Öğretmen Adaylarının Değerlendirmeye İlişkin Görüşleri ve Yeterlik İnançları: Değerler ve Uygulamalar

The aim of this study was to examine whether prospective teachers’ efficacy beliefs played significant mediating roles in the relationships between their assessment-related values and practices. A total of 423 prospective teachers voluntarily participated in the study. Results of the present study showed that the relationships between prospective teachers’ values and practices were partly, but significantly, mediated by their efficacy beliefs in terms of their conceptions of making learning explicit and promoting learning autonomy. Furthermore, results also showed that the relationships between prospective teachers’ efficacy beliefs and conceptions of performance orientation were non-significant in terms of their values and practices. Based on the results of the present study, it was suggested that prospective teachers’ conceptions of assessment should be considered together with their efficacy beliefs during teacher education process.Bu çalışmanın amacı, öğretmen adaylarının yeterlik inançlarının değerlendirmeyle ilgili değerleri ve uygulamaları arasındaki ilişkilerde anlamlı arabuluculuk rolleri oynayıp oynamadığının incelenmesidir. Toplam 423 öğretmen adayı çalışmaya gönüllü olarak katılmıştır. Çalışmadan elde edilen sonuçlar, öğretmen adaylarının hem öğrenmeyi belirgin hale getirmeye, hem de öğrenme sürecinde otonomi sağlamaya yönelik olarak ifade ettikleri değerler ve uygulamalara ilişkin görüşleri arasındaki ilişkilerin yeterlik inançları tarafından kısmen, ancak anlamlı düzeyde düzenlenmekte olduğunu göstermiştir. Ayrıca, çalışmadan elde edilen sonuçlar, öğretmen adaylarının yeterlik inançları ve performans odaklı görüşleri arasındaki ilişkinin anlamlı olmadığını da ortaya koymuştur. Çalışmanın sonuçlarından hareketle, öğretmen adaylarının değerlendirmeye ilişkin görüşlerinin öğretmen eğitimi sürecinde yeterlik inançlarıyla birlikte dikkate alınması önerilmiştir.

Consonance and dissonance between Turkish prospective teachers’ values and practices: Conceptions about teaching, learning, and assessment

This study aimed to examine the consonance and dissonance between prospective teachers’ values and practices in terms of their conceptions about teaching/learning and conceptions about assessment, as well as to explore the patterns of those consonance and dissonance between prospective teachers’ values and practices. The sample consisted of 304 prospective teachers majoring in teaching science, art, special education, music, Turkish literacy, mathematics, English language, and classroom teaching domains in a large university located in the north-west of the Black Sea region in Turkey. Overall results of the study showed that the prospective teachers valued constructivist teaching/learning, making learning explicit, and promoting learning autonomy more than they practised, whereas they practised traditional teaching and performance orientation more than they valued. Results also revealed that the prospective teachers believed that constructivist teaching/learning, traditional teaching/learning, making learning explicit, promoting learning autonomy, and performance orientation were both valuable and applicable. These results also provided evidence that there were both consonance and dissonance between prospective teachers’ conceptions about teaching/learning and conceptions about assessment

Examining the Teacher Efficacy and Achievement Goals as Predictors of Turkish Student Teachers’ Conceptions about Teaching and Learning

Based on the fact that the relationships among student teachers’ efficacy beliefs, achievement goals, and conceptions about teaching and learning has remained to be investigated to date, this study aimed to examine student teachers’ efficacy beliefs and achievement goals as predictors of their conceptions about teaching and learning. Results of the present study showed that student teachers’ conceptions about teaching and learning are significantly predicted by their efficacy beliefs and achievement goals. Results also demonstrated that the effects of student teachers’ efficacy beliefs and motivational beliefs on their conceptions about teaching and learning vary as a function of the fields of study, indicating that the effects of both efficacy beliefs and motivational beliefs on student teachers’ conceptions about teaching and learning are domain-specific. Overall results of the study suggested that the relationships among teacher efficacy, motivational beliefs, and conceptions about teaching and learning are not negligible. Implications for teacher education and directions for future studies were also discussed

Does Involuntary Mental Time Travel Make Sense in Prospective Teachers’ Feelings and Behaviors During Lessons?

This study examined the effects of involuntary mental time travel into the past and into the future on prospective teachers’ feelings and behaviors during the period of a class hour. A total of 110 prospective teachers participated voluntarily in the study. The results of the present study showed that (a) the involuntary mental time travel into the past and into the future occurred in the classrooms even during the period of a class hour; (b) both involuntary memories/future images were significantly discernible in terms of their characteristics; (c) the characteristics of the participants’ feelings and behavior following the involuntary memories/future images were evident; and (d) the characteristics of the involuntary memories/future images had a significant effect on the prospective teachers’ feelings and learning related behaviors. Implications for teacher education and directions for future studies were also discussed

