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This study explores English Language Teaching (ELT) teachers' experiences of reflective practice in Türkiye. It looks at the role agency plays in reflection in relation to teacher growth. Thirteen ELT teachers were interviewed through narrative interviews and critical incidents. All teachers were engaged in reflection-in-action and reflection-on-action; however, they differed in the criticality of their reflection and what they reflected on. Their ability to engage in critical reflection, and therefore their growth, was shaped by their agency. Those with a future-oriented agency could focus on their aspirations, detach themselves from present constraints and engage in critical reflection. However, those with present-oriented agency tended to view external factors as disablers and struggled to reflect critically. As critical reflection can lead to teacher development, developing agency to support reflective opportunities throughout pre-service and in-service years seems essential. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the effectiveness of the "Don't Touch My Body" Training Program (DTMB-TP) and raise awareness of child sexual abuse (CSA) among future pre-school teachers enrolled in a Turkish university. The study design was quasi-experimental and employed two groups (intervention and control) with pre-test/post-test. Convenience sampling method was used. The study sample included participants (n = 218) enrolled in an academic degree program to become pre-school teachers. Data were collected using a descriptive information form and the "DTMB" awareness form. The data collection forms were administered to the study and control groups at baseline (pre-test) and 4 weeks after the intervention. The intervention applied to the experimental group was conducted face-to-face in one class hour (40 minutes) under the leadership of a nurse. There was a statistically significant increase in the knowledge of the children's private body parts, good/bad touch, reactions to strangers, and the family security password in the intervention group in the post-test (p <.05). In the post-test, no increase was observed in the control group's CSA knowledge level score (p >.05). The DTMB-TP effectively increased the awareness of preventing sexual abuse in participants. This study concluded that education effectively raised awareness to prevent CSA and provided basic data for larger-scale studies. [ABSTRACT FROM AUTHOR]

Despite the recent development of a plethora of child sexual abuse prevention programs in recent years, few studies have attempted to evaluate their effectiveness using a standardized measure. Therefore, we attempted to test the effectiveness of the "I am learning to protect myself with Mika" program using a valid and reliable tool: the "What If" Situations Test (WIST). Eighty-one preschool children and their parents and teachers participated in this study. Ultimately, we compared the data of 43 children (M = 66.78, SD = 8.84) in the intervention group and 38 children (M = 69.28, SD = 6.78) in the wait-list group. The findings revealed that the intervention group had increased knowledge of inappropriate touching recognition and personal safety. The say, tell, report, and WIST total skill scores also increased in the intervention group. These findings are promising and may pave the way for disseminating the program in Turkish preschools. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to determine faculty members' views of lesbian, gay, bisexual, transsexual, and intersex individuals. Design and Methods: The study sample consists of 180 faculty members who agreed to participate in the study. Findings: The faculty members had positive attitudes towards homosexuals but were highly homophobic; furthermore, their responses to questions about their close social circle were severely homophobic. Practice Implications: It is recommended that psychiatric nurses play an active role in eliminating faculty members' lesbian, gay, bisexual, transsexual, and intersex‐related knowledge deficiency. [ABSTRACT FROM AUTHOR]

Building upon the interrelationship between learning and changing, this study investigates how cyclical engagement in reflexive practice influences the teachers' professional development. We implemented our video-enhanced 'Reflexive Practice Triplication Model' which we developed in our specific context. We conducted the research with 8 secondary school teachers of English at a private K12 school in Ankara, Turkey. Drawing on multiple sources of data, we used a triangulation technique to reveal the qualitative and quantitative impact of reflexive practice. The findings showed that collaborative engagement in reflexive practice contributed substantially to EFL teachers' professional development traceable in the changes in beliefs on reflexivity, attitudes towards collaboration, contextual and pedagogical knowledge. The study provides implications as to how reflexive practice can be used in local contexts where specific needs are to be considered. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to develop and validate a scale that assesses adults' mental health promotion abilities. Design and Methods: This study was conducted in Istanbul from October 2016 to May 2018. Three rounds of the Delphi method were conducted to develop the scale. Findings: After the third Delphi round, the experts reached a consensus on 93 scale items. Forty‐six items were excluded from the scale based on exploratory factor analysis (EFA) results. In the last EFA of the 47‐item scale, a 12‐factor construct was found with an eigenvalue >1 that explained 64.3% of total variance. The overall Cronbach's alpha of the scale was.93. Practice Implications: This scale can be used to assess adults' mental health promotion abilities. [ABSTRACT FROM AUTHOR]

