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Investigating mathematics teacher candidates opinions about using information & communication technologies
Selahattin Arsan,Tamer Kutluca,?lknur ?zp?nar
Cypriot Journal of Educational Sciences , 2011,
Abstract: As it has changed all fields in our lives, technological advancements have also improved education in such a large extent that integrating technology into education is inevitable. For this reason, teachers and teacher candidates are supposed to get acquainted with technology related information and skills. This study was conducted to determine the pre-service mathematics teachers’ opinions about information and communication technologies. A questionnaire was applied to 104 mathematics teacher candidates from a university in the Black Sea Region as the data collecting tool. The data was analyzed with statistical software (SPSS 13.0) in terms of average mean, standard deviation and t-tests. Current findings show that mathematics teacher candidates have positive attitude towards applying ICT in classroom settings. Results show no significant difference between the attitudes and owning a computer, using the internet and the department being studied; however there is a significant correlation between attitudes and gender; favoring males.
Developing Communication Skills of EFL Teacher Trainees
Kadriye Dilek Akp?nar
Journal of Language and Linguistic Studies , 2009,
Abstract: Higher Education Council of Turkey has added a one term course named as “Effective Communication Skills” to the curriculum since 2006 in Foreign Language Education Departments because of the crucial importance of communication in the information society. In order to test the effectiveness of this course, a research project was developed by looking at the pre-and post course interviews conducted with first year teacher trainees about communication skills compared with the fourth year students’ ideas who did not take the course. This paper describes both the significance of effective communication skills and the benefits of the course for developing teacher trainees’ effective communication skills. The implementations and suggestions for teacher education has also been discussed.
Comparison of Assessment Scores of Candidates for Communication Skills in an OSCE, by Examiners, Candidates and Simulated Patients  [PDF]
Abdul Sattar Khan, Riaz Quresh?, Hamit Acemo?lu, Syed Shabi-ul-Hassan
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.326141
Abstract: Though OSCE method has been verified by several researchers for the appropriate assessment of competence in clinical skills, yet medical educationists have some concerns regarding the value of assessment of communication skills and empathy by this method. Hence, we sought to assess the extent of differences, if any, among the examiners, the candidates and the simulated patients (SPs) for communication skills. A total of 23 general practitioners, who were preparing for their postgraduate clinical examination, participated in a practice OSCE on seven stations in this study. The examiners observed and evaluated the candidates during the whole consultation, using the pre-tested checklist including 15 items with a global rating scale. The simulated patients also evaluated the candidates at the end of consultation, using the same checklist. There were significant differences in the assessment scores of candidates by the examiners, the candidates themselves and the simulated patients regarding all aspects of communication skills. However, introduction to the patient’s scenario of some non-verbal communication did not show any significant difference (p-value => 0.05). The correlation between examiners and SPs (r = 0.07, p = 0.7) and SPs and candidates (r = 0.01, p = 0.95) was very low and not significant. Cronbach’s alpha was 0.968 across items, whereas among seven stations it was 0.931. This study has shown a significance difference in assessment scores of candidates by examiners, SPs and candidates themselves. In conclusion, there is a need for further research regarding the active role of SPs in summative assessments.
Factors that affect the problem solving skills of preschool teacher candidates: academic achievement and types of anxiety
Esra Dereli,Esra Ang?n,?zlem Karaku?
International Journal of Human Sciences , 2012,
Abstract: This study aimed to investigate the effects of academic achievement and types of anxiety of the preschool teacher candidates on their problem solving skills. In this research academic achievements and anxiety types (trait and state anxiety) were taken as independent variables. The universe of the study is composed of the students attending Pre-school Education Department at Faculty of Vocational Education, Selcuk University. The sample was determined with random classification sampling method and is composed of 300 students. The research was carried out with survey model. The data of the research was collected by using personal information sheet, State and Trait Anxiety Inventory, The Problem Solving Inventory. As a criterion of academic success, students GPAs were used. The analysis of the data was done with Pearson Moments Multiplication Correlation Coefficient, t test, one-way anova, LSD test and Reggression Analyze. As the result of the research, it was found that there is significant difference between academic achievement and problem solving skills average points and class level and state anxiety average points It was determined that academic achievement and trait anxiety points predicted problem solving ability points. When t-test results about significance level of regression coefficient are examined, it is seen that the most important explanatory for problem solving skills is trait anxiety, then academic success.
Pedagogical Competences – The Key to Efficient Education  [PDF]
Andreia Irina SUCIU,Liliana M???
International Online Journal of Educational Sciences , 2011,
Abstract: The aim of our study is to provide a holistic representation of pedagogical skills closely related with current approaches in the field of professional competence for the teaching career. The paper covers three dimensions from the perspective of pedagogical competences. The first dimension is on the definition of pedagogical competence. The concept of pedagogical competence tends to be used with the meaning of minimum professional standard, often specified by law, which should raise a person in fulfilling a particular role of the teaching profession. The second dimension is based on representative taxonomies and highlights current pedagogical competences. The taxonomic classification, which we provide below only refers to the basic competences involved in the based role of a teacher to lead one of the educational activities with students. The third dimension is represented by a proposal in a narrow framework of a holistic representation of pedagogical competences for the teaching career. In the holistic view, we delineate two broad categories of pedagogical competences in accord with current approaches: general pedagogical competence and special pedagogical competence. After analyzing the pedagogical competences taxonomies, we obtained a comprehensive and actual representation. This representation allows a better understanding of the general and secondary categories of pedagogical competences. The study was unfolded in CNCSIS – TE 282/July 2010 “INOVACOM – Curricular innovations for the development of the pedagogical competencies of teachers of Romanian Language and communication through initial training programmes for teachers”.
