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The purpose of this research is to reveal the opinions of classroom teachers who have inclusive students regarding the use of technology/digital content in instructional adaptation studies. For this purpose, the research was designed as a descriptive case study, one of the qualitative research methods. The participants of the research consist of 10 classroom teachers who have inclusion students in their classes and are working in the central district of Sivas province in the 2023-2024 academic year. The data of the study was collected with a semi-structured interview form developed by the researchers. The data obtained was analyzed with content analysis. As a result of the research, it was revealed that teachers included instructional adaptation studies in their classes and provided the necessary technological studies for the students, however, there were some physical deficiencies, and it was concluded that instructional adaptations and the use of technology/digital content should be given to teachers as in-service training. [ABSTRACT FROM AUTHOR]

When education is considered as a system, teacher, student and curriculum constitute the most important inputs of this system. The discussions on improving the quality of education are locked at the point of success in teacher training and teacher competence, due to both the high impact on the teaching process and the outputs of the system as well as their high controllability. Considering the social changes, the Ministry of National Education (MONE) has determined 3 basic competency areas with the update on teaching competencies. Accordingly, under the general headings of professional knowledge, professional skills, attitudes and values, teachers are expected to have knowledge about their field, professional skills to transfer this knowledge accurately, to follow the legal regulations related to their duties, to be committed to national, spiritual and universal values, and to be open to evaluating and improving their personal and professional development accurately.A teacher who has basic knowledge and skills in his/her field, but whose teaching skills are inadequate and whose communication skills need to be developed, will not be able to fulfill his/her profession effectively. For this reason, courses are given in teacher training faculties to improve the teaching, classroom management and communication skills of prospective teachers. Supporting the theoretical knowledge given in teacher training faculties with practices and increasing the teaching experience of prospective teachers in artificial and real classroom environments are important for their professional development. Micro-teaching is a preferred method for transferring theoretical knowledge into practice and improving the teaching skills of candidate teachers. In a specially organized classroom environment and for a limited time, the teaching processes of the candidates who make a course presentation are evaluated and their professional development is supported. In our research, in order to measure the effectiveness of microteaching in the preparation of religious education teachers for the profession, a microteaching process was carried out with the 4th grade students of the Faculty of Theology within the scope of the "Special Teaching Methods" course and a video recording was taken. After watching the video recording, the candidate teacher made a self-evaluation of his/her own performance. This process was evaluated by the candidate teachers and the results of the observation form prepared by the lecturer taking into account the MONE teaching practice evaluation form were interpreted together with the results. According to the data obtained in our study, which was conducted with qualitative research method, the micro-teaching process made many contributions to the personal and professional development of candidate teachers. One of the most important of these contributions is that it provides the candidate teacher with the opportunity to discover his/her strengths and weaknesses and to gain experience for the profession. It was observed that the candidate teachers had difficulties in using time efficiently, classroom management, applying the method effectively, drawing attention to the lesson and communication during the microteaching process, and some of the candidate teachers were over-excited. Although the participants considered the fact that the class was more crowded than expected, the shortness of the lesson duration and the stress experienced during the microteaching process as negative factors, they believe that it would be beneficial to implement this experience starting from lower grades. [ABSTRACT FROM AUTHOR]

Thinkers and educators of the period had important influences on the shaping of educational policies in Turkey. One of these thinkers and educators is Hüseyin Hüsnü Cırıtlı, who worked at Gazi Education Institute and Ministry of National Education for many years. The aim of this study is to reveal Cırıtlı's views on teacher training process and teaching profession in Turkey. The research was conducted by document analysis method and content analysis technique was used to analyze the data. As a result of the research, it was concluded that education should be national, the Ministry of National Education should have a say in the teacher training process, there should be cooperation in teacher training across the country and standards should be set, teachers should have special qualifications, in-service training should become important and the importance of the teacher factor in students' learning. [ABSTRACT FROM AUTHOR]

