1997) contend, teacher education plays an important role in equipping teacher candidates with skills and knowledge to teach CT. However, including CT in teacher education programs is not sufficient. Beyond positivist perspectives that downgrade CT into a set of skills to improve thinking, problem-solving without asking questions about the problem itself (etc. Whose problem is this?), a process that should be exercised only by the student, and an abstract mode of thinking independent of lives of students and teachers, CT requires informed and committed action (Fernandez-Balboa, 1993). This can only be achieved by critical educators who are aware of the power of education as a transformative means (Giroux, 1988). Built on the aforementioned literature, along with Yıldırım’s (2013) call for review papers that evaluate teacher education research conducted in Turkey and relate it to the international literature, this study aims to synthesize the research on CTS and CTD of pre-service teachers in Turkey. The following research questions guided our study: 1. What critical thinking areas do the studies in teacher education focus? 2. What methodological traditions do the studies on critical thinking represent? 3. What are the knowledge claims studies on critical thinking offer for practice and further research? Method Synthesis studies are of primary importance as they bring the knowledge together generated from individual studies together (Glaser & Strauss, 1971). Grounded on this notion, this study is designed as a meta synthesis study which “brings individual qualitative studies together with one another at a more abstract level through a process of translation and synthesis” (Zimmer, 2006, p. 312). The aim is to determine common and contradictory patterns across studies through interpreting existing knowledge to generate new knowledge (Aspfors, & Franson, 2015). The educational research regarding Turkish pre-service teachers CTS and CTD was investigated in electronic national and international databases via EBSCOHOST service Academic Search Complete, Education Source, ERIC, Humanities International Complete, MasterFILE Complete, Social Sciences Index Retrospective, Teacher Reference Center, and TR Dizin. The search was limited to the accessible full-text empirical articles that were published in academic journals. Theses, dissertations, and conference papers, as well as scale development and program development/evaluation studies, were not included for the feasibility of the study. It was, moreover, restricted to the years from 2010 to 2020 to represent a recent portrayal of research conducted about teacher candidates’ CTS and CTD within the last decade’s educational context in Turkey. The descriptors we used for our search are namely: critical thinking and teacher candidate/pre-service teachers (460 studies including findings from other countries), critical thinking skills and teacher candidate/pre-service teachers (150 studies in Turkey), and critical thinking dispositions and teacher candidate/pre-service teachers (113 studies in Turkey). After excluding the studies that did not meet our criteria, we included 89 studies in this review.After determining the studies to be included in this synthesis, we first completed a descriptive analysis of the studies (e.g. research design, data collection instrument, majors of the participants, etc.). Then, we employed content analysis to determine the themes (Miles et al., 2018). through careful reading of each article and bringing the studies together under relevant themes considering the definitions/approaches/perspectives to define CT. Our analysis yielded eight main themes as CT as a higher-order thinking skill, CT as a self-controlled thinking process, CT as a developing skill, CT as a personal attribute, CT as a socially constructed skill, CT from a functionalist perspective, CT as part of democratic citizenship, CT as part of language skills. Expected Outcomes Our preliminary analysis of the studies showed that almost half of the studies (n = 38) were designed as correlational research. The others were designed as survey research (n = 30), experimental research (n = 17), and qualitative research (n = 4). These studies mostly used the Turkish version of the California Critical Thinking Disposition Inventory (CCTDI) that was adapted by Kökdemir (2003) followed by the “Critical Thinking Scale” which was developed by Semerci (2000). The CT levels of pre-service teachers were low in general (n = 39), only 17 studies reported a high-level of CT of pre-service teachers. Our thematic analysis disclosed that CT was accepted as a developing process in the majority of the studies (n = 68). Half of the studies, besides, defined CT as a self-controlled thinking process (n = 44). Further, almost half of the studies (n = 40) approach CT from a functionalist perspective. Other themes emphasized CT as higher-order thinking skill (n = 39), personal attribute (n = 17), part of democratic citizenship (n = 13), socially-constructed skill (n = 7), and a component of language skills (n = 7). Our preliminary findings unveil that only a few studies underline the importance of CT as an asset of critical educators. This diverges teacher education programs from training teachers as intellectuals who actively take part in creating just societies. Our synthesis also warrants for intervention studies and use of family background variables in correlation studies. Besides, we advocate that teacher education programs should offer specific courses to help pre-service teachers to develop CTS. Lastly, we propose that future teachers should be provided with more practice courses in which they can engage in and reflect on real cases.
