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This paper investigates the phenomenon of technostress in medical students and its predictors during pandemic-prompted distance education. From a sample of 259 students in a school of medicine at a public university in Turkey, the data were collected using convenience sampling through an online questionnaire based on person-environment misfit theory and were analyzed by means of descriptive and inferential statistics. Descriptively, the participant students reported experiencing relatively mild level of technostress. As a result of the multiple regression analysis, regular attendance and participation, adequate learning environment, perceived negativity of distance education, perceived need for psychological support, and year at medical school were all found to be significant predictors of technostress in medical students. This is the first study evaluating technostress on medical students. Students who do not attend classes regularly, do not have an adequate learning environment, have higher degree of perceived negativity of distance education, have need for psychological support and are at higher grade levels experience more technostress. Finally, according to the person-environment misfit theory the major component of technostress in medical students originated from the tool-related component. Although the level of technostress was relatively low, technological tools generate pressure even on the digital native generation.

Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus, it is highly crucial to monitor how teachers develop and govern their habits and behavioral tendencies in the classroom. Teachers' mental government has been the focus of educational research for a long time, because it is known to drive their actions. Considering teacher cognition as a powerful asset to develop and govern the habits of teaching, this paper adopts a conceptual review approach and presents a comprehensive and integrated literature review on teacher cognition along with its historical basis, key components, conceptual domains, origins, and driving forces. Building upon the empirical and theoretical literature compiled over a four-decade period, the paper presents a tripartite model regarding the conceptual domains of teacher cognition. As it is influenced by contextual circumstances surrounding teachers' personal and professional lives, the concept of teacher cognition is revisited with regard to three origins and three driving forces. In this regard, the paper reconsiders teacher cognition in terms of the ways it is constructed and the ways it is oriented to action, and finally concludes with implications for teacher education.

The purpose of the present study is to find out the extent to which the real spoken language is reflected in TV series in terms of vocabulary. In accordance with this purpose, a corpus, named as the British TV Series Corpus (BTSC) was compiled for the present study using two British TV series, Sherlock and Doctor Who, and this corpus was compared to the spoken part of the British National Corpus (BNC), more than 40% of which was compiled from naturally occurring speech in order to find out whether there is a relationship between two corpora. The results showed that the TV series corpus covered the 98.54% of the most frequent lemmas in the spoken part of the British National Corpus, so the language used in TV series reflects the language spoken in the real life in terms of the vocabulary items and their frequency. Accordingly, it can be claimed that TV series can be used as effective in-class and extra-curricular materials for teaching vocabulary and speaking and listening skills. [Paper presented at the International Conference on Research in Applied Linguistics (3rd, Konya, Turkey, Oct 24-26 2019).]

The aim of this action research is to examine the effects of creative drama activities used in a 7th grade English course to improve speaking skills. Accordingly, the study sought to answer the following research question: How can the students' speaking skills be improved? The idea that creative drama activities could improve speaking skills, and that this improvement may help students develop positive attitudes towards the course formed the theoretical foundations of the action plan. The study lasted 10 weeks. Before and after the implementation, an attitude scale and a speaking exam were administered to the students. Creative drama activities were implemented for 8 weeks. The quantitative data were analyzed through paired sample t-test. An inductive approach was adopted for the analysis of the qualitative data. It was found that the creative drama activities improved the speaking skills of students and this improvement positively affected the attitudes towards the course.

