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Η αυξανόμενη πολυπολιτισμική σύνθεση των σχολείων υποδεικνύει την ανάγκη για εφαρμογή των αρχών της διαπολιτισμικής παιδαγωγικής. Προκειμένου οι εκπαιδευτικοί να λειτουργήσουν με βάση τις αρχές της, είναι σημαντικό να νιώθουν ικανοί/ές και επαρκείς να αξιοποιήσουν όσα απαιτεί μια εκπαίδευση πολυπολιτισμικά προσανατολισμένη. Σκοπός της παρούσας έρευνας είναι η διερεύνηση των αντιλήψεων πολυπολιτισμικής αυτοαποτελεσματικότητας των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης και η σχέση της με την προσέγγιση που ακολουθούν οι εκπαιδευτικοί ως προς τη διαχείριση της πολυπολιτισμικής τάξης. Το δείγμα της έρευνας αποτελείται από 139 εκπαιδευτικούς πρωτοβάθμιας εκπαίδευσης του νομού Αττικής. Τα αποτελέσματα έδειξαν ότι οι εκπαιδευτικοί του δείγματος χαρακτηρίζονται από υψηλό βαθμό πολυπολιτισμικής αυτοαποτελεσματικότητας και ότι προτιμούν την αλληλεπιδραστική προσέγγιση ως προς τη διαχείριση της τάξης. Τέλος, τα ευρήματα ανέδειξαν την στατιστικώς σημαντική συσχέτιση της αυτοαποτελεσματικότητας των εκπαιδευτικών με το μοντέλο διαχείρισης της τάξης και, πιο συγκεκριμένα, ότι όσο υψηλότερο βαθμό πολυπολιτισμικής αυτοαποτελεσματικότητας διαθέτουν, τείνουν να υιοθετούν λιγότερο παρεμβατικές προσεγγίσεις, στις οποίες οι μαθητές έχουν μεγαλύτερη αυτονομία, αλλά και ευθύνη. Τα ευρήματα της παρούσας έρευνας μπορούν να συμβάλλουν στην καλύτερη κατανόηση της κρισιμότητας των αντιλήψεων των εκπαιδευτικών για την επάρκειά τους στην διαχείριση των πολυπολιτισμικών τάξεων ως προς την επιλογή στρατηγικών διαχείρισης της διδασκαλίας τους και της συμπεριφοράς των μαθητών και των μαθητριών στην τάξη τους., The continuously increasing cultural diversity in schools indicates the need for implementation of an intercultural oriented pedagogy. In order for teachers to implement an intercultural oriented education they should feel competent enough to perform such a task. The purpose of the current study is to examine primary teachers’ multicultural self-efficacy beliefs and its relationship with classroom management approaches in multicultural classrooms. The sample consists of 139 teachers from primary schools in the district of Attiki. The study results suggest that primary teachers have high levels of multicultural self-efficacy, and they tend to be interactionalists. In addition, findings reveal a negative relationship between the aforementioned variables, which means that teachers with higher levels of multicultural self-efficacy prefer less interventional approaches on classroom management. The findings of this research contribute to an understanding of the importance of the teachers’ efficacy beliefs in managing multicultural classrooms to the choice of instructional and behaviour management strategies.

U radu su istraženi stavovi učitelja primarnog obrazovanja prema stručnom usavršavanju iz predmeta Glazbena kultura te razlikuju li se takvi stavovi s obzirom na godine radnog iskustva i razinu stručne spreme učitelja. U okviru istraživanja primijenjen je Upitnik općih podataka i upitnik kojim se ispituju Stavovi učitelja primarnog obrazovanja o stručnom usavršavanju iz predmeta Glazbena kultura. Rezultati potvrđuju da su učitelji primarnog obrazovanja umjereno zadovoljni mogućnošću sudjelovanja na stručnom usavršavanju iz predmeta Glazbena kultura te da takvo usavršavanje najčešće organizira Agencija za odgoj i obrazovanje. Učitelji smatraju da im stručno usavršavanje koristi za rad u nastavi, a manji broj navodi kako pohađaju takvo usavršavanje zbog napredovanja u struci. Što se tiče područja na koja bi se, prema mišljenju učitelja, trebala usmjeriti najveća pozornost tijekom stručnog usavršavanja, na prvom mjestu je glazbeno stvaralaštvo, a na posljednjem aktivnosti pjevanja i sviranja. Učitelji uglavnom procjenjuju da im je glazbeno obrazovanje stečeno tijekom studija dostatno za kvalitetnu realizaciju nastave glazbe, dok njih čak 45% nije zadovoljno ponudom stručnog usavršavanja iz predmeta Glazbena kultura. Rezultati potvrđuju kako nema razlika u stavovima učitelja primarnog obrazovanja prema stručnom usavršavanju iz predmeta Glazbena kultura s obzirom na radno iskustvo ni s obzirom na razinu stručne spreme. Dobiveni rezultati mogu poslužiti kao smjernice za oblikovanje stručnog usavršavanja učitelja primarnog obrazovanja iz predmeta Glazbena kultura., This paper researches the stances of primary education teachers towards professional development in the Music culture school subject and whether the stances differ with work experience or the teachers' level of professional development. The research implemented a general information questionnaire and a questionnaire for primary education teachers' stances on professional development in the Music culture school subject. The results confirm that the primary education teachers are moderately satisfied with the possibility of professional development in the Music culture school subject and that the professional development is usually organized by the Education and Teacher Training Agency. Teachers believe that their professional development is useful in their teaching work, and a smaller number states that they attend professional development courses to advance in their careers. In terms of the fields that professional development courses should focus on, teachers ranked musical creation as the most important, and singing and playing as the least important. Teachers mostly estimate that their university music education is sufficient for quality music subject teaching, and 45% of them are not satisfied with the selection of professional development courses for the Music culture subject. The results show that there are no differences in the teachers’ stances with regard to their work experience or their level of professional development. The results can be used as guidelines for designing professional development courses for the Music culture school subject.