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| 4. |
- Tasti, Özlem Yildirim, et al.
(författare)
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Critical Thinking Skills and Dispositions of Turkish Pre-service Teachers: A Systematic Review of Research : Türk Öğretmen Adaylarının Eleştirel Düşünme Becerileri ve Eğilimleri: Alandaki Araştırmaların Sistematik Analizi
- 2022
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Ingår i: Journal of Theoretical Educational Science. - : Afyon Kocatepe University. - 1308-1659. ; 15:3, s. 561-604
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to analyze the research literature on Turkish pre-service teachers’ critical thinking skills (CTS) and critical thinking dispositions (CTD) to identify the major knowledge claims and areas of further research. This systematic review study examined both quantitative and qualitative studies conducted between years 2010-2020, in Turkey. The educational research regarding Turkish pre-service teachers’ CTS and CTD was investigated in electronic national and international databases including ERIC and TR Dizin. Considering our inclusion criteria, we included 88 studies in our review. Firstly, we completed descriptive analysis of the selected studies. Then, we analyzed their content. The descriptive analysis showed that quantitative research designs dominate the field. These studies report low-level of CTS of the participants. On the other hand, we presented our thematic analysis under two main themes: traditional perspectives and critical perspectives. We conclude that a few studies adopt a critical stand in the realm of traditional approaches. We argue that such a perspective downgrades CT into a set of generic skills and neglects contextual and individual differences. It further diverges pre-service teachers from their roles as critical educators who actively participate in transformation of their society.
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| 5. |
- Akkus-Cakir, Nur, et al.
(författare)
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Intervention studies in teacher identity research in Turkey: We need more!
- 2019
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Ingår i: 10th International Conference on Curriculum and Instruction, 2019, Ankara. - Ankara : Ankara University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teacher identity (TI) has been a central theme in teaching research for a long time (Beauchamp&Thomas, 2009). As a framework, it recognizes both the socio-cultural and individual aspects of identity formation, and attracts attention towards various factors affecting teaching practice (Olsen, 2014) as well as the design of teaching and learning in the classroom (Alspup,2004; Beijaard, Meijer&Verloop, 2004). The importance of TI development has been revealed by many studies in the literature (Freese, 2006; Olsen,2014; Sachs,2001). Gaining a complete understanding of the factors affecting TI development is of paramount importance for both pre-service and in-service teacher training (Beauchamp&Thomas, 2009). When related work in educational research is examined, it can be seen that the focus is on defining TI, what constitutes it and how it develops (Beijaard et al., 2004). In particular, existing TI literature generally focuses on the effects of reflective activities, context and previous experiences on TI development (Izadinia,2013). There has been a call for studies that focus on the TI formation ‘process’ itself to better capture its dynamic nature (Beijaard et al., 2004). The current research on TI development in Turkey mostly focuses on professional identity formation (e.g.Akkoç&Yeşildere İmre, 2017; Arslan, 2018), the characteristics of professional identity (e.g.Atmaca, 2017; Alptekin Yolcu, 2018), and the representation of professional identity through teachers’ stories (Güngör, 2017; Yaylı,2017). When examined in detail, one can gain further insights regarding thefactors affecting TI development, the general characteristics of TI, andthe context in which it develops. However, only afew (4) of these studies are intervention studies that actually designed an intervention to support the development of TI and evaluated the results of the intervention. In educational research, there is a pressing need for rigorous design experiments to evaluate educational interventions to be used as a basis for change in educational policy and practice. Intervention studies are useful in terms of evaluating the effects of particular strategies used (Slavin, 2010). Existing work has already provided important findings about possible factors that contribute to the development of TI. We believe it is also important to design interventions depending on those findings and see what works, what does not and why. Therefore, having a close analysis of these studies can help researchers see how these interventions are designed, conducted, and what is found as a result in the end. It will also make it possible to determine the effectiveness of these interventions which can be instrumental in designing future interventions. This study aims to present a review of intervention