THE IMPACT ON TECHNOLOGY INTEGRATION SELF-EFFICACY BELIEFS OF PROSPECTIVE TEACHERS’ SELF-DIRECTED LEARNING TRENDS WITH TECHNOLOGY

The purpose of this research is to determine the effect of self-directed learning tendencies of prospective teachers on the self-efficacy beliefs of technology integration. In addition, prospective teachers’ opinions of technology integration were researched. The research was designed using a mixed method. The study group of the research consisted of prospective teachers (pre-test n = 170 and post-test n = 131) who are studying at the Faculty of Education located in Northwest Black Sea Region of Turkey during the spring semester of the 2016-2017 academic year and who are taking the course of Instructional Technology and Material Design. The Technology Integration Self-Efficacy Scale, Self-directed Learning with Technology Scale and focus group interview were used to collect the data of the study. At the end of the research, it was found that prospective teachers’ self-directed learning tendency scores were predictive both pre-test and post-test scores their technology integration self-efficacy beliefs.  Article visualizations

Comparison of 2005 science and technology curriculum, 2013 and 2018 science course curriculums: 2005 fen ve teknoloji dersi öğretim programı, 2013 ve 2018 fen bilimleri dersi öğretim programlarının karşılaştırılması

The aim of this research is to compare 2005 Science and Technology curriculum, 2013 and 2018 Science curriculums. For this purpose, the curriculum obtained from the site of the Board of Education were examined using qualitative research methods which document analysis in details. Curriculums were compared by taking into account the objectives, gains, content, teaching-learning and measurement-evaluation process. The data were analyzed using the content analysis method. At the end of the research, it was determined that students should be educated as science literate individuals in all curriculums. On the axis of this aim, it was observed that the general objectives for the training of individuals who can use the scientific method, who can look at the world from a scientist's point of view and who can use the scientific process skills effectively. In addition, it was determined that gains was created on the axis of  these purposes a spiral program design concept, that there is a continuous decrease in the number of gains and that there is not much change in the content, teaching-learning process and measurement-evaluation dimensions of the curriculums. The following suggestions was made for the experts of curriculum developments and researchers in the light of these results: It seems important that evaluation of the curriculums by conducting quantitative research in accordance with the opinions of the stakeholders, rewrite of the gains in the curricula in details, renewal of the content on the axis of current scientific data, the curriculums include sample activities and measurement-evaluation applications and to renew the curriculum in line with the suggestions from the curriculum development specialists, teachers and other stakeholders. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Bu araştırmanın amacı 2005 Fen ve Teknoloji dersi öğretim programı, 2013 ve 2018 fen bilimleri dersi öğretim programlarının karşılaştırılarak incelenmesidir. Bu amaçla Talim Terbiye Kurulu Başkanlığı’nın sitesinden elde edilen öğretim programları nitel araştırma yöntemlerinden doküman analizi kullanılarak ayrıntılı bir şekilde incelenmiştir. Öğretim programları amaçlar, kazanımlar, konu alanı (içerik), öğretme-öğrenme süreçleri ve ölçme-değerlendirme basamakları dikkate alınarak karşılaştırılmıştır. Veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırma sonunda bütün öğretim programlarında öğrencilerin fen okur-yazarı bireyler olarak yetiştirilmesinin amaçlandığı saptanmıştır. Bu amaç ekseninde bilimsel yöntemi kullanabilen, dünyaya bir bilim adamının bakış açısıyla bakabilen, bilimsel süreç becerilerini etkili bir şekilde kullanabilen bireylerin yetiştirilmesine yönelik genel amaçlar belirlenmiştir. Ayrıca bu amaçlara yönelik olarak sarmal bir program tasarımı anlayışı ekseninde kazanımlar oluşturulduğu, kazanım sayısında sürekli bir azalma olduğu, programların içerik, öğretme-öğrenme süreçleri ve ölçme- değerlendirme boyutlarında çok fazla bir değişiklik yapılmadığı saptanmıştır. Bu sonuçlar ışığında program geliştirme uzmanlarına ve araştırmacılara yönelik olarak şu önerilerde bulunulmuştur: öğretim programlarının paydaşların görüşleri doğrultusunda nicel araştırmalar yapılarak değerlendirilmesi, öğretim programlarında yer alan kazanımların ayrıntılı bir şekilde yazılması, içeriğin güncel bilimsel veriler ekseninde yenilenmesi, öğretim programlarında örnek etkinlikler ve ölçme-değerlendirme uygulamalarına yer verilmesi, öğretim programlarının program geliştirme uzmanları, öğretmenler ve diğer paydaşlardan gelen öneriler doğrultusunda yenilenmesi önemli görülmektedir

Latent transition analysis in organizational psychology : A simplified “how to” guide by using an applied example

Demands for more robust designs in organizational research have led to a steady increase in the number of longitudinal studies in organizational psychology (OP) journals. Similarly, the number and ways to analyze longitudinal data have also increased. In this paper, we adopt a relatively new and promising approach to help researchers analyze their longitudinal data in OP, namely latent transition analysis (LTA). We present a simplified guideline on LTA and discuss its role for OP researchers. Moreover, we demonstrate how organizational scholars can use this method with a practical example. In this example, we investigate (a) if there are qualitatively distinct subgroups of employees based on particular patterns of psychological capital (PsyCap) dimensions (i.e., efficacy, hope, resilience, and optimism), (b) if employees stay in these subgroups or transition to other groups over time, and finally, (c) if leader-member exchange (LMX) is associated with this transition. We use LTA to examine these steps in a German sample (N = 180)