Treball Final de Grau en Mestre o Mestra d'Educació Primària (Pla de 2018). Codi: MP1840. Curs acadèmic: 2021/2022 La muerte siempre ha sido un hecho vigente en los centros escolares, pero que ha estado bajo la ley del silencio y el ocultamiento. Pese a ser una situación repetitiva y sobre la cual se muestra desconocimiento e inseguridades a la hora de actuar, las escuelas siguen sin poseer normativas que contemplen y velen por las necesidades posteriores al fallecimiento que presentan tanto el alumnado como el profesorado. Por ello, es necesario desarrollar un protocolo de actuación integral y general que se pueda insertar en los centros educativos de España, con el fin de dar una respuesta paliativa e intervenir de la manera más eficaz y precoz posible. En este sentido, la propuesta de actuación ante los casos de muerte y duelo (PAMD) que se presenta en el trabajo trata de agrupar en un documento de manera detallada las acciones a realizar, el modo y la selección de un equipo de centro resiliente, formado e informado, que se ocupe de ser el apoyo necesario para el alumnado y para el resto de personal docente. Todo ello, siguiendo un proceso gradual en continua reforma, debido a la evaluación a partir del seguimiento del caso, basado en la empatía, el acompañamiento y la comunicación entre alumnado, familia y centro educativo en un ambiente de confianza mutua. Death has always been a fact in schools, but it has been under the law of silence and concealment. In spite of being a repetitive situation and one in which there is a lack of knowledge and insecurities when it comes to dealing with it, schools still do not have regulations that contemplate and take care of the post-death needs of both students and teachers. Therefore, it is necessary to develop a comprehensive and general action protocol that can be implemented in Spanish schools, in order to provide a palliative response and intervene as effectively and early as possible. In this sense, the proposal for action in cases of death and bereavement (PAMD) presented in this work tries to group in a detailed document the actions to be taken, the way and the selection of a resilient, trained and informed teaching team, which is responsible for being the necessary support for the students and for the rest of the teaching personnel. All this, following a gradual process in continuous reform, due to the evaluation from the monitoring of the case, based on empathy, accompaniment and communication between students, family and school in an atmosphere of mutual trust.

Σκοπός της παρούσας ερευνητικής εργασίας είναι η ανάδειξη της σχέσης της ψυχικής ανθεκτικότητας και της συναισθηματικής νοημοσύνης εκπαιδευτικών πρωτοβάθμιας Γενικής και Ειδικής εκπαίδευσης. Αρχικά, κρίνεται σκόπιμο να επισημανθεί ότι η εργασία απαρτίζεται από δύο κύρια μέρη: το θεωρητικό και το ερευνητικό. Στο θεωρητικό μέρος αναλύονται οι βασικές εννοιολογικές προσεγγίσεις των εννοιών της ψυχικής ανθεκτικότητας και της συναισθηματικής νοημοσύνης, καθώς και τα διάφορα θεωρητικά μοντέλα που έχουν προταθεί από κορυφαίους ερευνητές για την επεξήγησή τους. Περνώντας στο δεύτερο μέρος της εργασίας, παρουσιάζονται τα διάφορα ερευνητικά ερωτήματα που η εν λόγω έρευνα καλείται να εξιχνιάσει. Ειδικότερα, διερευνάται ο τρόπος με τον οποίο η ψυχική ανθεκτικότητα συνδέεται με τη συναισθηματική νοημοσύνη των εκπαιδευτικών πρωτοβάθμιας Γενικής και Ειδικής εκπαίδευσης. Εν συνεχεία, εντοπίζονται ομοιότητες και διαφορές στα επίπεδα της συναισθηματικής νοημοσύνης και της ψυχικής ανθεκτικότητας μεταξύ των εκπαιδευτικών γενικής και ειδικής εκπαίδευσης. Τέλος, εξετάζεται ο βαθμός επίδρασης των δημογραφικών τους στοιχείων στα επίπεδα της ψυχικής τους ανθεκτικότητας και συναισθηματικής νοημοσύνης των συμμετεχόντων. Τα δεδομένα της έρευνας συλλέχθηκαν μέσω ηλεκτρονικής φόρμας ερωτηματολογίου, από δείγμα 76 εκπαιδευτικών πρωτοβάθμιας Γενικής και Ειδικής εκπαίδευσης, το χρονικό διάστημα Μαΐου – Οκτωβρίου 2021. Τα δεδομένα συλλέχθηκαν με την χρήση ανώνυμου ερωτηματολογίου το οποίο αποτελούνταν από τρεις ενότητες: α) Ερωτηματολόγιο δημογραφικών και εργασιακών χαρακτηριστικών των ερωτώμενων, β) Κλίμακα Wong and Law Emotional Intelligence Scale (WLEIS) για τη μέτρηση της συναισθηματικής νοημοσύνης και γ) Κλίμακα Ψυχικής Ανθεκτικότητας (Connor – Davidson Resilience Scales CD-RISK)., The purpose of this study is to highlight the connection between mental resilience and emotional intelligence of general and special education teachers. First of all, it is necessary to mention that the present thesis consists of two main parts: the theoretical part and the methology. The theoretical part analyzes the basic conceptual approaches to the concepts of mental resilience and emotional intelligence, as well as the various theoretical models that have been proposed by leading researchers to explain them. In the second part of the thesis, the various research questions that this survey is called upon to explore are presented. More specifically, the way in which mental resilience is related to the emotional intelligence of general and special education teachers is explored. Furthermore, similarities and differences in the levels of emotional intelligence and mental resilience are identified between general and special education teachers. Finally, the degree of influence of their demographics on the levels of mental resilience and emotional intelligence of the participants is examined. The survey data were collected through an online questionnaire, from a sample of 76 primary and special education teachers in the period May - October 2021. The data were collected using an anonymous questionnaire which consisted of three sections: a) Demographic questionnaire of respondents, b) Wong and Law Emotional Intelligence Scale (WLEIS) to measure emotional intelligence and c) Mental Resilience Scale (Connor - Davidson Resilience Scales CD-RISK)

The present study examines teachers’ perceptions regarding moral satisfaction, financial gain and professional motivation in order to examine the relationship between these factors and their work efficiency. The degree of agreement and disagreement in the perceptions of 270 Primary Education teachers, regarding the extent to which their effectiveness at work is affected by the existence of the above factors, is studied, and the study was conducted in 31 primary schools in Greece. The size of the sample and the way the results are extracted is a key innovation of the research, as for the first time, the above concepts are quantified through the answers of those involved in education. Their answers are examined by the method of quantitative research and the statistical program IBM-SPSS 24. It appears that moral rewards, the relationship with their manager and colleagues and their degree of self-esteem are elements that, if increased and positive, lead to higher productivity in their work. The recognition of the overall offer of the teachers by colleagues, the manager, society and the state have a positive effect on the effectiveness of their work, while its lack reduces their motivation to be efficient.

Artykuł stanowi próbę ukazania zależności zachodzących pomiędzy preferencjami sensorycznymi nauczycieli (reprezentowanymi przez model VAK), a stopniem akceptacji, poziomem zastosowania oraz formą pracy z nowymi mediami. W artykule zaprezentowane zostały wyniki badań pilotażowych, jak również wyniki badań właściwych przeprowadzonych w 2019 roku na grupie 367 pedagogów. Prezentowane badania zostały zrealizowane na terenie województwa kujawsko-pomorskiego (Polska). Dobór grupy badawczej był losowy. Badania miały charakter ilościowy, wsparty dodatkowo analizą jakościową. Zaprezentowane statystyki zostały wyznaczone za pomocą testu Chi2, jak również przy użyciu współczynnika V Cramera. Przeprowadzone analizy wykazują, że preferencje sensoryczne badanych nie pozostają obojętne w kontekście procesu nauczania oraz uczenia się. Określają działania nauczycieli i bezpośrednio tworzą środowisko pracy dla uczniów. The article is an attempt to show the relationship between teachers’ sensory preferences (represented by the VAK model) and the degree of acceptance, level of application, and form of work with new media. The article presents the results of pilot studies, as well as the results of the proper research conducted in 2019 in a group of 367 teachers. The research referred to was carried out in the Kujawsko-Pomorskie Voivodeship (Poland). The selection of the research group was random. The research was quantitative, and additionally supported by qualitative analysis. The statistics presented were determined using the χ2 test, as well as using the Cramer V coefficient. The conducted research shows, that sensory preferences of respondents do not remain indifferent to the learning process. They determine the activities of teachers and directly create a working environment for students.