Öğrenme Biçimi Tercihleri Envanterinin (ÖBTE) Geçerlik ve Güvenirlik Çalışmaları

The aim of this study is to develop a "Learning Style Preferences Inventory" (LSPI). It was developed considering Felder-Silverman’s, Swassing and Barbe’s learning style models and also Gardner’s theory of multiple intelligences. Thus, 120 items total were written for the "Auditory", "Visual", "Active" and "Reflective" dimensions, with 30 items for each. Afterwards, a trial scale was given with instuctions to 400 final year students studying Music (N=80), Painting (N=80), Business Administration (N=80), Physical Education (N=80) and Science Teaching (N=80). An item discrimination analysis showed that t statistics had significant values at the P<O.OOl level with 2,14 degrees of freedom. Internal consistency reliabilities were high enough (C. Alpha), measured for the whole experimental scale and also for each dimension.Bu çalışmanın amacı, bir "Öğrenme Biçimi Tercihleri Envanteri" (ÖBTE) geliştirmektir. ÖBTE’nin geliştirilmesi sürecinde, Felder- Silverman’ın, Swassing ve Barbe'nin öğrenme biçimleri modellerinden ve Gardner’ın Çoklu Zekâ Kuramı’ndan yararlanılmıştır. Böylece "İşitsel", "Görsel", "Aktif' ve "Düşünsel" boyutlara ilişkin, 30’ar madde olmak üzere toplam 120 madde yazılmıştır. Bu aşamadan sonra denemelik ölçek Müzik (N=80), Resim (N=80), işletme (N=80), Beden Eğilimi Öğretmenliği (N=80) ve Fen Bilgisi Öğretmenliği bölümlerinin son sınıflarında öğrenim gören toplam 400 öğrenciye bir yönergeyle verilmiştir. Madde ayırıcılık analizlerinin sonucunda, boyutları oluşturan maddeler için hesaplanan t değerleri 2,14 serbestlik derecesinde PcO.OOl düzeyinde anlamlı bulunmuştur. Bununla birlikte, denemelik ölçeğin geneli ve boyutları için hesaplanan iç tutarlılık güvenirlikleri de (C. Alpha) yeterli bulunmuştur

İki Farklı Meslek Grubundaki Bireylerin Öğrenme Stili Tercihlerinin İncelenmesi

The aim of this study is to investigate the differences between learning style preferences of doctors and teachers of vocational lessons by determining their learning style preferences and, also to determine their common conceptualizations for learning. For this aim, the data relating to learning style preferences of the teachers (N=78) who work in Central İzzet Baysal Anatolian Technical High School (N=29), İzzet Baysal Anatolian Hotel And Tourism Vocational High School (N=19), Anatolian Trading and Trading Vocational High School (N=30), and the doctors who work in İzzet Baysal Bolu State Hospital (N=19), İzzet Baysal Gynecological Diseases and Obstetrics Hospital (N=7) and A.l.B.Ü. İzzet Baysal Medicine School Hospital (N=8), were obtained by the Learning Style Preferences Inventory (LSPI). The differences between learning style preferences were investigated by independent t test and it was not found significant differences between the learning style preferences of groups at the p < 0.05 level of significance. On the other hand, some differences were also obtained among their learning conceptualizations.Bu çalışmanın amacı, doktorlar ve meslek dersleri öğretmenlerinin öğrenme stili tercihlerinin tespit edilerek aralarındaki farklılığın incelenmesi ve öğrenmeyi kavramsallaştırmada kullandıktan ortak ifadelerin belirlenmesidir. Bu amaçla, Merkez İzzet Baysal Anadolu Teknik Lisesi (N=29), İzzet Baysal Anadolu Otelcilik ve Turizm Meslek Lisesi (N=19), Bolu Anadolu Ticaret ve Ticaret Meslek Lisesi’nde (N=30) çalışan öğretmenler (N=78) ve İzzet Baysal Bolu Devlet Hastanesi (N=19), İzzet Baysal Kadın, Doğum ve Çocuk Hastanesi (N=7) ve A.l.B.Ü. İzzet Baysal Tıp Fakültesi Hastanesi’nde (N=8) çalışan doktorların (N=34) öğrenme stili tercihlerine ilişkin veriler Öğrenme Biçimi Tercihleri Envanteri’yle (ÖBTE) elde edilmiştir. Öğrenme stili tercihleri arasındaki farklılıklara ise bağımsız t testi aracılığıyla bakılmış ve iki grubun öğrenme stili tercihleri arasında p < 0.05 düzeyinde anlamlı bir farklılık bulunamamıştır. Diğer taraftan, doktorlar ve meslek dersleri öğretmenlerinin öğrenmeye ilişkin kavramsallaştırmalarında bazı farklılıklara da rastlanmıştır

The Effects of Recycled Tire Rubbers and Steel Fibers on the Performance of Self-compacting Alkali Activated Concrete

In this study, the effects of recycled tire rubbers (RTR) and steel fiber (SF) on the fresh and hardened state properties of the self-compacted alkali activated concrete (SCAAC) were investigated. The ground granulated blast furnace slag, 1 % hooked-end SF, and two types of RTR were utilized. The crumb rubbers (CR) and tire rubber chips (TCR) were used as a substation to natural aggregates at substation levels of 10 % and 15 %. The fresh state performances were evaluated by T50 value, slump flow, V-funnel, and L-Box tests, while mechanical performances were assessed through compressive, flexural, and splitting tensile strength tests. Also, detailed crack and microstructural analyses were conducted. The RTR adversely affected the fresh state properties, which reduced more with SF inclusions. Among the RTR, the TR specimens exhibited lower fresh state performance than the CR specimens. Similar mechanical strengths were obtained on the TR and CR specimens under the same replacement ratios. However, TR specimens exhibited higher deformation capacities than the CR specimens, when SF was utilized. The SCAAC specimens with 1 % SF and 15 % RTR showed more and wider flexural cracks, higher mechanical strength, and deformation capacity, which can be utilized in structural applications, particularly in high seismic zones