A project, with the support of the UNICEF and the Ministry of National Education in Turkey (MoNE), was carried out to develop and implement an in-service teacher training programme aiming at changing participating teachers' perceptions and practices regarding inclusive education. Within scope of the programme, ten separate modules were developed, each of which focusing on developing teachers' skills in certain aspects of inclusive education. Within the project, an in-service teacher training model was developed to guide the design of the ten modules in terms of the process, content and materials utilized. The model encompasses hands-on and inspiring teaching methods, the teachers' collaboration and flexibility in terms of bringing the teachers' ideas and experiences to the process. For this study, of these modules, "Teaching and Assessment" was chosen to evaluate the effectiveness of the in-service teacher training model in terms of ensuring teacher change. The module aimed at developing the participating teachers' pedagogical skills in order for them to carry out differentiated instruction and formative assessment. Approximately eight thousand teachers were trained through the Teaching and Assessment Module across Turkey from September to November in 2018. Data for the present study was collected through focus group discussions (FGD). In total, four FGDs were held with randomly selected 27 teachers who participated in the Teaching and Assessment Module. Content analysis was performed in order to analyse the data obtained from the FGDs. According to the results of the study, it was found that although a "one-shot" in-service training approach was implemented, significant changes occurred both in the teachers' perceptions, awareness and practices regarding inclusive education. However, it was noted that certain factors such as the organization, in particular the place and time of training sessions could be improved. Furthermore, excessive use of worksheets and lack of subject specific examples were criticised by some FGD participants.

Purpose: This study aims to investigate the dispositions of early career teacher educators as young academics toward sustainability and accountability for sustainability issues. Through their interpretations, concerns, awareness and ownership of sustainability, the study portrays how a global phenomenon is articulated specifically within the local context of teachers colleges in Turkey. Design/methodology/approach: The study was designed as a survey, and the data were collected through a cross-sectional online questionnaire. The sample (n = 72) was limited, through purposeful sampling, to early career teacher educators teaching and being trained in well-established Turkish teachers colleges to become prospective faculty members of newly founded teachers colleges across the country. The data were analyzed primarily through quantitative methods. For the analyses, STATA software was used to perform descriptive and inferential statistics. Findings: The general results indicated that the participants were highly concerned about sustainability problems. However, their concerns were not reflected to the same degree on their perceived awareness and ownership of education for sustainable development (ESD). Hunger and poverty, loss of biodiversity, climate change and epidemic diseases were all perceived to be urgent more in the global context. On the other hand, unemployment, refugees and terrorism were perceived to be locally urgent problems. Different agencies within the community were addressed to be accountable for different types of sustainability problems. The accountability for economic, environmental and societal problems were mainly placed on governments. Additionally, individuals/families and educators were held more accountable for environmental issues, while corporations and super powers were held more accountable for economic issues. As for societal issues, educators, individuals/families and non-governmental organizations were addressed to be more responsible. Originality/value: The significance of the study is mainly twofold. If sustainable development is conceptualized with a futuristic viewpoint that attaches a great importance to next generations' needs, focusing on the dispositions of early career teacher educators as young academics is a reasonable way of addressing the current gaps and eliminating the future inefficacies. Building on the assumption that ESD would remain imperfect without the commitment of teacher educators who have the potential to bring changes in educational systems and shape knowledge and skills of future teachers, in turn future generations; this study becomes even more valuable as it includes specifically the academicians in the field of teacher education.

Suprasegmental features are essential in conveying meaning; however, they are one of the neglected topics in teaching Turkish as a foreign/second language. This paper aims to examine read speech by Arabic students learning Turkish as a second language and describe their read speech in terms of stress and pause. Within this framework, 34 Syrian students enrolled in Gaziantep University Turkish Teaching Application and Research Center (TÖMER) at B2 level were asked to read a text chosen from one of the books prepared in accordance with the European language portfolio B2 level. Voice recordings were analyzed using Praat and Cool Edit software programs. Students' stress and pause durations were compared and contrasted according to the criteria set by experts. The results showed that students' stress and pause patterns showed statistically significant deviations from those criteria.

