Search

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]

Although school violence is a serious problem, teacher emotional violence that has short- and long-term detrimental effects on children's development is often overlooked. Considering the potential negative effects, it is important to determine teacher characteristics associated with teacher emotional violence, especially in societies where the prevalence rate of emotional violence is high. The current study investigated the role of teacher stress and burnout and favorable attitudes toward emotional violence in the association between problem-focused coping and teacher emotional violence. Between February and June 2019, a cross-sectional study was conducted in 16 randomly selected secondary schools in İzmir, Turkey. In total, 205 secondary school teachers (64.4% females, M age = 37.20 years) participated in this study. Participants completed questionnaires that assessed their use of emotional violence, favorable attitudes toward emotional violence, stress and burnout, and problem-focused coping. A serial mediation model was conducted. The model indicated that problem-focused coping was not directly associated with teacher emotional violence. Examination of indirect pathways suggested that favorable attitudes toward emotional violence did not mediate this relationship; however, stress and burnout mediated the link between problem-focused coping and emotional violence. In addition, there was a significant indirect effect from problem-focused coping to emotional violence through stress and burnout and favorable attitudes toward emotional violence. The findings indicate a potential role of teacher characteristics in preventing teacher emotional violence. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the perception levels of teachers' intergenerational knowledge sharing and intergenerational learning and to reveal the relationship between these variables. This study is a descriptive research which uses the relational screening model. The sample of the study consists of 464 teachers chosen by disproportionately stratified sampling in public primary, secondary and high schools in the Gebze district of Kocaeli province, Turkey, during the 2018–2019 academic year. The data were gathered via the Intergenerational Knowledge Sharing scale and the Intergenerational Learning scale. Arithmetic mean, standard deviation, regression, and correlation analyses were applied to the data. As a result of the study, a positive high-level relationship was found to exist between intergenerational knowledge sharing and intergenerational learning. [ABSTRACT FROM AUTHOR]

This research explores the views of probation specialists working with young offenders about their professional process, professional problems, and the evidence-based practice approach. The qualitative method was used in the research and the phenomenology pattern forms the basis of the research. The data deciphered and conceptualized with descriptive analysis by the organizing and senior researcher. According to data from in-depth interviews, due to the dual structure of the probation system, which includes both execution and rehabilitation, professional staff experience role conflict. Professional problems such as excessive workload, inadequate physical conditions, not separating the job descriptions of probation specialists according to their fields of expertise, job dissatisfaction, and burnout are common. In addition, there are no scientific tools to measure the effectiveness of the intervention programs and monitoring process in the probation system. There is a need for developing the effectiveness of intervention programs in the probation system and an evidence-based intervention system. At the end of the article, some suggestions on effective social work practices in the probation system are presented from the perspective of evidence-based practice. [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]

Introduction: The choice to be vaccinated results from the environment (physical, biological and social) and the health services provided, rather than the personal decisions of the individual s/guardians. In the study, it is aimed to evaluate the knowledge and attitudes of teachers, who are one of the occupational groups that can lead the society in developing countries such as Turkey, and the level of vaccine reliability. Materials and Methods: This study is a cross-sectional study conducted in the city center of Eskişehir in the first semester of the 2020 academic year. Schools in the province were stratified as primary and secondary schools. The number of schools to be selected was determined by considering the layers' weights. From the list of schools, nine primary schools, 12 secondary schools were chosen by random sampling, and 21 schools were selected. Seven hundred fifty-two teachers working in schools chosen and agreeing to participate in the study were included. Results: There was a weak positive correlation (r=0.277, p=<0.001) between the total scores of the participants on the Vaccine Confidence Scale (VCS) and the total scores from the knowledge questions (r=0.277, p=<0.001), and there was a moderate positive correlation between the total scores from the attitude questions (r=0.440, p=<0.001). Conclusion: In the study, it was shown that teachers' knowledge about vaccines is not very high. Still, their confidence about vaccines increases with the training to be given and expanding their knowledge level. It is believed that social immunization will gain momentum with the appointment of teachers at the forefront in the dissemination of vaccination programs. [ABSTRACT FROM AUTHOR]

Turkish school counsellors (N = 113) were surveyed on their basal knowledge, resources for keeping up, and suggestions with respect to attention-deficit/hyperactivity disorder (ADHD) and learning disorders (LD). Suggestions were then subjected to thematic content analysis and classified as child-centred, teacher-centred or parent-centred approaches. Counsellors primarily suggested child-centred approaches for ADHD and teacher-centred approaches for LD. They highlighted the need for ensuring that schools accommodate to the realities of these students. Although some of the counsellors were more sensitive to abusive labelling and unnecessary medication, the majority of them were not against medication for ADHD. They felt less competent to cope with children with LD, and mostly suggested ways of keeping them from being alienated from family and friends. [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]