Teacher feedback has been often appreciated over the years; however, the current paradigms in teacher education have introduced further reflective practices such as peer feedback and self-reflection. For this purpose, this study aims to explore what reflective practices among teacher feedback, peer feedback and self-reflection could help preservice teachers (PSTs) improve their practice skills in classroom. The study lasted 13 weeks and was conducted with 48 PSTs. Comparison of the usefulness of these reflective practices revealed that teacher feedback and self-reflection were considered useful, respectively. On the other hand, peer feedback was criticized for its undetailed, inefficient and subjective nature. Despite the criticism for peer feedback, PSTs highlighted the importance of using three reflective practices. In consideration of PSTs' negative comments on peer feedback, this study, therefore, suggests that the classroom context should be improved by allocating increased time on peer feedback instruction alleviating anxiety and social barriers among PSTs, and raising peer awareness about the value of their reflective returns. To conclude, the study is expected to provide insights to teacher trainers how to model reflective practices in micro teaching in accordance with sociocultural approach to teacher education. [ABSTRACT FROM AUTHOR]

Background: While academics contribute to the development of society through all the subjects that they work on, they also have other important tasks to fulfill, such as being role models for their students and society. Therefore, the place of academic ethical values is a significant topic for academic nurses. Objective: The main objective of this research was to examine the attitudes of academic nurses toward academic ethics. Research design: This descriptive and cross-sectional research study was conducted between March and June 2017 in three different public universities in Turkey. The research sample consisted of 132 nurses in different professional positions at different universities who volunteered to participate in the study. The data were collected with an Information Form and an Academic Ethical Values Scale developed in Turkey. Ethical considerations: Ethical approval was granted by the institutions involved, and all participants provided informed verbal consent. Findings: The attitudes of academics participating in the research on academic ethical values were found to be highly positive. When the sub-dimensions of the scale were examined, the dimension with the highest average attitudinal score is found to be "values regarding the teaching process" and the dimension with the lowest average attitude score is found to be "values regarding society." Depending on the participants' academic position, it was determined that the total average score for the Academic Ethical Values Scale and the average scores of the "values regarding scientific research" and "values regarding the teaching process" sub-dimensions differed significantly (p < 0.05). Conclusion: It was found that academic nurses had highly positive attitudes of toward academic ethical values. It can be argued that academics act more responsibly with regard to the ethical values of the teaching process than other areas. In addition, academics who are professors are most sensitive in their perception of academic ethical values. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a scale for measuring teachers' perceptions towards ICTs in teaching-learning process in the classroom. The sample of the study consisted of volunteering Turkish teachers (n = 200). This study developed a new scale for measuring teachers' perceptions towards ICTs in teaching-learning process. In order to test the validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out in the research. A result of the EFA, the scale consisted of three factors: attitude, usage, and belief with 25 items. It was also seen that there were positive correlations amongst the three factors of the scale. Cronbach's Alpha reliability coefficient value was found as 0.92 and Spearman-Brown split-half correlation value was found as 0.85 in the study. It was seen that reliability coefficient values of the factors of in the scale ranged between 0.88 and 0.72 in the research. Lastly, as a result of the CFA, it was understood that the obtained values (Δχ 2 (n = 200)/df = 4.85/3; GFI = 0.96; AGFI = 0.94; RMSEA = 0.026; CFI = 0.97; TLI = 0.98) confirmed the three-factor structure of the scale. [ABSTRACT FROM AUTHOR]

Background This study investigated attitudes towards teaching students with intellectual disability (ID) within a representative sample of secondary school physical education (PE) teachers, and to determine the effects of age, gender, teaching experience, and having acquaintance with ID and students with ID on their attitudes. Methods Participants were 729 secondary school PE teachers who worked in 81 major cities of Turkey. The Teachers Attitudes towards Children with Intellectual Disability Scale was administered. Results The statistical analysis revealed that there was no significant effect on factors and total attitudes scores of gender and having students with ID. Significant effects on factors and total attitudes score were found in teaching experiences and having acquaintance with ID. Conclusions It is encouraged to maintain and further develop in-service education programmes of adapted physical activity for PE teachers. [ABSTRACT FROM AUTHOR]