Opinions of teacher candidates on elementary literacy teaching

AbstractThis study was performed in order to determine the opinions of 4th Grade Classroom Teaching Department students on elementary literacy teaching. Screening model was used in the study. Data were collected by the questionnaire form developed by Kolaç (2010). Having the answers to open-ended questions reviewed via content analysis method, and having the data from field — assessed, answers from students were thereby collected under different themes. Frequency (f) and percentage (P) values of all those data were assessed. As a result of the research, it was ascertained that, most of the teacher candidates expressed opinions on elementary literacy teaching to be practical, however it was further ascertained they were concerned particularly due to being inexperienced in elementary literacy teaching, and they would like to teach 1st and 3rd grades the most in their first year in teaching. Besides, teacher candidates stated that, specializing in the main field would on one hand be beneficial both in rendering better education to students, and better skills to teacher candidates, but on the other hand this might cause difficulties for teachers to go down to the level of students. Teacher candidates want to become specialized mostly in Maths and Turkish courses

Assessment Of The Curriculum Of Turkish Language Teaching In The 2nd Grade Of Primary Education In Terms Of Critical Thinking Skills

AbstractThis study aims to assess Turkish language teaching program of the 2nd grade primary school in terms of critical thinking skills. The document examination method, a qualitative research method, was employed in the research. Giving information on the general structure, and content of Turkish language teaching program (6-7-8), gains there from were reviewed. These gains were classified under the titles of critical thinking skills. In the reviewed Turkish language teaching program (6-7-8), 158 gains among the total of 228 under the fields of “reading, listening/following, speaking, writing, learning, and grammar” were found to be intended for critical thinking skills. It was further ascertained that, these gains were intended more for “application” and “analyzing” skills than those of critical thinking

THE EVALUATION OF THE INVALIDATED GUIDEBOOKS IN ACCORDANCE WITH TEACHERS' OPINIONS

The use of teacher's guidebooks, which were prepared to assist teachers based on the curriculum implemented within the framework of the constructivist model, was discontinued in the 2018-2019 academic year. This study was based on a case study and prepared to examine the teacher's guidebooks that were removed from the curriculum in the 2018-2019 academic year. The study group consists of 20 teachers who work in Siirt and have at least 5 years of experience in public schools. The data were collected with a semi-structured interview form prepared by the researcher and the content analysis technique was used in the analysis of the data. The research findings revealed that most of the teachers felt the lack of guidebooks and could not perform their learning-teaching strategies in a healthy way after the removal of the guidebooks, listening education, which is one of the basic language skills, was largely neglected and the implementation of the guidebooks by the Ministry of Education would be beneficial in the education and training process

Çoklu Zekâ Kuramına Dayalı Öğretim Uygulamalarının Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi <br>The Effect Of Teaching Applications Based On Multiple Intelligence Theory On Students’ Reading Comprehension Skills

The purpose of this study is to determine the effect of teachingimplementations based on multiple intelligence theory on students’reading comprehension skills in primary school. In the study,experimental model of pre-test and post-test with control group havebeen used. The group of study has been composed of 7. class studentsof second grade in Sancaklar Primary School which is dependent onPublic Education Management in Siirt. Experiment and control groupsare composed of these students. In order to achieve the objectives of thestudy, appropriate class activities have been prepared for the teachingapplications based on Multiple Intelligence Theory. These activities havebeen implemented according to students’growth and learning levels. Onthe purpose of determining the effects of teaching implementationsbased on multiple intelligence theory on students’ readingcomprehension skills not only quantitative but also qualitative means ofdata collections have been put into account. The quantitativedatacollections have been obtained by the readiness test of Turkishlanguage course and test of reading comprehension. The qualitativedata of study, has been collected by making use of interview formproviding teachers and students’ views regarding the learning andteaching process. According to the results obtained from thequantitative and qualitative data, it has been appointed that Theteaching applications based on Multiple Intelligence Theory in primaryschool have been more effective on increasing the levels of student’sreading comprehension. By means of the effectiveness of the teachingimplementations based on multiple intelligence theory on developingstudents’ reading comprehension skills, It was determined that thequantitative data of the study, the qualitative data based on the views ofthe teachers and students, and the research results on the multipleintelligence theory’s effectiveness in teaching all corresponds toeachother. <br> Bu çalışmanın amacı, İlköğretimde Çoklu Zekâ Kuramına Dayalı Öğretim Uygulamalarının Öğrencilerin Okuduğunu Anlama Becerilerine Etkisini belirlemektir. Araştırmada kontrol gruplu ön test–son test deneysel modeli kullanılmıştır. Araştırmanın çalışma grubunu Siirt ili Milli Eğitim Müdürlüğüne bağlı Sancaklar İlköğretim Okulundaki ikinci kademe 7. sınıf öğrencileri oluşturmuştur. Bu öğrencilerden deney ve kontrol grupları oluşturulmuştur. Araştırmanın amaçlarını gerçekleştirmek için Çoklu Zekâ Kuramına Dayalı Öğretim Uygulamalarına uygun ders etkinlikleri hazırlanmıştır. Bu etkinlikler öğrencilerin gelişim ve öğrenme düzeylerine göre uygulanmıştır. Çoklu Zekâ Kuramına Dayalı Öğretim Uygulamalarının öğrencilerin okuduğunu anlama becerilerine etkisini belirlemek için hem nicel hem de nitel veri toplama araçlarından yararlanılmıştır. Araştırmanın nicel verileri, Türkçe dersi hazırbulunuşluk testi ve okuduğunu anlama testinin uygulanmasıyla elde edilmiştir. Araştırmanın nitel verileri ise, Çoklu Zekâ Kuramına Dayalı Öğretim Uygulama ve etkinlikleri ile öğrenme – öğretme süreci hakkında öğretmen ve öğrenci görüşlerini saptamaya yönelik görüşme formunun uygulanmasıyla toplanmıştır. Nicel ve nitel verilerden elde edilen sonuçlara göre, İlköğretimde Çoklu Zekâ Kuramına Dayalı Öğretim Uygulamalarının öğrencilerin okuduğunu anlama düzeylerinin artmasında daha etkili olduğu saptanmıştır. Çoklu Zekâ Kuramına Dayalı Öğretim Uygulamalarının öğrencilerin okuma alışkanlıklarının geliştirilmesine ilişkin olarak; hem araştırmanın nicel bulgularının, hem öğretmen ve öğrenci görüşlerine dayalı nitel bulguların hem de çoklu zekâ kuramının öğretimdeki etkililiğine ilişkin daha önceden yapılmış araştırma sonuçlarının örtüştüğü saptanmıştır