This qualitative case study examined the experiences of two pre-service teachers with visual impairments at a Turkish university. Two pre-service teachers with visual impairments, four teacher educators, six peers, and three administrators participated in this study. The data were collected through individual and focus group interviews, observations, reflective journals, and formal documents. The qualitative analysis of data was completed with the utilisation of MAXQDA software. The findings suggested that even though the institution fulfilled the minimum requirements for the regulations, there were several issues that needed to be addressed in order to provide accessibility to the students with visual impairments. Also, the empowerment and advocacy of students with disabilities were oppressed by dominance social, cultural, and political bodies. In this regard, recommendations and implications for future research are discussed. [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]

Background: There is a scarcity of studies on online flipped learning in teacher education classes. Many studies have found that student learning is improved in flipped learning environments; however, this is still an open question. Much of the literature employs quantitative methods to reveal the effect of flipped learning on certain variables such as engagement, performance, and so on, but there have been few studies that investigate the Community of Inquiry variables perceived by learners in flipped learning environments. Objectives: This study investigated the levels of teaching, social, and cognitive presence of teacher candidates in an online flipped learning community, whether these variables were related to academic achievement, and teacher candidates' experiences with the online flipped learning approach. Methods: A case study research design was used in this study. Without any face‐to‐face meetings, the course was delivered using an online flipped learning approach. While quantitative data were collected from 34 teacher candidates, 16 teacher candidates participated in the qualitative part of the study. Focus group interviews, an open‐ended questionnaire, a Community of Inquiry Scale, and teacher candidates' course grades were used to collect data. Both descriptive and content analysis were used to analyze the data. Results and Conclusions: In the current study, effective online flipped learning design fostered teaching presence, with perceived teaching presence having the highest mean and perceived social presence having the lowest. Course videos prepared by the instructor, as well as synchronous activities such as peer presentations, questions, and video discussion, all contributed to cognitive presence through the practice of theoretical knowledge. Although none of the variables in the community of inquiry were related to academic achievement, computer‐based games like Kahoot contribute to a positive online flipped learning community. Many benefits of online flipped learning have been stated, including providing active, flexible, autonomous, and interactive instruction through the use of technology, creating a fun learning environment, and increasing perceived learning and interaction with the instructor. Lay Description: What is already known about this topic: The contribution of flipped learning to achievement is still an issue open to discussion.There are limited studies investigating the Community of Inquiry variables perceived by learners in flipped learning environments.Instructors need effective flipped learning designs, especially for teacher candidates as teachers teach the way they have been taught.Face‐to‐face learning activities are the driving force behind effective flipped learning which is replaced by synchronous meetings in online flipped learning. What this paper adds: This study adds to limited research related to the online flipped learning model in teacher training learning environments.This study uses both quantitative and qualitative methods to investigate how teacher candidates perceive Community of Inquiry variables (teaching presence, social presence, and cognitive presence) in the online flipped learning environment.This study designs an effective online flipped learning course with online plays and synchronous activities.This study reveals the experiences of teacher candidates in terms of activities, their contribution to learning, communication, and community of inquiry perceptions. Implications for practice and/or policy: Effective online flipped learning designs foster teacher presence.Synchronous activities should include peer presentations, questions, or jigsaw activities to increase social and cognitive presence.Course videos prepared by the instructor contribute to cognitive presence through the practice of theoretical knowledge in synchronous meetings.Computer‐based plays such as Kahoot contribute to a positive online flipped learning community. [ABSTRACT FROM AUTHOR]

We used multiple probe design with probe trials across three teacher‐student dyads to examine the effects of a professional development on middle school general education teachers' accurate use of simultaneous prompting procedure and self‐monitoring as well as the effects of the simultaneous prompting procedure on acquisition of academic core content of middle school students with developmental disabilities in inclusive classrooms. Moreover, we investigated the maintenance and generalization effects of professional development on teachers' outcomes as well as simultaneous prompting procedure on students' outcomes. Last, teachers' and students' opinions regarding social validity of the study were investigated. Results showed that (a) teachers acquired using simultaneous prompting procedure and self‐monitoring with 100% accuracy, maintained the acquired teaching behaviors over time and generalized them across different conditions and (b) students acquired their targeted academic content, maintained them over time, and generalized them across different people. Moreover, both the opinions of teachers and the students were positive. Implication of the findings and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

A teacher's professional life comprises several experiences with a pivotal role in shaping the very essence of teaching. Critical Incidents constitute a significant part of these aforementioned experiences of teachers. Within this study conducted at a high-school in Turkey, 17 experienced teachers' critical incidents which left a mark in their professional lives and their attitudes towards these incidents were revealed through Critical Incident Technique developed by Flanagan in 1954. Besides, teachers' current opinions regarding their attitudes at the time of incidents were questioned. This study aimed to explore the difference between the way how teachers acted towards critical incidents and how they would act if they experienced the incidents today. The study also targeted to demonstrate if teacher attitudes undergo a change as they become experienced. This study is expected to contribute to literature concerning teachers' mental lives and to have implications for teachers and other researchers on the field in terms of reflective teaching. [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]

