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- Hipkiss, Anna Maria, et al.
(author)
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Mentoring student teachers – a reflection of what you know or who you are.
- 2024
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In: Nordic Educational Research Association, NERA.
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Conference paper (other academic/artistic)abstract
- This is a quantitative study of how mentor teachers view their task as mentors. The study investigates to which extent mentor teachers value different mentor characteristics or qualities in their role as mentors, for example the importance of being a role model or having certain knowledge that set student teachers on the path to their future teaching adventures. This presentation draws on concepts from Legitimation Code Theory (LCT- Maton, 2014). LCT is concerned with how mentor teachers respond to the relations between who one is (for example being a role model) and what one knows (for example having certain knowledge) might give insights into the dichotomy of tacit and explicit knowledge (or knowledge for-in-on practice). Using LCT we aim to identify what the dominant understandings of what mentoring involves in two ways. What do mentors value more legitimate knowledge and epistemic relations (ER); or being a legitimate knower and social relations (SR), aka someone who can play “the rules of the game” (Clarence, 2021:30; Maton, 2014:17). Data was collected through a nationwide distributed questionnaire sent out to mentor teachers for the teacher education programs at the primary school level (Grundlärarprogrammet 4-6) in the winter of 2022 and 2023. In the first round, a total of 619 responses were collected asking for mentor teachers’ experiences of the mentoring task. In this presentation, eight survey questions were selected, in collaboration with a panel of LCT scholars, for further analyses using the dimension of Specialization. In the ongoing analyses we identify to which degree mentors “value” specialized knowledge related to the mentoring task (epistemic relations), and to which degree they value dispositions and attributes (social relations) and if there are distinctions to be made between different teacher categories. Preliminary results indicate that while mentors value having the right knowledge and being the right knower, slightly more mentors (67%) value being the right knower over having the right knowledge (50.7%). These differences are slight, but it is anticipated that further analyses will highlight whether the differences can be related to, for example, years of experience or type of teacher education which in turn can provide useful knowledge for designing mentor training provided at universities. References Clarence, S., (2021). Turning access into success. Improving University Education with Legitimation Code Theory. Routledge. Ellery, K., (2021) Widening access in science: Developing both knowledge and knowers. In: Maton, K., Martin, J.R. and Doran, Y.J. (Eds). Teaching Science: Knowledge, Language, Pedagogy. Routledge Maton, K., (2014). Knowledge and knowers. Towards a realist sociology of education. Routledge.
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| 4. |
- Yildirim, Ali, 1962
(author)
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Geçmişten günümüze eğitim programları çalışmaları : Curriculum studies from past to present
- 2019
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In: 10th International Conference on Curriculum and Instruction, 2019, Ankara (Invited presentation). - Ankara : Ankara University.
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Conference paper (other academic/artistic)abstract
- The purpose of this presentation is to analyze the past and present of curriculum studies field with different traditions in different parts of the world. Various curriculum development theorists ranging from Dewey to Tyler and to Pinar are discussed in terms of how their ideas have given shaped to understanding of the curriculum and curriculum development processes. A need for broader and more interdisciplinary perspective is raised for future studies on curriculum and instruction.
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| 5. |
- Hilden, Raili, et al.
(author)
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Pre-service language teachers’ grading literacy: perceptions of grading in three university programs in Finland and Sweden
- 2024
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In: Cogent Education. - 2331-186X. ; 11:1
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Journal article (peer-reviewed)abstract
- The objective of this study is to expand teachers’ knowledge base of assessment in teaching by exploring pre-service language teachers’ construct of grading literacy during their pedagogical studies and immediately after. We conceptualize pre-service language teachers’ grading literacy with a literature-based flow model of decision-making comprising six major phases. These involve (1) mobilizing grading related knowledge, skills and dispositions, (2) distinguishing relevant assessment events, (3) identifying and filing evidence, (4) interpreting assessment rubrics, (5) making the grading decision, and (6) communicating it to stakeholders. The decision trajectory is constrained by individual and social factors. The research questions address pre-service teachers’ perceptions of the multiple components, primarily the evidence base of a grade. The data comprise survey responses (n = 131) and interview data (n = 26) from three universities, one in Finland and two in Sweden. Regarding the factorial structure, variables incorporating process and disposition aspects provided the strongest explanatory the most frequently attended grading evidence comprises written and oral tests. Pre-service teachers in Finland and Sweden differ with regard to most aspects of what evidence they base their grading on. The interview responses confirm pre-service teachers’ high awareness of the complex nature of grading and the responsibility attached to the endeavour. Based on the findings we propose recommendations for teacher education programs to broaden and enrich pre-service teachers’ grading practice to encompass processual and progress aspects. Increased attention should be paid to practical implementation of grading standards and guidelines in interpreting and justifying grading decisions.
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| 6. |
- Yildirim, Ali, 1962, et al.
(author)
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Teaching Summative Assessment: A Curriculum Analysis of Pre-Service Language Teacher Education in Sweden and Finland
- 2023
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In: Journal of Teacher Education. - 0022-4871 .- 1552-7816.
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Journal article (peer-reviewed)abstract
- The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language preservice teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered.
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| 7. |
- Akkus-Cakir, Nur, et al.
(author)
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Intervention studies in teacher identity research in Turkey: We need more!
- 2019
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In: 10th International Conference on Curriculum and Instruction, 2019, Ankara. - Ankara : Ankara University.
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Conference paper (other academic/artistic)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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| 8. |
- Burakgazi, Sevinc Gelmez, et al.
(author)
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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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In: TÜBA Higher Education Research/Review. - 2146-796X .- 2146-7978. ; 13:2, s. 273-286
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Journal article (peer-reviewed)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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| 9. |
- Cobanoglu, Rahime, et al.
(author)
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Behind the closed doors of public preschool classrooms: Practices and problem
- 2019
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In: 29th European Early Childhood Education Research Association (EECERA) Conference, 2019, Thessaloniki, Greece.
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Conference paper (other academic/artistic)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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| 10. |
- Cobanoglu, Rahime, et al.
(author)
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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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In: Journal of Qualitative Research in Education. - : Ani Publishing and Consulting Company. - 2148-2624. ; 8:2, s. 407-430
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Journal article (peer-reviewed)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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