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Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Die vorliegende Arbeit setzt sich zum Ziel, die Vorstellungen türkischer DaF-Studierender von der Lehrkraftrolle im digitalen Zeitalter anhand von Metaphern zu analysieren. Es handelt sich um eine Fragebogenuntersuchung mit 57 Studierenden des dritten und vierten Studienjahres der DaF-Lehramtsabteilung an einer türkischen Universität. Erkenntnisleitend waren dabei die Fragen, welche Metaphern die Studierenden zur Beschreibung von Lehrkräften mit entwickelten digitalen Kompetenzen benutzen und welchen Kategorien die von ihnen verwendeten Metaphern zugeordnet werden können. Im Fragebogen füllten die Probanden und Probandinnen den Satz „Eine mit digitalen Lernanwendungen arbeitende DaF-Lehrkraft ist wie …, weil …” aus. Außerdem wurde eine Frage vom Likert-Typ zur Relevanz des Einsatzes digitaler Lernanwendungen benutzt. Die Analyse der Antworten ergab, dass eine überwiegende Mehrzahl der Befragten die Verwendung von digitalen Lernanwendungen für sehr wichtig (70,2 %, n = 40) und wichtig (24,6 %, n = 14) hielt. Des Weiteren nutzten 16 von den 57 Teilnehmenden in ihren Antworten keine Metaphern, deswegen konnten nur 41 Antworten bei der Auswertung von Metaphern berücksichtigt werden. Insgesamt wurden 33 unterschiedliche Metaphern zur Umschreibung von einer mit digitalen Lernanwendungen arbeitenden DaF-Lehrkraft benutzt. Die qualitative Inhaltsanalyse der Daten führte zur Bildung folgender Kategorien: „Innovator“, „Entertainer“, „wertvolles Objekt“, „Unterrichtsmanager“, „Motivationstrainer“ und „Aufmerksamkeitslenker“. Im Vergleich mit den Metaphern-Untersuchungen zum traditionellen Lehrkraftbild verdeutlichen unsere Kategorien die sich verändernde Lehrkraftrolle im digitalen Zeitalter, in der nicht mehr die Wissensvermittlung, sondern Innovation, Lernen mit Spaß sowie Motivation im Vordergrund stehen.

Amaç: Reggio Emilia yaklaşımı, okul öncesi eğitimi çocuk merkezli ve demokratik bir perspektifle ele alırken, özellikle pedegojik dokümantasyon süreçlerinin de altını çizer. Bu çalışma, Reggio Emilia ilhamlı dokümantasyon eğitiminin okul öncesi öğretmenlerinin çocuk merkezli ve demokratik sınıf uygulamalarına yönelik tutumları üzerindeki etkisini incelemeyi amaçlamaktadır. Yöntem: Karma yöntem kullanılarak gerçekleştirilen çalışmada eğitim almış ve almamış öğretmenlerin tutumları karşılaştırılmıştır. Bulgular: Araştırma sonucunda, eğitim almış öğretmenlerin daha yüksek düzeyde demokratik tutumlara sahip olduğu ve otokratik görüşlerinin azaldığı görülmüştür. Bununla birlikte, gruplar arasında ilgisiz/boşvermiş tutumlar açısından anlamlı bir farklılık ortaya çıkmamıştır. Eğitim alan öğretmenlerin, daha demokratik, katılımcı, süreç odaklı ve çocuk merkezli sınıf uygulamalarını tercih ettikleri saptanmıştır. Sonuç ve öneriler: Çalışma, Reggio ilhamlı dokümantasyonun öğretmenlerin program tasarımı ve çocuk değerlendirmesi konusundaki demokratik inançlarını önemli ölçüde şekillendirdiğini göstermektedir. Sonuç olarak, araştırma bulguları erken çocukluk eğitimi için öğretmen eğitimi ve mesleki gelişim programlarının gerekliliği ortaya çıkarmakla birlikte, çocuk merkezli ve demokratik sınıf ortamlarını desteklemenin çocukların katılım haklarını korumak açısından önemini vurgulamaktadır.

Bu çalışmanın amacı sınıf öğretmenlerinde dijital akıcılığı geliştirmek için hazırlanan programın etkililiğini değerlendirmektir. Bu amaç doğrultusunda öğretmenlerin dijital akıcılık düzeylerini belirlemede kullanabilecek geçerli ve güvenilir bir ölçme aracı geliştirilmiştir. Çalışma nicel araştırma desenlerinden öntest-sontest kontrol gruplu yarı deneysel desende yürütülmüştür. Bu araştırmanın bağımsız değişkeni deney grubuna ön-test ile son-test arasında verilen Dijital Akıcılık Öğretmen Eğitimi olup, bağımlı değişkeni katılımcıların dijital akıcılık düzeyleridir. Araştırma kapsamında deney grubundaki öğretmenlere 30 saatlik Dijital Akıcılık Öğretmen Eğitimi uygulanmış, kontrol grubuna ise herhangi bir uygulama yapılmamıştır. Verilerin analizinden elde edilen bulgulara göre, deneysel uygulamalar sonrasında, deney grubundaki öğretmenlerin dijital akıcılık düzeylerinin kontrol grubundaki öğretmenlere göre anlamlı düzeyde yüksek olduğu görülmüştür. Bu çalışma sonucunda, uygulanan Dijital Akıcılık Öğretmen Eğitim Programının deney grubundaki öğretmenlerin dijital akıcılık düzeylerinde artış sağladığı bulguları elde edilmiştir. Araştırma kapsamında elde edilen bulgular alanyazın temelli tartışılarak yorumlanmış ve öneriler sunulmuştur.