Objective: Attitudes of medical faculty students toward ageism are an important issue in terms of public health. In Turkey, there is not enough study to attract attention to ageism. In this study, it was aimed to determine some factors related to the attitudes of the first and last year students of Erciyes University Faculty of Medicine toward the elderly in the 2017-2018 academic year. Materials and Methods: In this cross-sectional study, the data of 468 (71.6%) students studying in the first and last years were analyzed. As a data collection tool, a sociodemographic questionnaire and Ageism Attitude Scale (AAS) were used. The dependent variable of the study was the attitude toward ageism, independent variables were age, gender, grade, economic situation, family structure, the condition of staying with the elderly before and currently, and willingness to care for the elderly. Results: The average age of participants was 21.8±3.0 years, 51.0% were first grade and 51.5% were women. The total AAS score of the students was 84.9±8.8, the restricting the life of the elderly was 36.8±4.3, the positive ageism score was 30.3±5.0, and the negative ageism score was 17.8±3.0. The AAS total score and the restricting the life of the elderly score were significantly higher in women and last grade students (p<0.05). Conclusion: To develop students' attitudes toward the elderly in a positive way, elderly health and old age lessons should be included in the curriculum and students should be provided with spending time with the elderly. [ABSTRACT FROM AUTHOR]

Objective: Strengthening the immune system constitutes an important part of struggling with COVID-19. The aim of this study was to evaluate the approaches of the teachers to strengthen their immunity during COVID-19 pandemic in Turkey. Methods: This descriptive study was conducted between 15 June - 15 July 2020 in teachers using social media. The 31-questioned online survey included multiple-choice questions about sociodemographic characteristics, health conditions before and after the onset of the COVID-19 pandemic, lifestyle changes such as nutrition, sleep, stress and exercise, information about the immune system, methods used to strengthen immunity, and training needs of the participants. Results: The median age of all 500 participants was 37 (min: 22, max: 69) years and 76.8% were women. Of the teachers, 47.4% stated that they gained weight during COVID-19 pandemic period. Fruit and vegetable consuming (52.8%), praying (36.2%) and sunbathing (26.0%) were the most common methods to strengthen immunity. Of the teachers, 45.2% (n:226) were using supplementary products. The most commonly used supplements are; Vitamin D (17%), vitamin C (14.2%) and multi-vitamin (10.8%). While there was no statistically significant difference between supplementary product usage and income levels (p = 0.839), there was a significant difference with allotting of money for their health (p = 0.001). Of the teachers, 46.2% were confident about their knowledge on immunity strengthening methods and 61.2% stated that they would like to be trained. Conclusions: In this study, more than half of the teachers stated that their stress increased during the pandemic period and almost half of them gained weight during this period. Teachers are eager to learn how to improve their health. Informing the teachers, who are good role models for the society, about the methods that strengthen the immune system, may cause permanent behavioral changes in the society. [ABSTRACT FROM AUTHOR]

The nature of violence within universities in Turkey is an under-researched area. This qualitative study explored the nature of campus violence and its prevention in Turkey. Study results illuminate the nature and forms of violence on campus, and reveal informal and formal structures within the university that address violence prevention. Regarding safety and violence prevention on campus, study participants perceived (a) inadequate university response, (b) lack of policies and procedures, and (c) lack of training about responding to and preventing violence. Perceptions about feeling safe and reporting violence varied based on participant gender. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Effective professional development that builds meaningfully on teachers' classroom experiences should provide teachers opportunities to reflect on their own teaching acts. Teachers who are aware of what they are doing as a teacher, act with the awareness of what they professionally need and transform their practices. A teacher portfolio is an unfolding of teachers' understandings about their development as a professional. This study aimed to explore four early childhood teachers' experiences through the teacher portfolio. Case study design was utilized with an inductive approach in order to explore this contemporary topic. Semi-structured interviews, reflective journals, focus group interviews, and teacher portfolios were used as data collection tools. This study provided evidence for the contributions of the teacher portfolio in terms of reflecting on teaching acts, needs assessment and professional development plan, and teacher portfolio as a portrayal of professional growth. [ABSTRACT FROM AUTHOR]

The aim of this study was to measure the knowledge and attitudes of school staff regarding care in school for children with type 1 diabetes and to evaluate the contribution of the "Diabetes Program at School"(DPS). The data were collected through an online survey consisting of 55 questions, which included 39 knowledge and 16 attitude questions. The survey was delivered to the participating school staff via a link. A total of 55,677 people who completed 100% of the survey were included. Of the participants, 76% were teachers, 23% were school administrators and 0.1% were school nurses. 73% (40732) of the participants stated that they had heard about the "DPS". Of the participants who were aware of the DPS 75%, 50%, and 41% stated an increase in their knowledge level, self‐confidence, and awareness respectively. Both scores were positively associated with being female and school nurse, having students with diabetes in the school, having been trained in childhood diabetes, being familiar with the program and being from the Western region of Turkey. The DPS is well known among school staff including teachers, school administrators, and school nurses. However, there are clear regional differences in the knowledge and attitude of school staff regarding diabetes care at school. Therefore, regional differences should be taken into account when planning the necessary interventions to prevent any further increase in the current inequalities. In addition, increasing the number of school nurses, together with strengthening the knowledge and attitude of school staff, can improve the level of diabetes care at school. [ABSTRACT FROM AUTHOR]

