Search

Face-to-face education in many countries was suspended due to the global pandemic of COVID-19 declared by the World Health Organization (WHO) in 2020. The pandemic led to new searches in the academic process, and distance education gained importance in Turkey. However, the Catch-Up Education Program in Primary Schools was not taken into account while it was stated that educational services provided in resource rooms within the scope of inclusive education were to be continued via distance education. Accordingly, it was aimed to examine the views of classroom teachers who had implemented IYEP before on whether IYEP could be performed via distance education and to make an evaluation based on the first-hand experiences of implementers. To that end, the research was conducted with 22 participants in accordance with the ethical principles. Ethics committee approval was obtained for the study with the decision of Agri Ibrahim Cecen University Scientific Research Ethics Committee dated 08.09.2021 and numbered 206. All of the participants are experienced classroom teachers who have experience with IYEP and have performed distance education. The research was performed with the phenomenological design of qualitative research designs. The data were collected with a semi-structured interview form, and the interview questions were finalized after having been reviewed by two academics who are subject-matter experts. The data obtained in the research were subjected to descriptive analysis individually by the researchers and evaluated. It was concluded that IYEP could be continued via distance education when the face-to-face education could not be performed, but there were several concerns about the matter at hand. The participants often mentioned that distance education could not substitute for and be as effective as face-to-face education. Nevertheless, despite certain disadvantages, considering the contributions of IYEP in face-to-face education, it was found that distance education could be utilized so that shortcomings in learning would not accumulate and extend to the next year and that experiencing IYEP via distance education could provide ideas about future practices.

Postgraduate education includes Master's, PhD, specialty in medicine and proficiency in art after the undergraduate education. Postgraduate education is a high-level education program that provides a specialization in the field of science in which students are interested following a four-year undergraduate program in faculties. Teachers also continue their postgraduate education in order to improve themselves and to make a professional contribution. The purpose of this study is to determine the difficulties encountered by teachers who are continuing their graduate education. The research group consists of 29 teachers working in Ministry of National Education and continued master's with thesis education in 2017-2018 academic years, and they were selected with purposeful sampling. In the study, the qualitative research method was used. The data collection tool consisted of the personal information protocol and the interview form consisting of 5 open-ended questions developed by the researcher. In the presentation of the data, the frequency and percentage values of the personal information of the participants were tabulated. As a result of the study, it was determined that the participants had problems such as the distance between the university and the school, the training being a tiring process, the problem of attendance and the inadequacy of the incentives to complete the education and the inadequacy of the rights given in the case of the completion of the education.

A teacher should be just and compassionate to be a good teacher. If there is weakness in these two, what a pity for those children who are trained by that teacher! Because one of the biggest diseases of this time is that mercilessness and unjustness are the raising trends. The purpose of this study is to analyze the mercy levels of the classroom teachers in terms of different variables. The study was conducted on 227 classroom teachers, 132 females and 95 males, working in Agri Province, Turkey in 2017. In the study, the Compassion Scale (CS) developed by Pommier (2011) and adapted to Turkish by Seher Akdeniz and Mehmet Engin Deniz was applied to the teachers. A statistical program was used to analyze the data. Frequency distribution to determine demographic characteristics, t test to analyze the relationship between compassion level and two independent variables, and ANOVA variant analysis to analyze the relationship between compassion level and variables more than two were used in the analyses of the data. The difference between the variables was interpreted on the basis of p0.05 significance level. According to the findings, it was determined that there is a significant difference between the level of compassion of the teachers and the gender, the settlement they work in, and their term of office. It was determined that the mean scores of male teachers were higher than the female teachers in the dimensions of indifference, disconnection and intercourse in the sub-dimensions of compassion level, the mean scores of the teachers working in the village in the sub-dimension of being aware of the sharing is higher than the teachers working in the city, and the mean scores of the teachers with 6-10 years of period of office is higher than those with 16 years of period of office in the sub-dimension of being aware of the sharing and the mean scores of the teachers with 5 years and below of period of office is higher than those with 6-10 years of period of office in the sub-dimension of disengagement. It can be recommended that increasing the compassion levels of the teachers in social and school life will have a positive effect on their relationships with students. It is also of higher importance to analyze other variables which are thought to positively affect compassion.

With the changes done in the teacher training process in Turkey, the teachers who are going to begin active duty are asked to take a candidate teacher training under the supervision of an advisor teacher before they start their duty in the city they have been appointed, and these changes have been introduced in 2015-2016 academic years. In this study, it was aimed to evaluate Candidate Teacher Training being applied since 2015-2016 in our country. The study was conducted with 20 classroom teachers who were appointed as teachers in February in 2015-2016 academic years and took their candidate teacher training in Agri. Case study which is one of the qualitative research models was used in the study. Descriptive survey model was used in the study. The data of the study was collected with interviews, 6 open-ended questions prepared by the researchers were asked to the candidate teachers and the obtained answers were analyzed through content analysis. At the end of the study, the candidate teachers expressed their positive opinions on related to their experiences, their knowledge about the school work and operations in the Candidate Teacher Training Process by using the experience of the supervisor and the seminar teachers. However, it was determined that the candidate teachers confront many problems particularly in implementation. The candidate teachers expressed that a much more effective training can be applied by removing the existing problems with the recommendations they made about the process. [This study was presented in II International Social Sciences Conference (12th-14th October 2016--Agri.]