Bu araştırmanın amacı; okul yöneticilerinin şeffaflık uygulamaları ile öğretmenlerin örgütsel bağlılık algıları arasındaki ilişkiyi incelemektir. Araştırmada öğretmen algılarına göre cinsiyet, mesleki kıdem, okul türü, okul müdür ile çalışılan süre değişkenleri açısından okul yöneticilerinin şeffaflık uygulamaları ile buna bağlı olarak öğretmenlerin örgütsel bağlılık seviyeleri belirlenmiş ve okul yöneticilerinin şeffaflık uygulamaları ile öğretmenlerin örgütsel bağlılıkları ilişkisi belirlenmeye çalışılmıştır. Araştırma ilişkisel tarama modelinde yapılmıştır. Araştırmanın evrenini, 2020-2021 eğitim- öğretim yılı birinci yarıyılında İstanbul ili Bahçelievler ilçesinde bulunan ilkokul, ortaokul ve lise öğretmenleri oluşturmaktadır. Araştırmanın örneklemi tesadüfî örneklem metoduyla belirlenen toplam 687 öğretmenden oluşmaktadır. Araştırma verilerinin oluşturulmasında "Okul Şeffaflık Ölçeği" ve "Örgütsel Bağlılık Ölçeği"nden faydalanılmıştır. Bu ölçme araçları araştırmaya katılan öğretmenlerin demografik değişkenlerini kapsayan kişisel bilgi formu ve tek anket şeklinde üç bölüm olarak birleştirilmiştir. Ölçme aracının ilk bölümünde katılımcıların kişisel bilgilerini edinmeye, ikinci bölümde okul yöneticilerinin şeffaflık uygulamalarını öğretmen algılarına göre belirlemeye, üçüncü bölümde ise öğretmenlerin örgütsel bağlılık algılarını belirlemeye dair maddelere yer verilmiştir. Nicel verilerin analizinde aritmetik ortalama ve standart sapma, tek yönlü varyans analizi, bağımsız örneklem t testi, korelasyon ve regresyon analizi tekniği kullanılmıştır. Araştırma sonucunda, okul yöneticilerinin şeffaflık uygulamalarına ilişkin tüm boyutunda en yüksek ortalama lise öğretmenlerinde, en düşük ortalama ortaokul öğretmenlerinde belirlenmiştir. Okul yöneticilerinin şeffaflık ölçeğinin tüm boyutlarına ilişkin öğretmen algıları yüksek düzeyde çıkmış olup en yüksek ortalamanın "Bilgi Şeffaflığı" boyutunda, en düşük ortalamanın "Değerlendirmede Şeffaflık" alt boyutunda olduğu sonucuna ulaşılmıştır. Öğretmenlerin örgütsel bağlılıkları ölçeğinin tüm boyutuna ilişkin öğretmen algıları orta düzeyde çıkmış olup sonuçlara bakıldığında en yüksek ortalamanın lise öğretmenlerinde, en düşük ortalamanın ortaokul öğretmenlerinde olduğu tespit edilmiştir. Okul yöneticilerinin şeffaflık uygulamaları ile öğretmenlerin örgütsel bağlılıkları arasında pozitif yönde anlamlı bir ilişki bulunduğu, okul yöneticilerinin şeffaflık uygulamalarının öğretmenlerin örgütsel bağlılıklarını %31 oranında yordadığı sonucuna ulaşılmıştır. The purpose of this research; to analyze the relation between school administrators' transparency practices and teachers' organizational commitment perceptions.In the research, according to the teacher perceptions,school administrators' transparency practices in terms of the variances of gender,professional seniority,school type,term of employment with the school principal,furthermore related to that teachers' organizational commitment levels have been specified and the relation of school administrators' transparency practices and teachers' organizational commitment have been tried to be determined. The research is done in the correlational survey model. Population of the research comprises of elementary, secondary and high school teachers who situated in Istanbul province, Bahçelievler district in the first term of 2020-2021 academic year. Research sample is constituted of totally 687 teachers who are chosen with random sampling method. For attaining the research data "School Transparency Scale" and "Organizational Commitment Scale" are benefited. These measuring tools have been combined with personal information form including the participant teachers' demographical information in one survey form in three parts. In the first part of the measuring tool, attaining personal information of the participant teachers, in the second part determining school administrators' transparency practices according to participant teachers' perceptions and in the third part,the items directed to determine the teachers' organizational commitment perceptions. For the analysis of quantitative data,arithmetic mean,standard deviation,unpaired t test,correlation and regression analysis technique have been used. On the research result, the highest arithmetic mean related to school administrators' transparency practices in whole dimension was determined in high school teachers,the lowest one was determined in secondary school teachers. Teacher perceptions related to whole dimensions of school administrators' transparency scale came of in a high level, it is concluded that the highest arithmetic mean was in the dimension of " Information Transparency",the lowest arithmetic mean was in the sub-dimension of "Transparency in Assessment". It is determined that teacher perceptions related to whole dimension of the teachers' organizational commitment scale,are in medium level and when the results are examined, it is determined that the highest mean is in high school teachers,the lowest mean is in secondary school teachers. It is concluded that there is a meaningful relation positively between school administrators' transparency practices and teachers' organizational commitments,school administrators' transparency practices predict the teachers' organizational commitment in the ratio of 31%.

