The effect of a school-based outdoor education program on Visual Arts teachers’ success and self-efficacy beliefs

The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the implementation of the education programme. The study, which utilised a mixed method of qualitative and quantitative data collection, lasted for seven weeks. The results demonstrate that the developed programme is effective. At the end of the study, a significant difference was revealed in terms of the participant teachers’ knowledge and skills regarding the approach as well as their self-efficacy belief levels in relation to the use of museums and the outdoors as teaching environments. Face-to-face interviews conducted with the teachers who participated in the experimental practice revealed that they were satisfied with the experience.Keywords: Edmodo; mixed method; school-based outdoor education; teacher’s views; visual ar

The Evaluation of the Competency Perception of Inspectors in Using New Instructional Technology

AbstractThe purpose of this study is to find out the evaluation of inspectors in regards to their competency perceptions towards the use of new instructional technologies. This is a qualitative model research. The target population of this study consisted of 25 inspectors serving within the borders of TRNC in 2011. Data was collected by an “interview form” developed by the researcher. The interview form consisted of 6 items. Content analyze, frequency (f) and percentage (%) techniques were used to analyze the data. This research pointed out that: “concerns on falling behind the teacher”, “training needs”, “decreasing training support within the years” and “non existing policy on IT support” are critical factors affecting an inspector's competency perceptions in using new instructional technologies

Evaluacija nastavničkih stavova i poimanja kompetentnosti u pogledu cjeloživotnog učenja

This study investigated teachers\u27 attitudes and perceptions of competence in relation to lifelong learning. The lifelong learning attitudes and competence scale was administered to 614 teachers in order to find out their attitudes and perceptions of competence regarding lifelong learning. The research findings showed that teachers\u27 age and gender seemed to be influential in their lifelong learning process. The findings also indicated that there was a positive correlation between the teachers\u27 attitudes and perceptions of competence.U istraživanju su proučavani nastavnički stavovi i poimanje kompetentnosti u odnosu na cjeloživotno učenje. Skale stavova i kompetencija o cjeloživotnom učenju ispunilo je 614 nastavnika da bi se doznali njihovi stavovi i poimanja kompetencije s obzirom na cjeloživotno učenje. Istraživanje je pokazalo da spol i godine nastavnika, izgleda, imaju utjecaja na njihov proces cjeloživotnog učenja. Rezultati također pokazuju da postoji pozitivna korelacija između nastavničkih stavova i poimanja kompetentnosti

The Impact of Edmodo-Assisted Project-Based Learning Applications on the Inquiry Skills and the Academic Achievement of Prospective Teachers

In this paper, the impact of Edmodo-assisted project-based learning applications on the inquiry skills and the academic achievement of prospective teachers has been examined. In addition, an attempt is made to determine the opinions of prospective teachers concerning Edmodo platform. The study was designed with pre-test / post-test model with control group and included 72 prospective teachers, 35 of whom were in an experimental group and 37 of whom were in a control group. At the end of the studies which took 12 weeks, it was found out that project-based learning applications assisted by Edmodo platform created a positive impact on the inquiry skills and the academic achievement of prospective teachers. In addition, it was found out that prospective teachers were satisfied with performing activities in Edmodo platform

Istraživanje o stavovima nastavnika s obzirom na načela kritičke pedagogije

The aim of this study was to examine instructors’ views on the principles of critical pedagogy by some variables. The sample included 66 instructors who worked at the Faculty of Education, Celal Bayar University, in 2013/2014 academic year. The research was based on a descriptive survey model. The Critical Pedagogy Principles Scale, developed by Yilmaz (2009), was used as a data collection tool and SPSS 17.00 programme was used for data analysis. The instructors’ views on critical pedagogy were examined by department, seniority, administrative duty (or none), title, and age. Their views on critical pedagogy did not differ by gender and department, but difference was established by title, seniority and age. Accordingly, research assistants, instructors with 1 to 5 years of seniority and instructors in the 21 - 27 age group achieved the highest score. There was also a statistically significant relationship between the instructors’ age and views on critical pedagogy; however, this relationship was negative. That is, the older the instructors are, the lower their critical pedagogy scores are.Cilj istraživanja bio je utvrditi kako nastavnici Fakulteta za odgoj i obrazovanje promatraju načela kritičke psihologije s obzirom na određene varijable. Istraživačka skupina obuhvaćala je 66 nastavnika koji su bili zaposleni na spomenutom fakultetu Sveučilišta Celal Bayar akademske godine 2013./2014. U istraživanju je primijenjen deskriptivni anketni model. Ljestvica koja je sadržavala načela kritičke pedagogije, čiji je autor Yilmaz (2009), koristila se za prikupljanje podataka, a za njihovu se analizu koristio SPSS 17.00 program. Stavovi nastavnika o kritičkoj pedagogiji istraženi su s obzirom na odsjek, godine staža, (ne)obnašanje funkcije, zvanje i dob. Njihovi se stavovi nisu razlikovali prema spolu ni matičnom odsjeku, ali jesu prema zvanju, godinama staža i dobi. Tako su najviši rezultat postigli asistenti, nastavnici od 1 do 5 godina radnog staža i nastavnici koji su pripadali dobnoj skupini od 21 do 27 godine. Pronađena je statistički značajna razlika između dobi nastavnika i njihovih stavova o kritičkoj pedagogiji, a bila je negativna. To znači da nastavnici postižu slabiji rezultat što su stariji

The Use of Technology in Geography Education Research: A Bibliometric Analysis

In recent years, as well as in various other fields, developments in technology have gained a prominent place in the field of geography education. The purpose of this study is to identify the trends in the use of technology in research on geography education and to provide guidance to researchers in this field. In this regard, a detailed search was conducted for the studies published in the Web of Science database. As a result of the search, a total of 621 academic studies, which analyse the use of technology in geography education research, in Education Educational Research Category was accessed. The metadata of academic studies were downloaded from the Web of Science database and analysed with the software MS Excel and VOSviewer. The findings obtained from the study demonstrated an increase in the number of publications and citations over the years, and it was identified that the number of publications and citations increased more rapidly as of 2006 in comparison to previous years. When the geographical distribution of the studies was analysed, it was revealed that most of the studies were conducted in the UK, followed by the USA, Brazil, Australia, and China. According to keyword analysis, the most popular topics in recent years are geographic information technologies, online learning, virtual reality and visual communication technologies