studies conducted in TI research in Turkey. We aim to understand how the interventions to support TI development were designed methodologically, and to identify to what extent and in what ways they were effective. We aim to investigate how the results of these interventions can be used to improve research and practice in TI in Turkey. For this purpose, we conducted a systematic literature review over research databases such as ERIC, ULAKBIM, Scopus, Web of Science, ProQuest, and COHE. A total of 10946 studies were identified with the search words ‘teacher identity’ and ‘Turkey’. We included only peer reviewed articles and open access dissertations published between the period of 2009-2019, which were carried out in the form of an intervention study conducted in the context of educational sciences in Turkey. More specifically the following inclusion criteria were employed: The studies: - published between the period of 2009-2019, - published as articles in peer reviewed journals, - conducted as Master’s theses and Ph.D. dissertations, - carried out in the Turkish context, - carried out in educational sciences, - involving qualitative and quantitative data, - adopted intervention study design The analysis is still on going. Two researchers will independently evaluate the reporting quality of the studies in terms of the theoretical and methodological aspects, as well as the context and results will be conducted to understand whether and how these interventions worked.Preliminary content analysis of the selected papers indicated that three of these studies were conducted with pre-service teachers while one of them was conducted with in-service teachers. Two of them were conducted in EFL context while the other two were about Mathematics teaching. Three of these studies adopted TI as a theoretical framework while only one of them adopted the socio-cultural theory. Two of them employed mixed methods while the other two were qualitative case studies. Two of these studies were about the effect of discussions and reflection, while one of them was about the effect of reflection only and one was about the effect of an acting course for teachers on TI development. They were all found to be effective. Further analysis of will be conducted to understand with the goal of establishing a case that more research on intervention should be conducted in the context of TI in Turkey.
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| 6. |
- Brkovic, Irma, 1977, et al.
(författare)
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Determinants of Mentor Teachers´ Self-efficacy Beliefs in Mentoring
- 2024
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Ingår i: NERA Conference, Malmö, 2024. - : The Nordic Educational Research Association.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to investigate individual and contextual factors determining mentor teachers´ self-efficacy (SE) beliefs in their role mentoring role. Teachers´ self-efficacy beliefs have been proven to be a crucial factor for predicting personal and professional outcomes and relate to the effort teachers invest in teaching, resilience in unfavourable circumstances, motivation to leave the profession, health outcomes, and students´ motivation and achievement (Klassen & Tze, 2014, Panadero et al. 2017). SE in mentoring, though little researched, is found to be predictive for mentors´ educator identity, shared educator perspective and job satisfaction (Andreasen, et. al., 2019). However, which determinants contribute to mentors´ higher self-efficacy beliefs remain unclear. Self-efficacy as a concept is derived from Social Cognitive Theory and is defined as “beliefs in one´s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997). In his original work, Bandura argued that self-efficacy beliefs cannot be studied by applying general measures, but that it must be captured within specific areas. Within the framework of Activity Theory (Engeström, 1999) we have developed and applied scales measuring mentor teachers´ perceived challenges stemming from mentoring tasks, perceived areas of professional development resulting from mentoring activities and a scale measuring self-efficacy beliefs in mentoring student teachers. The analyses confirmed a one-dimensional structure of the self-efficacy scale (α > 0.90). The data were collected through an on-line questionnaire. In the first round of data collection 619 mentors working in grades 4-6 within teacher education programs of 20 Swedish higher education institutions (HEIs) participated. Results show that mentor teachers´ self-efficacy beliefs are predicted by both contextual (the amount of mentoring related training, perceived challenges in relation to mentoring) and individual (experience in mentoring, professional development) factors. This research is relevant to all Nordic HEIs who provide initial teacher education, particularly as the role of in-school mentors is increasingly recognised as an important factor in inducting and retaining new teachers (Aspfors & Fransson, 2015; Rinne et al, 2023).
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| 7. |
- Cobanoglu, Rahime, et al.
