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Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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.)

The study was designed to assess the level of utilization of authentic assessment as personal method among basic education teachers and to determine whether their level of utilization of authentic assessment as influenced by teacher’s gender and teaching interest. The study was a survey, with questionnaire as instrument for data collection. Basic education teachers in Cross River State were sampled for the study using stratified sampling technique to select 722 teachers. Three hypotheses were tested using t-test and Pearson correlation analysis. The findings were as follows: (i) Nigerian basic education teachers sampled displayed a significant high utilization of authentic assessment method, (ii) Gender had no influence on utilization of authentic assessment and (iii) There was a significant positive relationship between teaching interest and utilization of authentic assessment. Based on the findings some important recommendations were made. It is therefore recommended that administrators of Nigerian Universal Basic Education and State governments should be bold enough to give the teaching profession its pride of place, and significantly motivate the workforce at that foundation level of our educational system, if the secondary and tertiary levels are to be effective. [ABSTRACT FROM AUTHOR]

This study investigated the role of the mentor lecturer in the development of the Professional Teacher Identity (PTI) of 838 fourth-year pre-service teachers while doing Work Integrated Learning at a South African University. The students reflected in group workshops on the role of the mentoring they received in their PTI development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the groups created. The results showed that the mentor lecturers ranked sixth out of nine as influencers of the students' PTI development. The students felt misunderstood and unsupported. There are three possible interpretations of this finding: the role of the mentor lecturer is an unnecessary and unwanted feature of the teacher training programme, the mentor lecturer is not meeting the needs of the student, or the millennial generation into which this sample fits is not open to critical self-reflection and critique. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to highlight three professional identity tensions that are experienced by beginning teachers: the change in role from student to teacher; conflicts between expectations and realities of mentor support given to students (mentees), and contradictory notions of learning to teach. Research shows that Early Childhood Development (ECD) is losing many highly qualified teachers due to the perceived lack of proper mentorship in developing professional identity. This article outlines a study to explore the mentoring needs of ECD teachers in developing a positive professional identity. Participatory Reflection and Action (PRA) as a data collection method, which relied heavily on interpretivism as epistemology was conducted. The research sample consisted of all fourth year (final-year) undergraduate BEd students (n=713), who had to attend the compulsory teaching-practice component of the teacher training programme for the first time during the second and third quarters of the academic year. The BEd (Foundation Phase) students' completed matrices (maps) were transcribed, coded and categorised through thematic analysis. As a result, two dimensions of the participants' identity construction emerged: (1) Positive Role Modelling and (2) Missed Opportunities. It is suggested that mentor training, as well as scheduled talk-time and reflection opportunities between the mentors and mentees could transform the Work Integrated Learning (WIL) landscape and enrich the professional identity of Early Childhood Education teachers. [ABSTRACT FROM AUTHOR]

This paper discusses the effects of an experimental fieldwork course. The course incorporated cultural responsiveness and action research to impact the future teacher identity of students in a teacher education program at an urban community college. Elements of future teacher identity were discovered for all students; however, the experimental group showed significantly more growth in four elements. A theoretical model of how these elements may lead to a greater commitment to the field is proposed. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including teacher education, academic knowledge and teacher training.

Internet supported teacher education programs at the university are increasing, as is the need for qualified teachers in rural areas and inner cities. This study focused on the thinking styles of online learners in a post baccalaureate teacher education program. In order to more effectively meet students individual learning needs, 184 students were asked to take the Sternberg-Wagner Thinking Styles Inventory. Additionally, an initial marker of potential academic success-first semester grades-were analyzed in relationship to student thinking styles as categorized by the Sternberg-Wagner Thinking Styles Inventory. Are there dominant thinking styles present in the analysis of Sternberg-Wagner Thinking styles in student population of a post baccalaureate teacher preparation program? A cluster of thinking styles was not found in the survey results. The findings led to the conclusion that all thinking styles profiles must be considered in instructional systems design to ensure student learning is maximized. [ABSTRACT FROM AUTHOR]