Apart from dealing with pupils in class, teachers are required to have a good command of maintaining pedagogical documentation daily, throughout the school year. This way, they carry out all administrative activities that ensure a thoughtfully planned realization of the teaching process. Fundamental competencies needed to perform the job are initially acquired at university and further developed through professional pedagogical practice and work. This paper provides an insight into the self-evaluation of the competence of students, future teachers in primary education to maintain pedagogical documentation and its connection to taking the School Regulation and Documentation course at the Faculty of Teacher Education of the University of Zagreb. The research results indicate that this competence is greater in students who have taken the course, compared to the ones that have not. On the other hand, both groups of students blame the lack of the competence on the inability to apply theoretical knowledge in the teaching practice. All students, nevertheless, acknowledge the importance of enrolling in at least one course related to school administration. They believe such courses enable future teachers to acquire essential skills needed to competently maintain pedagogical documentation upon employment

YÖK Tez No: 659080 Mevcut koşullar afetlerin ne zaman ve ne şekilde oluşacağı konusunda insanlara net bir bilgi sağlamamaktadır. Bu yüzden afetlerin meydana geliş saati eğitim saatlerine denk gelebilir. Eğitim saatleri içerisinde meydana gelen afetler özellikle içerisinde hassas grupta yer alan çocukların yer aldığı öğretmen ve öğrencilerin zarar görmesine neden olabilir. Afetler ve sonucunda ortaya çıkabilecek kaos ortamı nedeniyle kasıtlı ya da kasıtsız kazalara bağlı pediatrik acil durum olayları yaşanabilir. Özellikle afetlerde hassas grupta yer alan çocukların vücut yapıları yetişkinlere göre farklı ve hassas olduğundan dolayı ciddi yaralanmalar yaşayabilirler. Araştırma kapsamında afet tanımı ve türlerine, afetlerde hassas gruplarda yer alan çocuklar, afetlerde okul yönetimi ve öğretmenlerin sorumluluğu, yaşanabilecek kazalar ile bu kazalara uygulanılacak pediatrik ilk yardım ve müdahaleleri ile ilgili genel bir literatür araştırmasına yer verilmiştir. Araştırma kapsamında çocukların vakitlerinin büyük bir çoğunluğunu geçirdikleri anaokulu ve ilkokullarda görev yapan öğretmenlerin afet bilgisi için 15 sorudan oluşan, pediatrik ilk yardım bilgisi için 35 sorudan oluşan, duygu durumlarını ölçmeye yönelik ise 7 sorudan oluşan duygu tutum ölçeği veri toplama aracı olarak kullanılmıştır. Araştırmanın örneklemini Gümüşhane il merkezi ve ilçelerinde görev yapan 119 anaokulu ve ilkokul öğretmeni oluşturmaktadır. Araştırma sonucunda toplanan veriler analiz edilerek, sonuçlarına yer verilmiştir. Bu sonuçlar doğrultusunda genel bir değerlendirme yapılarak, afet ve pediatrik ilk yardım bilgisinin önemine dikkat çekilmiştir. Anahtar Kelimeler: Afet, Kazalar, Pediatrik İlk Yardım, Anaokulu ve İlkokulu Öğretmenleri Current conditions do not provide clear information to people about when and how disasters will occur. Therefore, the time of occurrence of disasters may coincide with training hours. Disasters that occur during school hours can cause damage to teachers and students, especially children in the vulnerable group. Pediatric emergency events may occur due to intentional or unintentional accidents due to disasters and the resulting chaos environment. Children in the vulnerable group, especially in disasters, may experience serious injuries because their body structures are different and sensitive compared to adults. Within the scope of the research, the teachers working in kindergartens and primary schools where children spend most of their time; Emotion attitude scale consisting of 15 questions for disaster information, 35 questions for pediatric first aid information and 7 questions for measuring emotional states was used as data collection tool. The sample of the study consists of 119 kindergarten and primary school teachers working in Gümüşhane city center and districts. The data collected as a result of the research are analyzed and the results are included. In line with these results, a general evaluation was made and the importance of disaster and pediatric first aid information was highlighted. Keywords: Disaster, Accidents, Pediatric First Aid, Kindergarten and Primary School Teachers

The COVID-19 pandemic has been spreading unstoppably around the world for more than a year, which is why in a large number of schools teaching takes place using information and communication technology, through online teaching, which is a very demanding task for both students and primary school teachers. The paper presents the results of a research aimed at examining the attitudes and thinking of primary school teachers regarding the readiness to conduct online teaching using information and communication technology. The research was conducted on a sample of 329 primary education teachers. Research results show: (1) The largest number of respondents, 41.0% of them, spend on average 4 to 6 hours a day for the preparation of materials and evaluation of student work, while 8.8% of respondents spend more than 8 hours a day for these jobs. ; (2) In online teaching, the Microsoft Teams e-learning system is the most used (33.4%), while the Edmodo e-learning system is the least used, only 1.5% ; (3) Problems were often encountered by 48.6% of respondents during online classes, and just as many of them encountered problems rarely ; 2.4% of respondents never encountered problems during online classes, while 2.2% of survey participants always had problems. (4) The most common difficulty pointed out by the research participants was Extended working hours and additional engagement - almost 2/3 of them or 65.7% voted for this option. (5) 67.5% of respondents are satisfied or mostly satisfied with the equipment they had at their disposal when conducting online classes, while 3.3% were not satisfied with the available equipment. More than one fifth of the respondents (21.9%) could not decide on the set item.

Yüksek Lisans Tezi, Bu çalışmada Lider Öğretmen Yetiştirme Programının içerdiği etkinliklerin öğretmenlere, öğretmen liderliği davranışlarının kazandırılması üzerindeki etkisi araştırılmıştır. Ayrıca katılımcıların düzenlenen etkinliklerle ilgili görüşlerini de incelemektedir. Araştırmada, deneysel desen türlerinden ön test – son test kontrol gruplu deneysel desen kullanılmıştır. Ayrıca, deney grubundaki katılımcıların uygulama hakkındaki görüşlerini tespit etmek amacıyla nitel veri toplanmıştır. Araştırma; 2018–-2019 eğitim öğretim yılında, Konya ili merkez ilçelerindeki okullarda görev yapan gönüllü öğretmenler ile yürütülmüştür. Deney grubunda 15 ve kontrol grubunda 15 olmak üzere toplam 30 öğretmen çalışma grubunda yer almıştır. Araştırmada veriler, “ Lider Öğretmen Yetiştirme Programı” ve “ Uygulama Değerlendirme Formu “ kullanılarak elde edilmiştir. Araştırma sonunda, Lider Öğretmen Yetiştirme Programının uygulandığı deney grubundaki katılımcıların öğretmen liderliği toplam puanı ve tüm alt boyutlarındaki puanları ile herhangi bir uygulamanın yapılmadığı kontrol gurubundaki katılımcıların puanları arasında anlamlı yönde bir fark olduğu görülmüştür. Ayrıca deney gurubundaki katılımcıların Lider Öğretmen Yetiştirme Programındaki etkinliklere karşı olumlu görüşler gösterdiği sonucuna ulaşılmıştır., In this study, the effect of activities implemented in the Teacher Leadership Training Program on making it possible for teachers to acquire teacher leadership behaviors were analyzed. In addition, the views of the participants on the activities which were organized were analyzed as well. The pretestposttest control group experimental design among the experimental design types was used. In addition, qualitative data were collected to determine the views of the participants in the experiment group on the implementation. The study was carried out with volunteering teachers who were working in schools in the central districts of the city of Konya in the 2018–-2019 academic year. A total of 30 teachers, 15 of whom were in the experiment and 15 of whom were in the control group were included in the study group. The data were obtained through the “Teacher Leadership Training Program” and “Implementation and Evaluation Form.” As a result of the study, it was seen that there was a significant difference between the teacher leadership total scores of the participants in the experiment group on which the Teacher Leadership Training Program was teacher implemented and their scores in all the sub-dimensions and the scores of the participants in the control group in which no implementation was carried out. In addition, it was concluded that the participants in the experiment group have positive views on the activities in the Teacher Leadership Training Program.