Beden Egitimi ve Spor Bilimleri Dergisi , 2009,
Abstract: The aim of this survey is; students’ studying in Physical Education and Sport Department of AEü and Gü through problem solving test and to specify whether students differentiate according to independent variables obtained from personal variables and to reveal relation between students’ ability of problem solving. Totally, 304 students, whom were selected randomly among the students studying in Physical Education and Sport Department of AEü and Gü voluntarily participated in this survey. In this survey, Personal Data Form and Problem Solving Inventory (P E) were used as a means of data collection. The research indicated that the skills of problem solving and approaches of problem solving generally the university students is medium level. The average point of the sub-dimensions and its total of the skill of problem solving didn’t change in a meaningful level accordingly class and national but it changed in a meaningful level depending on the university, sex, branches of sports.
Behiye UBUZ,Sibel SARI
Ondokuz May?s University Journal of Education , 2009,
Abstract: The aim of this study was to examine qualitatively 109 third year primary teacher candidates’ views on being a good teacher. One open-ended question was posed to teacher candidates to be answered in writing. Although opinions about being a good teacher were categorized into six subtitles: personal characteristics, knowledge of subject and its teaching;, skills, professional growth, appreciation, and commitment to the mission, most of the answers were about different dimensions of personal characteristics.
Dispositions in Teacher Education: Complex but Comprehensible
Education , 2013, DOI: 10.5923/j.edu.20130301.13
Abstract: In 2003, Azusa Pacific University Teacher Education Department began research aimed at gauging the dispositions of their teacher credential candidates. To meet their obligation as a Christian university, an NCATE accredited School of Education, and a Teacher Credential program with the State of California, the program was directed to evaluate that teacher candidates know and can demonstrate the content knowledge, pedagogical knowledge and skills, professional knowledge and skills, and professional dispositions necessary to help all students learn. Initially the project piloted a system wide process to measure the dispositions of their teacher credential candidates based on a generic criteria set and rubric. Data was collected and analysed. However in light of conflicting research found in the literature from the field, concerns arose regarding whether the current instrument was actually measuring the appropriate critical attributes of teacher dispositions. Consequently the researchers undertook a three year project to examine on the nature of dispositions; their place and importance in the development of teacher candidates; and the challenges of following the NCATE mandate. Input was solicited from local, regional, national, and international stakeholders to initially examine an instrument developed by researchers in North Carolina. As a result of analysis of both quantitative and qualitative data, a list of essential criteria that could be used to effectively measure teacher candidate dispositions emerged. Consequently a more reliable measure of candidate dispositions is currently in use as part of a comprehensive program of using Dispositions to guide and measure teacher candidates.
Raziye Demiralay,?irin Karadeniz
Cypriot Journal of Educational Sciences , 2008,
Abstract: Rapid changes in information and communication technologieshave high impact on societies to transform into the information societies. Nowadays,owning a dynamic economy which based on information is the main objective of thesocieties. It is the fact that the individuals need to have lifelong learning and informationliteracy skills in order to come into being in the information society. The educationalinstitutions are responsible to cause individuals to gain these skills. Especially it isimportant to be acquired these skills in elementary education. In this study; lifelonglearning and information literacy concepts are examined, the models which will be usedto provide students to gain information literacy skills in a systematic way are presented,and an example course plan in elementary education based on Big6 Model which haswidely used and project based learning are presented. Finally, information society,lifelong learning and information literacy are discussed in the perspectives of teacher,student and teacher candidates and various suggestions are offered
Teacher Candidates’ Strategies for Coping with Stress  [PDF]
Bahtiyar Eraslan ?apan
International Online Journal of Educational Sciences , 2012,
Abstract: This study aims to explore how teacher candidates cope with stress according to their gender, age, and major. The data for the study was collected via a personal information form and the Multidimensional Intimate Coping Questionnaire (MICQ) with the participation of 307 university students, 183 female (59.6 %) and 124 male (40.4). To analyze the data, for the gender and age variables an independent samples t-test, and for the major variable, a one-way ANOVA test was utilized. The results revealed that there was a significant difference in the gender variable in the subscales of Negative and Passive Coping , Seeking External Support and Belief in Religion subscale for the female students. The difference was significant for the male students in the subscale of Use of Alcohol and Drugs . Also, according to the age variable, the difference was again significant for the participants between the ages of 23 and 31 in the subscale of Positive and Active Coping and Supporting Oneself . Moreover, there was a significant difference major variable in the subscales of Denial/Mental Disengagement for special education students, and Belief in Religion subscale for students in science departments. As a result of the study, teacher candidates should be aware of the existing and potential stress sources and problems, and also the problems they will face in their profession. In addition, they should be equipped with the necessary skills to be able to cope with those factors effectively.
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