As the school National Science Curriculum in Turkey includes topics such as human reproduction, hormonal growth and adolescent health, elementary school science teachers (ESTs) are required to teach sexuality-related topics to their students. However, studies have shown that teachers in Turkey, like their counterparts in many other countries, have little or no information about how to approach such matters and feel constrained from talking about sexuality in the classroom because sexuality has traditionally been perceived as a taboo. Informed by Foucault's analysis of sexuality and power, this study examined how five ESTs responded to problem scenarios related to teaching and discussing sexuality-related topics in the classroom. Findings suggest that while ESTs did discuss, directly or indirectly, sexuality-related topics and issues in their classrooms, their pedagogical strategies resonated with patriarchal discourses and were influenced by a fear of the serious consequences they might face by troubling the social norms and taboos currently surrounding sexuality in Turkey today. [ABSTRACT FROM AUTHOR]

Background: The nursing literature emphasizes that there are still inadequacies, differences, and inconsistencies in the definition of nurses' advocacy role, and that nursing education plays an important role in educating nurses for patient advocacy. Objective: The aim of this descriptive qualitative study is to determine nurse academics' perception of and opinions about advocacy in nursing. Methods: The study group consisted of five academics working as nurse educators in a university. A questionnaire and focus group interview methods were used to collect the data. Results: A framework that consisted of three categories, including the scope of advocacy in nursing; today's health system and advocacy; nurses' foundation/knowledge base for an advocacy role was set by considering the opinions of participants. Conclusion: It was emphasized that nurse academics regarded advocacy as an ethical obligation and saw it from a broad perspective including social justice, that changing health system has increased the importance of advocacy role in nursing, that the personality characteristics of prospective nurses are important, and that nursing education should be improved in terms of advocacy. [ABSTRACT FROM AUTHOR]

There is currently very little research about strategies and interventions used to support children with autism in Turkey. This research paper focuses on teachers' strategies and opinions about strategies to support the development of social and communication skills of children with autism in a Turkish Special Education School. This study used mixed research methods. A total of 27 teachers (all teachers) were given a questionnaire exploring the strategies they employed. Ten of 27 teachers were also interviewed to ascertain details about the strategies. In the questionnaire, teachers reported using a range of strategies, specifically: peer education, alternative therapies, artistic activities, sport activities, educational games, school and classroom rules, experiential learning model, tongue, mouth and voice exercises, hiding strategy, social stories, visual, role modelling and memorisation. Teachers also reported using additional supportive approaches, specifically family involvement, rewarding, use of technology, step-by-step education and tactical ignoring. Results showed, however, that there was some discrepancy between strategies reported in the questionnaire and the use and understanding of these strategies in the interviews. Overall, the findings indicate further training and resources are needed for Turkish teachers who work with children with autism. [ABSTRACT FROM AUTHOR]

Regarding Covid-19 pandemic, the preparatory works were carried out by the Rector's Office, the Dean of the Faculty of Medicine and the Chief Physician of the Hospital. Staff assignments were made and service started with the circular signed by Ministry of Health dated March 17, 2020. Gradual transition was planned by monitoring the rate of increase in the incidence of cases seen in our city. In accordance with the instructions of the Presidency, the Ministry of Health Scientific Committee and the Higher Education Institution (YÖK), pandemic tent, pandemic service, pandemic intensive care units were opened and research assistants and lecturers were assigned to these units with decision taken by full harmonic work of the Hospital Administrative Board. Physicians from all branches were appointed with rotation in the pandemic outpatient clinic. The global epidemic caused by Covid-19 (corona virus) brought about serious changes in both education and exam applications in the last period of 2019-2020 academic year. The departments that require applied training, especially the Faculty of Medicine, were more affected from this process. All infrastructure facilities of our university were integrated into the system in a very short time in order to conduct online exams and the exams were successfully applied. Dear Rector, Professor Dr. Nigar Demican Çakar played the most important role in the effective functioning of the process with her directional decisions, administrative audits and continuously supports to the other transactions throughout the whole process. [ABSTRACT FROM AUTHOR]