Araştırmanın amacı, ilköğretim matematik öğretmenliği özel alan yeterliklerindeki kazanımların gerçekleştirilebilirliğine yönelik öğretmen görüşlerinin alınması, gerçekleştirilememe nedenlerinin belirlenerek öneriler getirilmesidir. Nitel ve nicel araştırma yöntemlerinin bir arada kullanıldığı karma model ve karma modellerden olan; nicel veri önceden toplanıp analiz edildikten sonra nitel verilerin toplanıp analiz edildiği sıralı dönüşümsel tasarım kullanılmıştır. Bu doğrultuda çalışma `karma yöntemler araştırması` niteliği taşımaktadır.Araştırmanın çalışma evrenini 2017-2018 eğitim-öğretim yılında İstanbul-Küçükçekmece'de görev yapan ilköğretim matematik öğretmenleri oluşturmaktadır. Araştırmanın örneklemini 182 ilköğretim matematik öğretmeni oluşturmaktadır. Araştırmada ilköğretim matematik öğretmenlerinin öğretmen yeterliklerinin kazanımlarının gerçekleştirilebilirliğine yönelik öğretmen görüşleri almak amacıyla ilk olarak `İlköğretim Matematik Öğretmenliği Özel Alan Yeterlikleri Kazanımlarının Gerçekleştirilebilirlik Anketi` geliştirilmiştir. Ankette matematik öğretim durumlarını planlama ve düzenleme, matematik dersi becerilerini geliştirme, öğretimin izlenmesi, değerlendirilmesi ve geliştirilmesi, okul, aile ve toplumla işbirliği yapma, mesleki gelişim sağlama yeterliklerine ait kazanımların gerçekleştirilebilirliği araştırılmıştır. Anket sonuçlarının analizi sonrasında araştırmaya katılan öğretmenlerin ankette yer alan ifadelerin gerçekleştirilebilirliğine ilişkin `hiçbir zaman` ve `nadiren` şeklinde cevap veren ve eğitim fakültesi ilköğretim matematik öğretmenliği mezunu olan 10 öğretmen ile yarı yapılandırılmış görüşme gerçekleştirilmiştir. Nicel verilerin analizi için; yaş, kıdem, öğrenim durumu, mezun olunan bölüm ve fakülte bağımsız değişkenleri ile her bir anket ifadesi arasında 0.05 anlamlılık düzeyinde Kruskal Wallis testi yapılmış, anlamlılığın hangi gruplar arasında olduğunun belirlenmesi için ise Mann-Whitney U testi kullanılmıştır. Cinsiyet değişkeni için mesleki gelişim, üstün yetenekli öğrenciler ve teknoloji kullanımı alt ölçeklerinde erkek ve kadın matematik öğretmenleri arasında anlamlı bir farklılık bulunmuştur. Kıdem değişkeni için öğrenme-öğretme süreçleri, öğretim yöntem/teknikleri, öğrencilerin matematiksel kavramları, problem çözme becerisi, öğrencilerin matematiğe karşı olumlu tutum sergilemeleri, öğrencilerin öz değerlendirme yapmaları, öğrencilerin matematiği farklı alanlarda kullanmaları, özgün materyal hazırlama alt ölçeklerinde anlamlı bir fark bulunmuştur. Yaş değişkeni için ise; matematiğin düşünme biçimi olarak farklı alanlarda kullanılması ve matematiğin düşünme biçimi olarak toplumdaki yeri alt ölçeklerinde anlamlı bir fark bulunmuştur. Nitel verilere ait bulgular ise iki şekilde toplanmıştır. Anket sonuçlarına göre `Nadiren` ve `Hiçbir zaman` seçeneklerinin frekanslarının ilk sırada yer aldığı yeterliklere ait görüşme soruları hazırlanmış ve bu 16 yeterlikle ilgili sorular birinci öncelikli sorular olarak belirlenmiş görüşme yolu ile toplanmıştır. Anket sonuçlarına göre `Nadiren` ve `Hiçbir zaman` seçeneklerinin frekanslarının ikinci sırada yer aldığı yeterliklere ait sorular ise ikincil öneme sahip sorular olarak belirlenmiş ve yazılı yoluyla cevaplar toplanmıştır. Nitel verilerin analizinde ise, betimsel analiz tekniği kullanılmıştır. Araştırma sonunda çıkarılan sonuçlara dayanarak araştırmacılara ve uygulayıcılara yönelik önerilere yer verilmiştir. This study aims to reveal teachers' views on attainability of learning outcomes in elementary mathematics teaching field-specific competencies and to bring about suggestions by determining the reasons of failure. Qualitative and quantitative research methods are used together and are mixed models and mixed models; After the quantitative data was collected and analyzed before, the sequential transformational design in which qualitative data was collected and analyzed was used. In this direction, the study has the characteristics of `mixed methods research`Primary school math teachers working in İstanbul-Küçükçekmece district during 2017-2018 academic year consisted of the study population and 182 teachers from this population were the sample. This study employed mixed method since it included both quantitative and qualitative data. `The Attainability of Primary School Math Teachers' Field-Specific Competencies' Outcomes` questionnaire was developed to collect data. The questionnaire investigated the attainability of outcomes related to planning and designing teaching environments, developing math skills, professional development, monitoring, evaluating and improving teaching, collaboration with school, parents and society competencies. In qualitative phase of the study, the participants were chosen by criterion sampling method. According to this, teachers' whose views were `Never` or `Rarely` on the questionnaire and who were graduates of primary school math teaching department were included in this phase. There were 10 teachers who satisfied this criterion. Semi-structured interviews were carried out with these teachers. In the analysis of quantitative data, teachers' views were compared by variables such as age, experience, educational level, department and faculty graduated. Kruskal Wallis test were run to compare the groups and the significance was tested at ,05 level. When there was a statistically significant difference among the groups, Mann-Whitney U test was run to detect the source of difference. Gender created a statistically significant difference in professional development, talented students and technology use sub-scales. On the other hand, experience created a statistically significant difference in teaching-learning processes, teaching methods and techniques, mathematical concepts, problem solving ability, students' positive attitude towards math, students' self-evaluation, using math in different fields and preparing original materials sub-scales. As for age, there was a statistically significant difference in using math in different fields and the place of math in society as a way of thinking. Qualitative data were collected through two different methods. For competencies in which `Never` and `Rarely` were in the first rank, interview questions were prepared, and they were determined as primary questions. There were 16 questions as described and these competencies were investigated through interviews. For competencies in which `Never` and `Rarely` were in the second rank, the questions were determined as secondary and they were responded written. Descriptive analysis was employed in qualitative phase. Based on findings, suggestions for researchers and practitioners were brought. 174