In this article, the efforts for the development of rural areas, the steps of which were started with the establishment of the Republic, and the process until the establishment of the village institutes were evaluated; the purpose of the establishment of the institutes, the theoretical and practical training provided by the institutes, the role and importance of the institutes in the development and planning of the rural region where the institutes were established, and their contribution to the rural areas are mentioned. Detailed information was given about 21 village institutes, the infrastructure of which was prepared since the first days of the Republic and started to be established under the name of Village Institutes on April 17, 1940, in addition to the teachers trained by the institutes, the effects of the institutes on the planning and their efforts for the development of the region with the region-specific productions decided in line with the data obtained by the evaluation of the physical and geographical characteristics of the region are mentioned. Mainly political and social influences that had factors on the closure of the village institutes with its difficult adventure from its establishment to its closure are included. Comparative information about the place in the world of Village Institutes which is seen as one of the most important rural development movements of the Republic is given, and their possible contributions to today's rural development and planning is explained with the assessment of what would be the effects on rural planning and development if the institutes were not closed. [ABSTRACT FROM AUTHOR]

Scientific and technological innovations have brought about the search for international solutions in educational sciences, and comparative education studies have presented a perspective to educators in this sense. The main purpose of this study is to seek an answer to the question of what kind of education system it is necessary to go through in order to become an English teacher in the Netherlands and Turkey. Answers to the questions were sought. Document analysis, which is a qualitative research method, was adopted. Data were collected from the official websites of both countries and analyzed by document analysis. According to the results of the research, the most significant difference was seen in teacher training systems. The teaching practice course, which is planned as one day a week in the last year of university in Turkey, starts in the first year of the university in the Netherlands and continues practically until the last year. In addition, unlike our country, students are expected to understand English language and culture by working in England for ten weeks. [ABSTRACT FROM AUTHOR]

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Bu araştırmada Türkçe öğretmeni adaylarının yazma becerisine yönelik hazırladıkları ders planlarında ders işleme sürecinin nasıl düzenlendiğini belirlemek amaçlanmıştır. Türkçe öğretmenliği 3. sınıfta öğrenim gören 60 Türkçe öğretmeni adayının yazma becerisine yönelik hazırladığı ders planları veri kaynağı olarak kullanılmıştır. Veriler doküman incelemesi yöntemiyle incelenmiştir. Araştırmada veri toplama aracı olarak araştırmacı tarafından düzenlenmiş ders planı taslağı ve kodlama formu kullanılmıştır. Araştırma sonucunda derse giriş aşamasında öğretmen adaylarının büyük çoğunluğunun duyuşsal hazırlık sürecini yanlış, zihinsel hazırlık sürecini ise doğru planladığı tespit edilmiştir. Yine öğretmen adaylarının büyük bir kısmının ders işleme sürecini belirlenen yazma yöntemine ve kazanımlara uygun olarak planladığı tespit edilmiştir. Ancak öğretmen adayları ders işleniş sürecini planlı yazma ve değerlendirme modeline göre düzenlemede çok başarılı olamamışlardır. Benzer şekilde, öğretmen adaylarının ders işleme sürecini metin türünde öğretilmesi gereken özelliklere uygun olarak düzenlemede de çok başarılı olmadıkları tespit edilmiştir.