This paper explores the role positive attachment relationship plays in improving children's social and emotional development. In doing so, we are using the Attachment Theory as our principle theoretical framework. We carried out qualitative interviews with 18 teachers and school staff working in a primary school setting located in a deprived neighbourhood of Istanbul, Turkey. Significant number of children attending this school had experienced social and emotional problems. We devised an innovative psychosocial programme where 40 university student mentors and their professors provided weekly psychosocial support to 160 year-one and year-two primary schoolchildren over a period of 8 months. The objective was to create a secure proximity zone from which the university students acted the older and more knowledgeable secondary caregivers to the schoolchildren. This paper evaluates the teachers' perceptions of the effectiveness of the attachment-informed psychosocial programme on children's social and emotional wellbeing. [ABSTRACT FROM AUTHOR]

There is no any regular and standardised traditional and complementary medicine (T&CM) training intended for the public or personnel in medical faculties or other institutions and organisations related to health care in Turkey. In this study, knowledge level and attitudes of medical faculty personnel on T&CM were investigated. This study is a cross-sectional survey study. A survey that consists of 12 questions investigating the knowledge and attitudes on T&CM as well as six questions for sociodemographic data was applied to the non-academic personnel that work in Giresun University Medical Faculty between July-August 2019. A total of 260 university personnel was included in this study, and most of them are women (69.2%). Cupping application is the T&CM method with the highest knowledge level among the personnel (83.5%). T&CM applications were mostly learned by means of media (45.4%). About 46.2% of the personnel have positive perspective towards T&CM. The rate of the personnel who think that classical medicine and T&CM may complement each other is 71.2%. Positive news in media affect the perspective towards T&CM positively (p < 0.001). Those whose body mass index (BMI) is >25.0 kg/m2 (p = 0.01) and smokers (p = 0.03) were found to be more enthusiastic about having a profession in T&CM. The ones who do not consider these religious approaches as T&CM methods have more positive perspective towards T&CM (p < 0.01). T&CM trainings may help the personnel or their relatives to provide the patients that are in despair in treatment process of some diseases with evidence-based information on the matter and give them support in their treatment by serving as a model. [ABSTRACT FROM AUTHOR]

Reflective teaching is considered as the optimal approach to teacher education and it is suggested to be taught before the practicum starts. However, there is a lack of research investigating whether large classes constitute an obstacle to the implementation of reflective practices in teacher education programs. Engaging 60 third-year English as a foreign language (EFL) student teachers in reflective practices through the procedures of self-monitoring, peer-observation, and journal writing in a campus-based course, this study aimed to find out what benefits and problems student teachers would experience throughout the process. Participants acknowledged that involvement in reflective practices helped them develop self-awareness, criticality and reflective mindsets while also expanding understanding of new content. They also indicated three major challenges in observing self and peers, and writing journals: lack of reflective skills, time pressure, and repetitive process. The researchers conclude that implementing reflective practices is demanding but attainable in large classes. [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]

Although the number of Syrians affected by the civil war rises, little work has been done to address the needs of Syrian refugee children with autism spectrum disorder. This research aimed to test the feasibility and acceptability of a culturally sensitive intervention developed specifically for children with autism spectrum disorder affected by trauma. Local partners advised the program team on cultural norms. Nine parents and 11 teachers were recruited to participate in 12-week parent–teacher cooperatives in a large Turkish city. We used qualitative methods to analyze interviews with each participant after intervention completion. A total of 14 participants completed the program (70%). All interviewees were women and Syrian refugees. Local political events, transportation costs and safety, and illnesses impacted attrition and attendance. All participants were satisfied with program content, including gains in autism knowledge, behavior management skills, and social support. Program-related challenges included applying skills to nonverbal children. The majority of participants made recommendations for program improvement, including a need for services outside urban areas. Flexible program delivery methods, including online options, might better accommodate participants unable to travel due to distance, political unrest, or safety. More research is needed to rigorously test program outcomes and to evaluate efforts to train local program leaders. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the ability of nursing students to determine the psychosocial needs of patients and identify the needs and problems encountered by nursing students. Design and methods: This study is a mixed method research. The nursing care plans of 40 nursing students that provided care to 129 patients with chronic medical diseases were examined retrospectively. Individual interviews were also conducted with five nursing students and six academicians. Findings: It was determined that nursing students defined an average of 15.77 ± 11.55 physiological and an average of 3.05 ± 2.28 psychosocial nursing diagnoses for 129 patients. Data analysis of individual interviews revealed two main themes: (1) identifying psychosocial diagnoses: teaching difficulties and (2) identifying psychosocial diagnoses: learning difficulties. Practice implications: This can facilitate the learning process of each student to include physiological and a psychosocial care focus in their nursing care through discussions and evaluation with their mentors and instructors. [ABSTRACT FROM AUTHOR]

This year-long study examined the nature of reflections belonging to four EFL (English as a Foreign Language) pre-service teachers. It was longitudinal in nature, taking place during the phases of teachers' initial observation, teaching practice, and entry into the teaching profession. This study aimed to investigate the nature of student-teachers' individual reflections throughout the phases of school experience, teaching practice, and entry into the workplace. Data collection was facilitated via interviews conducted throughout the study's duration, and the collected data were subsequently analyzed deductively using content analysis. In addition, the onion model of reflection of was employed for interpretation of the data. The findings of this interpretation indicated that although most of the reflections concerned environment, behavior, and competence (outer level of the onion model), some of the reflections nevertheless pertained to mission (inner level of the onion model). Moreover, an examination of participants' individual reflection processes revealed that although reflections initially were outer-level in nature, by the end of the study they had become more inner-level-oriented. [ABSTRACT FROM AUTHOR]