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Eğitim, toplumda istenen özellikte bireylerin yetişmesi için gerekli olan en önemli araçlardan biri olarak görülmektedir. Günümüzde yaşanan teknolojik gelişmeler ve değişimler, eğitime atfedilen anlamı da çeşitlendirmekte ve çağın getirdiği yenilikler, eğitime olan ihtiyacı arttırmaktadır. Uzaktan eğitimin her yaşa ve her bireye, zaman ve mekân kısıtlaması olmadan eğitim imkânı sunan bir alternatif olduğu bilinmekte, bu nedenle uzaktan eğitimin etkili ve verimli hâle getirilmesi gerekmektedir. Motivasyon, bir işe başlamak ve onu sürdürmek için gerekli olan, kişiyi harekete geçiren ve davranışlarını olumlu yöne yönelten güçtür olarak tanımlanmaktadır. Bu nedenle eğitimi uygulayan öğretmenlerin motivasyon düzeyleri konusu, yaptıkları işe verdikleri önemi göstermesi açısından ele alınması gereken önemli bir konudur. Bu çalışmanın amacı, ilköğretim kademesindeki öğretmenlerin öğretme motivasyonları ile uzaktan eğitime yönelik tutumlarını ortaya koymak ve çeşitli demografik değişkenler ile farklılaşıp farklılaşmadığını incelemektir. Bu araştırma kapsamında öğretme motivasyonu ve uzaktan eğitim kavramları irdelenmiştir. Tarama modeli tekniğinden yararlanılan çalışmanın verileri, 2019-2020 eğitim-öğretim yılında Türkiye'nin çeşitli bölgelerinde bulunan ilköğretim kademesindeki toplam 429 öğretmen aracılığı ile toplanmıştır. Ölçekler anket haline getirilerek, Google Form aracılığı ile öğretmenlere iletilmiş ve çevrelerindeki öğretmenler ile paylaşmaları istenmiştir. Verilerin toplanmasında Candan ve Gencel (2015) tarafından Türkçe'ye uyarlanıp geliştirilen "Öğretme Motivasyonu Ölçeği (ÖMÖ)" ile Ağır'ın (2007) oluşturmuş olduğu "Uzaktan Eğitime Yönelik Tutum Ölçeği" kullanılmıştır. Araştırma sonucunda ulaşılan bulgulara göre ilköğretim kademesindeki öğretmenlerin öğretme motivasyonları orta yüksek düzeyde saptanmış olup, ölçeğin alt boyutu olan içsel öğretme motivasyonlarının yüksek, diğer bir alt boyut olan dışsal öğretme motivasyonlarının ise orta yüksek düzeyde olduğu tespit edilmiştir. Araştırmaya katılan öğretmenlerin öğretme motivasyon düzeyleri ile "cinsiyet, çalıştıkları kurumun özel/devlet okulu olması, uzaktan eğitim hakkında bilgi sahibi olma, teknoloji kullanımına yatkınlık" değişkenleri arasında manidar bir farklılık bulunmamasına rağmen, "yaş, mesleki kıdem, öğrenim durumu" değişkenleri arasında manidar bir farklılık saptanmıştır. İlköğretim kademesindeki öğretmenlerin uzaktan eğitime yönelik tutumları orta düzeyde saptanmış olup, ölçeğin alt boyutları olan uzaktan eğitimin avantajları ve uzaktan eğitimin sınırlılıkları tutumları orta düzeyde tespit edilmiştir. Çalışma kapsamında bulunan öğretmenlerin uzaktan eğitime yönelik tutumları ile "cinsiyet, yaş, öğrenim durumu, çalıştıkları kurumun özel/devlet okulu olması ve uzaktan eğitim hakkında bilgi sahibi olma" değişkenleri arasında manidar bir farklılık saptanamazken "mesleki kıdem, teknoloji kullanımına yatkınlık" değişkenleri arasında manidar bir farklılık tespit edilmiştir. Ayrıca ilköğretim kademesindeki öğretmenlerin uzaktan eğitime yönelik tutumları ile öğretme motivasyonları arasında ise manidar bir ilişki saptanmamıştır. Bu araştırmanın, gerekli düzenlemelere fayda sağlayarak uzaktan eğitimin geliştirilmesine ve öğretme motivasyonu konusu hakkındaki az sayıdaki çalışmalara katkı sağlayacağı bakımından önemli olduğu düşünülmektedir. Education is seen as one of the most important tools necessary for the training of individuals with the desired characteristics in the society. Today's technological developments and changes diversify the meaning attributed to education, and the need for education increases with the innovations brought by the age. It is known that distance education is an alternative that offers education opportunities to every age and every individual without time and space restrictions; therefore, distance education needs to be made effective and efficient. Motivation is described as it is the power required to start and maintain a business, mobilize the person and direct their behavior in a positive way. Thus, the subject of motivation levels of the teachers who practice education is an important issue that should be addressed in order to show the importance they attach to the work they do. The aim of this study is to reveal teachers' motivations and attitudes towards distance education in primary school level and to examine whether they differ with various demographic variables. In the framework of this research, motivation to teach and distance education concepts are examined. The data has been gathered from 429 teachers - those who are primary education level teachers - who are from different regions of Turkey in the 2019-2020 academic year utilizing literature review model techniques. The scales have been turned into questionnaires, conveyed to the teachers via Google Form and they have been asked to share with the teachers around them. In the collection of the data, "The Motivation to Teach Scale (MTS)" is adapted and developed in Turkish by Candan and Gençel (2015) and "The Attitude toward Distance Education Scale" is created by Ağır (2007) have been used. According to the findings in the research, the teaching motivation of teachers at the primary education level was determined at a medium high level, while, it was determined that the internal teaching motivation,which is the sub-dimension of the scale, was high, and also the external teaching motivation, which is another sub-dimension of the scale, was at a medium high level. Despite of the fact that, there is not a significant difference between the teaching motivation levels of teachers and the variables of "gender, working at a private / public school, knowledge of distance education, and tendency to use technology" who participated in the research; a significant difference determined between the variables of "age, professional seniority, education level". Besides, it is determined that primary education level teachers' attitudes towards distance education at a medium level, and the advantages and the limitations of distance education, which are the sub-dimensions of the scale, is determined at a medium level. Although there is not a significant difference between the teachers' attitudes towards distance education and the variables of "gender, age, educational status, working at a private / public school and knowledge about distance education", a significant difference has been determined between the variables of "professional seniority, tendency to use technology" . In addition, it is determined that there is not a meaningful relation between primary education teachers' attitudes towards distance education and their teaching motivation. It is thought that this research is important to improve distance education by providing benefits to the necessary regulations and to contribute to the limited number of studies on the motivation to teach.