(författare)
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Behind the closed doors of public preschool classrooms: Practices and problem
- 2019
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Ingår i: 29th European Early Childhood Education Research Association (EECERA) Conference, 2019, Thessaloniki, Greece.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The present study sought to examine the classroom practices of a sample of preschool teachers employed in the public educational system of Turkey. As teaching practices make difference in children's developmental gains, it is critical to uncover what happens behind the closed doors of early childhood education (ECE) classrooms. Although many countries extended their efforts to increase the enrolment rate in ECE programs (OECD, 2014), it seems that teaching practices have remained problematic in the field. There is evidence that developmentally appropriate practices are not commonly implemented in ECE programs (Bryant et al., 1991; Dunn & Kontos, 1997). This study is a strand of research on process quality. Process quality in ECE addresses the experiences and interactions of children in classrooms (Dahlberg, Moss, & Pence, 1999). In this qualitative inquiry, data were collected through open-ended classroom observations. We explored the classroom practices of eight teachers that had B.S degrees in an area related to child development and education. The consent of Ministry of National Education was obtained to make class observations in schools. Teachers' participation in research was voluntary. The results revealed that some teacher practices were not developmentally appropriate in the preschool classrooms. There was almost no teacher effort for supporting children's learning during child-initiated activities. The activities that are likely to support children's higher cognitive functioning were scarcely observed in the classrooms. Also, preschool teachers addressed a range of issues regarding the management of children's behaviours. The results provide implications for pre-service teacher education and teacher professional development.
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| 8. |
- Cobanoglu, Rahime, et al.
(författare)
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Quality of Early Childhood Education at a Glance: Problems Related to Families, Teachers, and Working Conditions : Okul öncesi eğitimin niteliğine bir bakış: Aileler, öğretmenler ve çalışma koşulları ile ilgili sorunlar
- 2020
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Ingår i: Journal of Qualitative Research in Education. - : Ani Publishing and Consulting Company. - 2148-2624. ; 8:2, s. 407-430
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Tidskriftsartikel (refereegranskat)abstract
- The present study attempts to reveal the problems related to the quality of early childhood education (ECE) regarding structural features and educational process based on qualitative data. The study was conducted in public pre-primary schools in Ankara. Seven female early childhood teachers selected through maximum variation sampling method were interviewed in this phenomenological research. These teachers’ classrooms were also observed during one school day to support interview findings. Content analysis was applied in data analysis. Results overall show that there are various problems related to the quality of ECE considering structural features and educational process. In the domain of structural quality, problems are mainly related to families, teachers, and working conditions. In domain of educational process quality, problems mainly pertain to planning, learning / teaching process, and classroom management. For quality improvement in ECE, it is necessary to enhance working conditions, raise the consciousness of families about ECE, and develop teacher qualifications.
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| 9. |
- Cobanoglu, Rahime, et al.
(författare)
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Sources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs
- 2019
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Ingår i: European Early Childhood Education Research Journal. - 1350-293X .- 1752-1807. ; 27:2, s. 195-207
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Tidskriftsartikel (refereegranskat)abstract
- © 2019, © 2019 EECERA. The developmentally appropriate practice (DAP) guideline offers professional standards for high quality practice in early childhood education in the United States and abroad. The present study examines how well the three aspects of teacher efficacy beliefs including self-efficacy for teaching, self-efficacy for parent involvement, and general teaching efficacy predict teacher beliefs about DAP as well as developmentally inappropriate practice (DIP) through structural equation modeling. The sample comprised 251 preschool teachers employed in public pre-primary schools in a metropolitan city in Turkey. Results indicated that general teaching efficacy was a significant predictor of teacher beliefs about DAP and DIP. Teacher self-efficacy for parent involvement significantly predicted teacher beliefs about DAP but not DIP. There was not any significant influence of teacher self-efficacy for teaching on teacher beliefs about DAP and DIP. This study overall suggests that teacher efficacy beliefs constitute one of the important sources of teacher beliefs about DAP.
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| 10. |
- Cobanoglu, Rahime, et al.
(författare)
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Teacher-child interaction quality in early childhood education: the impact of teacher beliefs
- 2023
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Ingår i: Education 3-13. - 0300-4279 .- 1475-7575.
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the status of teacher-child interaction quality, the nature of teacher beliefs, and their relationship in the context of preschool classrooms in a metropolitan city in Turkey via a mixed-methods research design. Quantitative data were collected from 47 preschool teachers through teacher survey and structured classroom observation methods using the Classroom Assessment Scoring System (CLASS). In the qualitative dimension, semi-structured interviews were conducted with four preschool teachers, purposefully selected based on their CLASS scores. The results revealed that the overall quality of teacher-child interaction was ‘average’ in the classrooms. Preschool teachers were generally positive about their capabilities to teach and tended to espouse developmentally appropriate practice to a great extent, but these beliefs did not consistently align with the teacher-child interaction quality observed in their classrooms. The study highlights the critical need to bridge the gap between teachers’ beliefs and practices to improve the quality of early childhood education.
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