Honor is an important concept that has a vital value in Turkey and affects many women’s lives and even causes death. It is of utmost importance to know and scientifically demonstrate the value judgments of the academics that lead and pioneer the society in our country where honor culture is adopted. Therefore, in Turkey, where thousands of women are exposed to violence every year, 877 academics participated in this descriptive study to determine the attitudes of academics toward violence against women in the name of honor. The data were collected using “The Scale for Attitudes Towards Violence Against Women in the Name of Honor (SAVWNH)” in the form of electronic questionnaires through email addresses of the academics working at different faculties of the university in the official website of the university in September 1 to October 1, 2015. In our study, academics’ “attitudes towards violence against women in the name of honor” were found low. That is, academics had negative attitudes toward the verbal or physical violence against women in the name of honor and opposed to the punishment of women for this reason. Nevertheless, the attitudes of those who were males; those who were not professors, associate professors, and assistant professors; those who were single; those who had lived in the district/village for a long time; those who had arranged marriages; those who used any kind of violence; and those who considered violence as a solution were found somewhat more conventional. These results showed that, for some academics, the traditional beliefs of the Turkish patriarchal society continued to be valid although they were included in university academic cultures. In fact, it is revealed here that social values, traditions, and customs are very effective and important on the formation of personality in socialization process. [ABSTRACT FROM AUTHOR]

Lack of morality of the humankind in the 21th century takes him to different alternatives. After all, after he can't find satisfying answers why does a person want to kill himself which is regarded as untouchable by Allah? So; we aim to reveal the students' views of Theology faculty at Kırklareli University and students from other faculties of the same university towards suicide and their religious tendencies. An increase on suicides in Turkey and throughout the world is observed recently. In this research the relationships between the opinions on suicide and individiual piety, cultural differences, gender, marital and economical statues, living places have been tried to be revealed. The research is a field research in which survey method has been used and also suitable for scanning method. The sample is consisted of 200 students from the theology faculty of Kırklareli University (N=80) and the students from other faculties of the same university (N=120) Sample has been applied as "suicade attitudes" and "Individual religion inventory". In the findings there are main differences between the attitudes towards the suicide and individual piety; and the suicide and individual piety and gender. And there are local differences of states' attitudes and faculties towards the suicide and individual piety. Also significant differences has not been found by the marital status, economical situation and living places of people towards the suicide and individual piety. [ABSTRACT FROM AUTHOR]

Aim To explore the perceptions of nurses and nurse educators regarding the future of nursing by the year 2050 in Turkey. Background Social changes, rapid population growth, globalization and worldwide environmental problems will cause greater changes in the field of health and health care in the near future than they have in the past. Undoubtedly, these changes will directly affect nursing. It is important that nurses and nurse educators forecast and direct the future and nursing to benefit from the effects of the changes that will occur in the future. Design A qualitative descriptive study which employed the use of individual in-depth interviews. Methods The study's sample participants were 21 hospital nurses and 16 nurse educators from universities in Istanbul, Turkey. They undertook individual in-depth interviews during July 2013-July 2014. Thematic analysis was used to analyse the qualitative data. Findings The study revealed that the participants' perceptions were based on the ideas that the future of nursing will be shaped in accordance with changes in humanity, environment and healthcare system, as well as worldwide future trends. Results indicated that participants were aware of the factors that will affect future of nursing and nursing education. Conclusion and Implications for Nursing Policy Research showed that participants had focused on the near future; they were not forecasting distance future. Also research found that not only future scenarios are needed for nurses, but also three kinds of scenarios are required related to factor such as humanity, environment and healthcare system those effect nurses. Futurists, health policymakers and nurse educators should work collaboratively with each other. [ABSTRACT FROM AUTHOR]

Safety skills instruction should be regarded as one of the important teaching areas. A descriptive study was designed to reveal the opinions of Turkish parents and teachers of children with autism spectrum disorders regarding safety skills instruction. Data were collected through interview and analyzed descriptively. Findings showed that (a) both parents and teachers were able to define safety skills, (b) they found safety skills instruction important and necessary, (c) rather than providing systematic instruction they use natural occurrences as teaching opportunities and prevention behaviors, (d) parents have never had a conversation with teachers about safety skills instruction, and (e) neither parents nor teachers have enough knowledge and experience for teaching safety skills. Implications for implementing safety training are discussed. [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]