Bu araştırmada, fen bilimleri öğretmen adaylarının Uluslararası Öğrenci Başarılarını Değerlendirme Programı'nda (PISA) belirlenen fen okuryazarlığı yeterliklerine yönelik durumlarını ve bu durumların sınıf düzeylerine göre değişimleri incelenmiştir. Araştırmanın çalışma grubunu, Hacettepe Üniversitesi Fen Bilgisi Öğretmenliği programındaki öğretmen adayları arasından toplam 244 katılımcı oluşturmuştur. Araştırmada karma yöntem kullanılmıştır. Veri toplama araçları olarak kâğıt-kalem testiyle gerçekleştirilen PISA 2006'dan 2 fen sorusu (toplam 6 alt soru) ve bilgisayarda uygulanan PISA 2015'ten 5 fen sorusu (toplam 18 alt soru) kullanılmıştır. Ayrıca, katılımcıların bilimsel sorgulama becerileri ve fen tutumlarına yönelik veriler toplanmış, mülakatlar gerçekleştirilmiştir.Araştırmanın sonucunda, PISA fen okuryazarlığı yeterlikleri açısından fen bilimleri öğretmen adaylarının elde ettiği başarı puanları ile sınıf düzeyleri arasında istatistiksel olarak anlamlı fark bulunamamıştır. PISA sorularının cevaplandığı ortam faktörü açısından ise kâğıt ortam lehine istatistiksel olarak anlamlı bir fark olduğu görülmüştür. PISA fen okuryazarlığı yeterlik alanlarında (olguları bilimsel olarak açıklama, bilimsel sorgulama yöntemi tasarlama ve değerlendirme, verileri ve bulguları bilimsel olarak yorumlama) katılımcıların elde ettiği başarı ortalamaları ve sınıf düzeyleri karşılaştırılmıştır. Sınıf düzeyi ile yeterlik alanlarının başarı puan ortalamaları arasında istatistiksel olarak anlamlı fark bulunmamıştır. Ayrıca, fen bilimleri öğretmen adayları ile Türkiye ve OECD 15 yaş gruplarının PISA fen sorularından tam puan alma yüzdeleri arasında büyük bir başarı farkı gözlenememiştir. Öte yandan, katılımcıların bilimsel sorgulama süreçleri ile sınıf düzeyleri karşılaştırılmıştır. Araştırma sonuçları katılımcıların PISA fen okuryazarlığı yeterlikleri açısından belirgin bir gelişim göstermediğini işaret etmektedir. Mülakatlar ise katılımcıların PISA fen sorularında başarılı olabilmek adına bilgi birikimi ve yorumlama açısından kendilerini yetersiz gördüklerini ortaya çıkarmıştır. In this research, it is aimed to investigate the pre-service science teachers' scientific literacy competencies determined by the PISA (Programme for International Student Assessment) and the variations of these competencies according to the participants' grade levels. The study group was consisted of a total of 244 participants from the pre-service science teachers who were studying in Hacettepe University, Science Teacher Education Programme. Mixed method was used in the study. As data collection tools, two science questions from PISA 2006 which administered as paper-and-pencil tests (6 sub-questions in total) and five science questions from PISA 2015 which administered as computer based tests (18 sub-questions in total) were used. In addition, data on the participants' views about scientific inquiry skills and attitudes toward science were collected; and interviews were conducted.As results of the study, we found no statistically significant difference between the achievement scores of the pre-service science teachers in terms of PISA science literacy competencies and their grade levels. It was however observed that there was statistically significant difference in favor of the paper-and-pencil test setting in terms of the PISA questions that were being answered. Moreover, the participants' grade levels and mean achievement scores on PISA scientific literacy competencies (explain phenomena scientifically, evaluate and design scientific enquiry, interpret evidence and data scientifically) were compared. There was no statistically significant difference between the grade level and the mean achievement scores of these competencies. Although the participants obtained higher achievement scores on some items, in terms of the percentages of the questions that were being answered fully however; the pre-service science teachers' achievement was not differentiated largely, in comparison with the 15 year-old students' achievement of Turkey and OECD countries. Additionally, the scientific inquiry skills of the participants were compared with their grade levels. The results of the research indicate that the participants did not show a significant improvement in terms of PISA science literacy competencies. Interviews also revealed that in order to be successful in PISA science questions the participants saw themselves inadequate in terms of knowledge and interpretation. 143