‘My family’s goals are also my goals’: the relationship between collectivism, distal utility value, and learning and career goals of international university students in Germany

The utility value of an academic task can affect university students’ learning behavior and career choices. For collectivistic-oriented students, learning and career goals also matter to their families. Following expectancy-value theory, we assumed that families’ achievement-related expectations would affect collectivistic-oriented students’ utility value. We conducted a survey study with 154 international university students in Germany. We found a significant mediation effect of students’ distal utility value of their university coursework on the relationship between students’ collectivism, learning goal orientation, and motivation to follow family-oriented distal career goals, respectively. Practical implications for career counselors and university teachers are discussed

Predicting telecommuting preferences and job outcomes amid COVID-19 pandemic : A latent profile analysis.

Telecommuting is defined as “a work practice that involves members of an organization substituting a portion of their typical work hours (ranging from a few hours per week to nearly full-time) to work away from a central workplace—typically principally from home —using technology to interact with others as needed to conduct work tasks”(Allen, Golden, & Shockley, 2015: 44). This kind of practice substantially differs from the regular and ordinary modes of work because employees perform their usual work in different settings, usually from home (Allen et al., 2015). Although research has been conducted on telecommuting since the 1970s, it has recently become critical when life incidents, like the COVID-19 pandemic has forced many to work from home. Such events offer rare opportunities, for a wide range of researchers and from various fields, to study important questions that would not typically be able to be asked, such as about telecommuting experiences. We took this opportunity and conducted two studies regarding telecommuting, basing our rationale on the fact that many on-site employees were forced to work from home, across a wide range of occupations as a direct result of the pandemic(Kramer & Kramer, 2020). The aim of our study, thus, was to investigate the preferences of employees who were forced to work from home. Specifically, bycreating latent profiles from important work and personality related constructs, we aimed at predicting employees’ preference for working from home or working on-site based on these profiles, and further investigate the relationship of these latent profiles to perceived productivity, job satisfaction, and job engagement

Material design self- efficacy belief scale: a validity and reliability studyMateryal tasarımı öz-yeterlik inancı ölçeği: geçerlik ve güvenirlik çalışması

The aim of this study is to develop a scale which will be used to determine preservice teachers’ material design self-efficacy beliefs. Draft scale consist of 74 items created as a result of the examination of Education  Faculty curriculum and Instructional Technologies and Material Design course books were presented to the fifteen measurement and evaluation, computer and instructional technologies and curriculum development field experts opinions. Draft scale is reduced to 53 items according to field experts opinions. The participants of the study were 300 preservice teachers who were studying at Abant Izzet Baysal University in academic year 2013-2014. Participants were selected by using random sampling method. The construct validity of scale was tested by using exploratory and confirmatory factor analysis and a three-factor structure scale which accounts of 48%  of total variance was  reached. As a result of factor and item analysis, a 25 item-final scale was obtained. The cronbach alpha reliability coefficient of the scale was calculated as 0,92. Those results show that this scale can be used as an appropriate measurement tool to preservice teachers’ material design self-efficacy beliefs. ÖzetBu araştırmanın amacı öğretmen adaylarının materyal tasarımı öz-yeterlik inanç düzeylerini belirlemek için kullanılacak bir ölçme aracı geliştirmektir. Eğitim Fakültesi öğretim programları ile Öğretim Teknolojileri ve Materyal Tasarımı ders kitaplarının incelenmesi sonucu oluşturulan 74 maddelik taslak ölçme aracı ölçme ve değerlendirme, bilgisayar ve öğretim teknolojileri ile program geliştirme alanlarında çalışan on beş uzmanın görüşüne sunulmuştur. Alan uzmanlarının görüşü sonucu taslak ölçeğin madde sayısı 53 olarak sınırlandırılmıştır. Araştırmanın çalışma grubunu 2013-2014 eğitim–öğretim yılında Abant İzzet Baysal Üniversitesi’nde öğrenim gören ve ÖTMT dersini daha önce almış olan 300 öğretmen adayı oluşturmuştur. Katılımcılar tesadüfi örnekleme yöntemi ile belirlenmiştir. Ölçeğin yapı geçerliği açımlayıcı ve doğrulayıcı faktör analizi yapılarak test edilmiş ve toplam varyansın % 48’ini açıklayan üç boyutlu bir yapıya ulaşılmıştır. Faktör analizleri ve madde analizleri sonucunda 25 maddelik nihai ölçek elde edilmiştir. Ölçeğin Cronbach-Alfa güvenirlik katsayısı 0,92 olarak hesaplanmıştır. Elde edilen bu sonuçlar ölçeğin öğretmen adaylarının materyal tasarlamaya yönelik öz-yeterlik inançlarının ölçülmesi için uygun bir ölçme aracı olarak kullanılabileceğini göstermektedir