This study endeavors to compare resilience and peer relationships of children who lost their fathers in a major mining accident in Soma with those who did not. Teachers rated 51 preschoolers whose fathers died, and 53 preschoolers whose fathers were alive. On the negative side, bereaved children had lower resilience and higher exclusion; on the positive side, bereaved children had lower peer victimization and higher prosocial behavior. Death of fathers is associated with lower resilience and more exclusion among young children, but others treat them better as well. [ABSTRACT FROM AUTHOR]

Although creativity provides a considerable number of advantages, many teachers have direct and indirect prejudices against creative students since they may display distracting and disruptive behaviors toward teachers and classmates. To determine how teachers' creativity affects their students' creative development, 90 preschool and elementary school teachers and 90 pupils were assessed for creative thinking. The children's sex was not correlated with creativity scores. There were small, significant relationships between various measures of preschool teachers' and students' creativity. [ABSTRACT FROM AUTHOR]

Aim Universities responsive to social changes can change rapidly and correctly and reflect these changes in the programs and institutions that are intertwined with society. Program development, in accordance with the requirements of the profession, is integrated with program evaluation studies. The objective of the present study is to evaluate expectations and needs of stakeholders of Nutrition and Dietetic programs in Turkey. Methods Thirty-four Nutrition and Dietetics programs in Turkey were analysed qualitatively in terms of their historical background, present status, program structure, and knowledge and skills offered through courses. After identification of the stakeholders (participants) of the programs, they were given questionnaires and interviews to provide their opinions about the program. The total number of participants in the present study was 408; 34.3% are students, 22.1% are dietitians, 17.2% are patients and clients, 13% are instructors, 12.2% are cooks and waiters, and 1.2% are managers. Results There was a statistically significant difference ( P < 0.05) among students, dietitians and instructors in evaluating the programs' competency providing basic qualifications aimed through theory, practice and extra field courses. The same difference occurred for the degree they find important skills and knowledge for the profession. Majority of the stakeholders agreed the programs should include more practice courses on work-related knowledge and skills. Conclusions Programs should be reviewed in accordance with the needs and expectations of stakeholders. Segments of society affected by the program should actively participate in future program studies. [ABSTRACT FROM AUTHOR]

The article discusses a study on the perception of nursing students/ educators on the contribution of ethics education to ethical competence of nursing students. It addresses questions including how they look at general contribution of ethics education, contribution of ethics education to ethical competence and features of ethics education needed to promote ethical competence. It suggests that ethics education adds to the ethical awareness and ethical reasoning competencies of nursing students.

The proportion of older people in Turkey is increasing steadily with a subsequent growth of long-term care (LTC) needs. There is a scarcity of formal care provisions for residential and particularly nonresidential settings. Thus, formal caregiving is not meeting LTC needs nor attracting workers as a labor option. The authors examine the hypothesis that LTC may offer work opportunities for women unfamiliar with caregiving as an occupation, and also examine the need and acceptance of different types of LTC beyond residential care. The authors evaluate an innovative project introducing these two elements to 76 women in İzmir, Turkey, using an analysis framework that incorporates factors related to applications and progression; management assessment; trainees’ self-assessment reflecting on their views on aging; and older people’s perception of the experience and its impact on their well-being. Trainees reported a major positive shift in their attitudes toward working in LTC and toward the aging process. Users reported discovering a new dimension to care, which directly affected their quality of life. Overall, this community-based initiative appeared effective in enhancing the awareness of the concept of adult day centers providing a social model of care, and appears promising in addressing the growing need for formal LTC in Turkey. [ABSTRACT FROM PUBLISHER]

Problem Statement: Today, growing up the modern qualified individuals is possible with the teachers who hold the essential information and skills. The teachers should be well trained to fulfill the necessarily duties and responsibilities to attribute the academic system. In education faculties, the skills that they need are tried to be given with the lessons such as pre-service education programme, field knowledge, general culture and teaching theory lessons to the teachers' trainees. But, when the applied programmes are examined, in spite of having the content which support the teachers to fulfill adequate knowledge and skills, the theoretical general culture lessons and field knowledge lessons, have some inadequate parts through the practice of the profession. Purpose of the Study: The aim of this study is to specify the comments on School Experience lessons that the 4th grade students of French Language Teaching Department had taken in fall term and is to give a feedback and to discuss what the required comments are for a more productive lesson. 40 students, who study in the 4th grade of the Marmara University Ataturk Education Faculty French Language Teaching Department, have taken part in this research. Methodology : The research data was collected in 2011-2012 Spring Term by a data collection tool consisting of 6 open ended questions and collected data was evaluated with the help of content analysis within the context of qualitative research methods. Findings were separated into six categories and each category was searched and interpreted according to sub categories. Findings and Results: In the end of the research, that school experience does not meet the expectations of the teacher candidates in general and particularly some students come across problems in terms of school and instructors causing students' demotivation were ascertained. Conclusion and Recommendations: According to the findings of the research, it seems that school managers and teachers' helping to the teacher candidates in all respects is relatively important to carry out school experience practice effectively. Also, it can be beneficial to make institutes, instructors and supervisors conscious of the process via in- service trainings to carry out the practice properly in accordance with the aims. [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]