[ES] Los dispositivos móviles constituyen una de las tecnologías que ha experimentado una mayor explosión de popularidad en los últimos años, consolidándose como una de las tecnologías más frecuentemente utilizadas en la vida diaria de los individuos en todas las capas sociales. Esta rápida expansión ha provocado que cada vez sean más los campos que han mostrado interés en las ventajas potenciales derivadas del uso de estos dispositivos. El campo educativo no es una excepción, agrupando bajo el nombre de aprendizaje móvil a todas aquellas iniciativas que buscan sacar partido al uso didáctico de estas tecnologías. Aunque las primeras experiencias de aprendizaje móvil se desarrollaron principalmente en el ámbito educativo informal y no formal, con el tiempo ha ido aumentando el número de iniciativas desarrolladas en contextos de educación formal. Este fenómeno se ha visto impulsado en la última década por la aparición y rápido desarrollo de dos dispositivos, los smartphones y las tabletas digitales, que han potenciado sus ventajas inherentes y ayudado a superar sus principales limitaciones. De esta manera, entre las ventajas del uso de dispositivos móviles en procesos de educación formal destacan la adaptación del contenido a las necesidades educativas individualizadas de los discentes, la capacidad para la integración de recursos multimedia, la capacidad para facilitar la comunicación e interacción entre los distintos agentes educativos y la flexibilización del proceso de enseñanza-aprendizaje, lo que permite romper los límites del aula de manera que este se produzca en cualquier momento y cualquier lugar. En consecuencia, hoy en día la integración de tecnologías móviles en la metodología de enseñanza en contextos de educación formal constituye un tema de preocupación creciente, como evidencia la puesta en marcha de distintas iniciativas por parte de las administraciones públicas. Sin embargo, este interés no parece estar dando resultados, y las políticas desarrolladas por las administraciones no siempre conllevan el cambio metodológico deseado. Uno de los agentes fundamentales para el éxito de estas iniciativas son los docentes, dado que tienen la última palabra para emplear la metodología de enseñanza que consideren más oportuna. Por tanto, conocer los factores que condicionan su decisión de utilizar metodologías de aprendizaje móvil resulta fundamental a la hora de diseñar iniciativas de integración tecnológica exitosas. Sin embargo, el estudio de la aceptación de tecnologías móviles de los docentes se encuentra todavía en un estado inicial de exploración y son pocas las investigaciones centradas en esta materia. La presente tesis pretende contribuir al cuerpo de conocimiento de este objeto de investigación mediante el desarrollo de un modelo de adopción tecnológica basado en el Modelo de Aceptación Tecnológica de Davis (1989), expandido con factores procedentes de otras teorías, y específicamente diseñado para analizar los factores que condicionan la intención de utilizar tecnologías móviles de los maestros de primaria. Para desarrollar este modelo se ha llevado a cabo una serie de investigaciones de manera secuencial. En primer lugar, se realizó una revisión sistemática de la literatura y un estudio de mapping para determinar el estado de la investigación en este campo, establecer cuáles son las prácticas más adecuadas e identificar áreas susceptibles de ser investigadas. En función de los resultados obtenidos en la revisión se elaboró la primera propuesta del modelo, la cual fue sometida a un proceso de validación de contenido por parte un grupo de expertos. Tras esta validación, a sugerencia de los jueces, se realizaron tres estudios intermedios, o pre-piloto, con versiones reducidas del modelo con la intención de detectar posibles mejoras a realizar en el modelo. Estos estudios se llevaron a cabo empleando maestros en su periodo de formación universitaria, teniendo en cuenta la dificultad de acceso a la población objeto de estudio y la similitud de ambos grupos, contrastada en estudios previos sobre la temática. Adicionalmente, con el objetivo de adquirir experiencia con la metodología de investigación y análisis empleando modelos de aceptación, se realizó una estancia de investigación en la Universidad de Macao bajo la dirección del profesor Timothy Teo, durante la que se desarrollaron dos estudios, aunando los intereses de ambos grupos de investigadores, centradas en la influencia de las creencias docentes y los valores culturales en la aceptación tecnológica de los docentes universitarios. Tras realizar estos estudios, se llevó a cabo una síntesis y revisión crítica del modelo propuesto modificando los aspectos oportunos. El resultado de esta investigación es un modelo compuesto por nueve constructos: norma subjetiva, entretenimiento percibido, compatibilidad, autoeficacia, ansiedad móvil, condiciones facilitantes, utilidad percibida, facilidad de uso percibida e intención conductual, además de dos dimensiones procedentes de la teoría de los valores culturales de Hofstede (indulgencia e individualismo/colectivismo) como variables moderadoras., Mobile devices constitute one of the technologies that have experienced a greater popularity explosion in the past few years, having been consolidated as one of the most used technologies in day-to-day activities for people from all social backgrounds. This fast expansion has prompted the interest of a growing number of fields in the potential advantages derived from the use of these devices. The field of education is no exception, and it has coined the term mobile learning (or mLearning) to group all initiatives seeking to take advantage of these technologies. Although the first mobile learning experiences were primarily developed in the informal and non-formal education fields, we have seen a growing number of initiatives implemented in formal education contexts. This phenomenon has been promoted in the last decade by the appearance and fast development of two devices, smartphones and tablets, which have fostered its inherent advantages and helped it overcome its main shortcomings. The most notable advantages of the use of mobile devices in formal education processes are the adaptation of contents to the educational needs of students, the ability to integrate multimedia resources, the ability to facilitate communication and interaction between all the educational agents, and the increased flexibility of the teaching-learning process, allowing us to break the barriers of the classroom for learning to happen anytime and anywhere. Consequently, today the integration of mobile technologies in the teaching methodologies of formal learning contexts constitutes a topic of growing concern, as is evidenced by the implementation of different initiatives by public administrations. However, this interest does not seem to be producing any results, and the policies developed by administration do not always bring about the desired methodological change. One of the key agents for the success of these initiatives are teachers, given that they have the last word over which methodologies they will employ in the classroom. Therefore, knowing the factors that condition their decision to use methodologies involving mobile technologies is essential for designing successful technology integration initiatives. However, the study of mobile technology acceptance on the part of teachers is still in an initial stage of exploration, and there are few studies focused on the topic. This thesis intends to contribute to the body of knowledge of this particular subject through the development of a technology adoption model based on the Technology Adoption Model by Davis (1989), which has been expanded with factors from other theories, and specifically designed to analyse the factors that condition the intention of primary education teachers to use mobile technologies. In order to develop this model, a series of studies were carried out in a sequential manner. Firstly, a systematic literature review was carried out together with a mapping study to determine the current state of research in this field, to establish the most adequate practices and to identify areas subject to study. Based on the results obtained, a first draft of the model was proposed and subjected to a content validation process by a group of experts. After the validation, and following the judges’ suggestions, three intermediate (or pre-pilot) studies were carried out with the model to detect any possible improvements to be made. These studies were conducted with pre-service teachers in their university education period, given the difficulty of accessing the study population and the similarity between both groups, which has been proven in previous studies on the matter. Additionally, aiming to acquire experience with the research methodology and data analysis using technology acceptance models, a research stay was made in the University of Macau under the supervision of Professor Timothy Teo, during which two studies reflecting the interests of both research groups were conducted. These studies were focused on the influence of teaching beliefs and cultural values in the technology acceptance of university professors. After the conclusion of these studies, a synthesis and critical revision of the model was carried out, and the appropriate aspects were modified. The result of this research is a model composed of nine constructs: subjective norm, perceived enjoyment, compatibility, self-efficacy, anxiety, facilitating conditions, perceived usefulness, perceived ease of use and behavioural intention, plus two dimensions from Hofstede’s cultural value theory (indulgence and individualism/collectivism) as moderating variables.

Schools have to prepare young people for the future workplace, and there are two factors that have to be highly considered to do so: the high demand for a qualified workforce in technology and research, and the importance of knowledge and skills as the engine of our economy. Educators have to develop the 21st century digital skills and maker activities seem to be a good way to do so. In this line, there are being created many projects to help the scholar community to follow the maker methodology, such as Makers a les Aules, a project developed in 10 public schools from Barcelona. The aim of this thesis was to conduct an exploratory research about the development of maker activities with primary education teachers and students. In relation to teachers, it wanted to be analyzed which reasons drove them to develop maker activities, how does their self-concept change after following a maker methodology and what do they still need to be improved to make it easier to include these activities in the classroom. On the other hand, in relation to students, it wanted to be analyzed their prior knowledge regarding maker activities, how does their self-concept change after participating in the project and if there were any differences regarding to gender. There were posed some general assumptions based on previous literature regarding these issues. There were used different research instruments to collect mainly qualitative data such as pre- questionnaires and post-questionnaires, a case study observations and interviews. The data was analyzed through qualitative analysis and statistical methods. Some of the assumptions were accomplished. Few teachers and nearly all students had prior experience using maker tools. There were gender differences since boys had more prior experience than girls using maker tools in specific contexts, but all of them report the same level of enjoyment. Teachers participating in the project were willing to learn how to introduce this methodology in their classroom to innovate in their lessons. They increased their perceived knowledge and ability to design and develop maker activities in the classroom. Students increased their interest and self-perceived efficacy in technology, and their level of autonomy doing maker activities. Some limitations that teachers could face for developing maker activities are the lack of knowledge, access to the material and time. Some actions should be carried out to overcome these limitations.

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