With the Decade of Education for Sustainable Development (DESD), nations' engagement with sustainability has differed considerably on the basis of their socio-political priorities. Since reviewing research trends is one way of getting a broad understanding about the value attached to an internationally prioritized issue, such as Education for Sustainable Development (ESD), this study aims to see the coherence and effectiveness of the DESD on the Turkish stakeholders' side and portrays how such a global issue is addressed in educational research by local actors. The study employed a mixed-method design through a two-step process: a quantitative investigation through numbers to assess the level and direction of the attention paid to ESD; and a qualitative examination through content and collocation analyses to identify key dimensions and prevalent themes. As the sample, the papers published with a focus on ESD themes between the years 2005 and 2014 in three high-impact educational journals in Turkey were included. The data analyses were carried out through: (a) descriptive statistics by use of frequency distribution tables and percentages; (b) a content analysis employed with thematic coding and categorization and (c) a collocation analysis done by means of the software AntConc. The most prevailing themes emerging from the publications were on environmentalism; human values; gender equality; democratic values; multiculturalism; interculturality; morals and character education; student dropouts and absenteeism; life-long learning; community service and responsibility; human rights; children's rights; citizenship and peace education. All those themes gave crucial hints about the local concerns and socio-cultural priorities of the case of Turkey.

AbstractTeachers frequently happen to be the most influential role models and social change agents in the eyes and minds of young people as well as the whole society in many cultures. Since they are closely involved in promoting the ideas for the goodness of communities and the whole world either as individuals or educators, teachers’ behaviours across all aspects of their life are correspondingly valuable. Therefore, what teachers do in and out of school for the benefit of nature, society or humanity is a crucial phenomenon worth studying. With this study, we aimed to identify the motives for and the predictors of PEBs (pro-environmental behaviours) that teachers follow in their personal, professional, or social spheres and specify whether those behaviours are the characteristics of a particular teacher group or not. Designed as a survey, the research was mainly a correlational study exploring the existing relationships between teachers’ tendency to adopt PEBs and certain socio-demographics along with internal factors. In this inquiry, we surveyed 330 Turkish in-service teachers representing different educational settings across the country through a cross-sectional online questionnaire and performed descriptive statistics and multiple regression analyses with the help of the software STATA. Based on the findings of the study, we presented suggestions for policy and practice in teacher education as well as implications for future research on pro-environmental practices and environmental education. [ABSTRACT FROM AUTHOR]

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The seventh cervical vertebra, also known as the vertebra prominens, possesses a distinctive structure with the most prominent spinous process among the cervical vertebrae. This study aims to assess the morphometric properties of the vertebra prominens concerning gender and age. In a retrospective analysis, computed tomography (CT) images from 200 individuals (100 females, 100 males), aged 18 to 75, devoid of cervical pathologies, were utilized. These images were sourced from the Picture Archiving and Communication System (PACS) archive of the Department of Radiology at Tokat Gaziosmanpaşa University. Participants were divided into two age groups: 18-30 years and 31-74 years. Measurements were obtained from 1.25 mm thick CT images using the Sectra program. Statistically significant differences in spinal dimensions were observed based on gender (p<0.001). Typically, males exhibited larger spinal dimensions compared to females, indicating a gender-based influence on spinal morphology. Age-wise analysis revealed significant gender-based disparities (p<0.001), illustrating age-gender variations. The anteroposterior length of the vertebra body showed gender-related differences in median values (p<0.001), with males having a median value of 15 mm and females 12.7 mm. Gender-based distinctions in the width of the right pediculus vertebral arch (p<0.001) were observed, with median values of 7.16 mm for males and 6.23 mm for females. Similarly, the left pediculus vertebral arch width displayed gender-related discrepancies in median values (p<0.001). Significant sex-related variations in spinal dimensions were noted (p<0.001), with males having larger vertebrae compared to females, indicating the impact of gender on spinal morphology. Age-related analysis also revealed significant gender-based differences (p<0.001), underscoring age-gender variations. These findings highlight the importance of considering both gender and age when assessing spinal morphometry. Understanding these variations contributes to a comprehensive comprehension understanding of spinal anatomy, potentially informing clinical interventions and treatment strategies tailored to individual characteristics. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Trauma & Emergency Surgery / Ulusal Travma ve Acil Cerrahi Dergisi is the property of KARE Publishing 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.)