This study discusses preservice teachers' achievement barriers to technology integration, using principles of technological pedagogical content knowledge (TPACK) as an evaluative framework. Technology-capable participants each freely chose a content area to comprise project. Data analysis based on interactions among core components of TPACK revealed that participants struggled with developing new knowledge. Lack of pedagogical experience limited development of appropriate technology integration approaches. Creating new knowledge bases based on different teaching components can be difficult for preservice teachers because it requires a deep understanding of core knowledge and interpretation of the teaching context and its dynamics. Developing pedagogical content knowledge (PCK) is an important factor in overall technology integration; teachers must make it a priority to acquire PCK before integrating technology. In preservice teacher education, PCK development must be supported with actual teaching experience. We believe that the results of the study may provide valuable insight with respect to proper focus on technology integration and recognizing limitations and challenges within TPACK principles to both those who teach technology integration and those who design TPACK-based activities. [ABSTRACT FROM AUTHOR]

Accessible summary Job- and organization-related attitude can be defined as a person's general attitude towards his/her job and organization. It can also be defined as the combination of the feelings, opinions and behaviours of the employee towards the job and the organization., The review of literature shows that, in general, the factors affecting the features of job- and organization-related attitude can be divided into three subtitles: sociodemographic characteristics, professional and institutional characteristics, and personal characteristics., In order to help develop a positive attitude towards job and organization in nursing academicians, it is important to establish the factors affecting the features of this attitude., This study is a descriptive and relational study, aiming to investigate the relationship between personality characteristics and job- and organization-related attitude in nursing academicians in Turkey., The study sample included 287 nursing academicians who worked in 14 School of Nurses in the Universities of Turkey., The job- and organization-related attitude of the nursing academicians is affected by their socio-economic status, working year, academic title, the temperament feature of novelty seeking and persistence, and the character feature of self-directedness and cooperativeness., Abstract The purpose of this study was to determine the relationship between attitudes of nursing academicians towards job and organization and their personality traits. The research included 287 nursing academicians who worked in 14 School of Nurses in the Universities of Turkey. A descriptive information form, Job and Organization Related Attitude Scale and Temperament and Character Inventory were used as data collection tools. It has been determined that attitudes of nursing academicians towards job and organization and their personality traits depended upon socio-economic status, working year, academic title, the temperament feature of novelty seeking and persistence, and the character feature of self-directedness and cooperativeness. [ABSTRACT FROM AUTHOR]

This study examines pre-service teachers' conception about teaching and learning using the perspectives of Traditional Teaching (TT) and Constructivist Teaching (CT). Using the Teaching and Learning Conceptions Questionnaire (TLCQ) by Chan and Elliot (2004), data were collected from460 pre-service teachers in Turkey through an online questionnaire. An exploratory factor analysis and confirmatory factor analysis were conducted to validate the TLCQ that was translated into Turkish. The results revealed a factor model, with nine items. Correlations between CT and TT was moderate suggesting a distinct relationship. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to assess knowledge, views, and behaviour of psychiatrists on authorship, to determine the authorship problems experienced, and to evaluate their views on which contributions to research merit authorships and their perceptions about gift authorship and strategies for preventing it. Methods: A total of 87 academic psychiatrists and psychiatry specialists in Turkey participated in this study. A questionnaire form consisting of 36 questions, developed by the researchers and based on previous studies, was sent to all participants via e-mail. The returned forms have been evaluated for this study. Results: Gift authorship was considered unethical by all participants, and 42 (48%) of participants experienced authorship problems. Conceiving the research idea, designing the study, collecting data, providing statistical analysis, interpretation of statistical data, drafting the article or revising it critically were assumed to be enough to merit authorship. 81 (93.1%) of participants perceived gift authorship as a common problem promoted by pressure to publish and enhancing the chances of publication. The respondents suggested that requiring researchers to sign a statement justifying authorship and to specify the actual contribution of each author were effective strategies for reducing/preventing gift authorship. Conclusion: Authorship problems are common and gift authorship was perceived as unethical by academic psychiatrists and psychiatry specialists. There is a need for tight control as well as more comprehensive research studies and extensive education on authorship ethics. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the reading habits and attitudes of senior students enrolled at the Faculty of Education. The study group includes 242 students studying at the departments of Elementary Education and Turkish Education Faculty of Education in Cumhuriyet University. In the study, a five–point Likert-style scale named “Attitude scale towards Reading Habit” was used as the data collection tool. Independent samples test and ANOVA were used to analyze the data. Statistically significant difference was found in “liking” subscale in favor of girl students in terms of gender variable. No statistically significant differences were found in the subscales of habit, necessity, willing, effect and benefit. Besides, no statistically differences were obtained in whole subscales in terms of department variable. [ABSTRACT FROM AUTHOR]