The education issue of the village and the villager became a serious problem in the first period of the Republic. In Turkey, where the literacy rate was low compared to the population, it was planned to increase the literacy rate in rural areas through village institutes at that time. Ideas of village institutes go back to the "trainer project". The first trainer course was opened in Eskişehir Çifteler in 1937, and the first practices were implemented in the form of training the village youth who did their military service as corporals or sergeants and assigning them as trainers in their own villages. In the first period of the Republic, when there were not enough teachers, it was a laborious task for existing teachers to go to villages and teach. Village institutes are based on the idea of training teachers who will work voluntarily and selflessly in their own villages. Village institutes were officially established in 1940 under the auspices of President İsmet İnönü, with the work of Minister of National Education Hasan Ali Yücel and İsmail Hakkı Tonguç. In village institutes, students were also given education on literacy, basic knowledge, and livelihoods of the region (agriculture, beekeeping, poultry farming, etc.) outside of formal education. Village institutes are a unique education-teaching model that includes the regulation of education in Turkey according to rural conditions and emerged in Turkey's conditions. In this study, the process of emergence and closure of village institutes has been examined. Village institutes, which are an important move in the field of education, are an effective and efficient development move with a strategic planning. [ABSTRACT FROM AUTHOR]

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Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research focuses on gender, meaning that the roles and actions of "feminine" and "masculine" genders are distinguished by societal expectations and turned into "female" or "male" individuals. This qualitative study intends to elucidate the opinions of high school students on gender differences in teacher behavior. The research study group comprises of 80 participants drawn from the students attending public high schools in the central regions of Eskişehir during the academic years 2022--2023. The researcher devised a semi-structured interview form to collect data for the study. The data were analyzed using the method of content analysis. According to the research findings, most gender role preconceptions are restrictive/repressive, and these stereotypes constitute the foundation of gender discrimination in society. In addition, individuals adopt the gender roles that society deems proper for them out of fear of social exclusion, rejection, and condemnation. All participants agree that teachers display gender-stereotyped behaviour. Moreover, instructor behaviors including these patterns vary according to the gender of the students. Teachers encourage female students to conduct and speak in a particular manner, to sit in a particular manner, to be interested in sports such as volleyball that are deemed appropriate for women, not to use abusive language, not to act like males, and not to cut their hair as short as men. On the other hand, male students engage in actions and speak in a particular manner regarding not chewing gum, gossiping, not wearing jewelry, not wearing pink, and wearing tight clothing. In addition, according to participant feedback, it is possible to eliminate gender role stereotypes through practices such as raising environmental awareness through individual effort, educating the public, arranging education programs to promote gender awareness, training teachers, and imposing sanctions. It is feasible to suggest that instructors' gender behavior can have either positive or harmful consequences on their students, and that these gender roles can be replicated or stopped in schools by teachers. For this reason, it is important for teachers to receive pre-service and in-service training so that they can gain gender awareness. [ABSTRACT FROM AUTHOR]

The purpose of this research is to evaluate the opinions of first-grade teachers and first-grade students' parents about hybrid education applications. In the research conducted by using phenomenology, one of the qualitative research designs, the data collected from the first-grade teachers and the data collected from the parents were collected by the interview technique. Content analysis and descriptive analysis methods were used in the analysis of the data. The participants of the research consist of 23 first-grade teachers and 156 first-grade parents who are active in the 2020-2021 academic year. The purposive sampling method was used in the selection of the study group. Research findings showed that; The process differs in terms of ease and difficulty according to the teachers' knowledge of technology. Teachers benefited from videos and educational sites in the stage of giving their voices. It has been easier for teachers who are self-taught in using Web 2.0 tools to make lessons fun. Teaching with games in the process also gave positive results in terms of drawing the attention of the students to the lesson. The financial situation and education level of the parents affected the support they gave to the students. It is important to ensure that parents have more information about the process and that teachers train themselves technologically in terms of increasing the quality of hybrid education. [ABSTRACT FROM AUTHOR]

This study aims to determine the cultural awareness of pre-service Turkish language teachers studying at departments of Turcology in Algeria. The participants of the study include Turcology students who continue their education at the University of Algiers 2 and Emir Abd Elkader University for Islamic Sciences. A questionnaire based on knowledge of material culture was designed for the purpose of determining students' awareness of Turkish culture. Descriptive analysis and content analysis were applied to the data obtained from 73 students using a semi-structured form with open-ended questions. Accordingly, it has been revealed that the students were familiar with Turkish culture but that the teachers' presentation of the Turkish language and culture was insufficient. In addition to it was determined that the students learned more about Turkish culture from series and films. Through the responses of students, it has been concluded that the teachers should be provided with teacher training programmes. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)