The Character Educators of Future: What Do They Know? What Do They Need?

[EN] Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the preservice primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were preservice teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that preservice teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within preservice teachers regarding character education awareness and also helping teacher educators to see what preservice teachers need to be efficient character educators.Sarı, M.; Yolcu, E. (2016). The Character Educators of Future: What Do They Know? What Do They Need?. En 2nd. International conference on higher education advances (HEAD'16). Editorial Universitat Politècnica de València. 349-356. https://doi.org/10.4995/HEAD16.2015.2768OCS34935

Investigation of teachers’ qualities and self-efficacy perceptions in character education.

TEZ10191Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2015.Kaynakça (s. 89-95) var.xvi, 99 s. : tablo ; 29 cm.Öğretmenlerin öğrencilerde karakter ve ahlakın gelişimine katkı sağlayacak şekilde mesleki ve kişisel gelişim açısından yeterli olmaları büyük önem taşımaktadır. Bu araştırmada sınıf öğretmenlerinin, karakter eğitiminde öğretmenin sahip olması gereken niteliklere ilişkin görüşlerinin ve bir karakter eğitimcisi olarak öz-yeterlik algılarının incelenmesi amaç edinilmiştir. Bu doğrultuda sınıf öğretmenlerinin bir karakter eğitimcisi olarak öğretmenin sahip olması gereken niteliklere ilişkin görüşleri ve bu niteliklere ilişkin öz-yeterlik algıları incelenmiş; cinsiyet, mesleki kıdem ve mezun olunan okul türü bakımından karşılaştırmalar yapılmış ve katılımcıların karakter eğitimine yönelik görüş ve önerileri alınmıştır. Karma yöntem araştırması olarak düzenlenen araştırmanın örneklemini, Adana ili Merkez ilçelerinde (Seyhan, Çukurova, Yüreğir, Sarıçam) yer alan ve üç farklı sosyoekonomik düzeydeki (alt-orta-üst) 23 devlet okulunda yansız olarak belirlenen toplam 301 sınıf öğretmeni oluşturmuştur. Çalışmada katılımcıların karakter eğitiminde öğretmen niteliklerine ilişkin görüşlerini belirlemek amacıyla araştırmacı tarafından Karakter Eğitiminde Öğretmen Nitelikleri Ölçeği (KÖNYÖ) geliştirilmiş ve 2014-2015 Öğretim yılında belirlenen katılımcılara uygulanmıştır. Araştırmanın nitel boyutunda ise verilerin toplanmasında yarı-yapılandırılmış görüşme formları kullanılmış ve ölçeğin uygulandığı okullardan gönüllülük esasına göre belirlenen 15 sınıf öğretmeniyle görüşmeler yapılmıştır. Nicel veriler için Wilcoxon İşaretli Sıralar Testi, Mann Whitney- U Testi ve Kruskal Wallis H Testi kullanılmış, nitel veriler ise içerik analiziyle çözümlenmiştir.It is very crucial that the teachers are efficient in terms of professional and personal development in order to contribute to character and moral development of students. Within this study, it was aimed to investigate the views of elementary school teachers regarding the qualities teachers should have in character education and their self-efficacy perceptions as a character educator. In this sense, the views of elementary school teachers regarding the qualities teachers should possess and their self-efficacy perceptions as a character educator were analyzed; comparisons in terms of gender, professional seniority and the institution of graduation were made and the views and suggestions of participants were reached regarding character education. The participants of this study, designed as a mixed method research, were 301 elementary school teachers from 23 public school within three different socio-economic levels (low-medium-high) in central towns of Adana (Seyhan, Çukurova, Yüreğir, Sarıçam) determined in an unbiased way. Through the study, with the aim of examining the views of participants concerning the qualities of teachers in character education, The Qualities and Efficacies of Teacher in Character Education Scale (QETCES) was developed and applied to the determined participants through 2014- 2015 Education year. Within the qualitative dimension of the study, semi-structured interview forms were used to collect data and interviews were conducted with 15 teachers chosen on a volunteer basis from the schools where QETCES was applied. Wilcoxon Signed Rank Test, Mann-Whitney U Test and Kruskal-Wallis H Test were used for quantitative data while content analysis was used for qualitative data analysis. As a result of the data analysis, it was found that there was significant difference between the importance level elementary school teachers give to teacher qualities

Analyzing The Awareness Of Pre-Service Teachers' Towards Democracy Inclusion In Education

7th World Conference on Educational Sciences -- FEB 05-07, 2015 -- Athens, GREECEWOS: 000380613100295Democracy has a significant place in education as known and there are two approaches towards the way of involving democracy in education; democracy education and democratic education. The general aim of this study is to analyze the views of pre-service teachers in the faculty of education towards democracy and also their awareness regarding the difference between "democracy education" and "democratic education" as well as the real content of these two concepts. Through the study, 100 pre-service teachers from Cukurova University were asked open-ended questions in written format. For data analysis, content analysis was used. According to the answers, it was revealed that the pre-service teachers were aware of the democracy and its requirements in education and knew the distinction between two ways of inclusion. (C) 2015 The Authors. Published by Elsevier Ltd

Reflections from Women Doctoral Students Lives Regarding Gender Roles

Engaging in business life actively with industrialization, modernism movements and making a significant improvement in getting higher education degrees, the women’s getting postgraduate degrees –especially seen as a very challenging and demanding pathway by many people- has various effects on their social lives. The aim of this study was to analyze the interaction between doctoral process and women’s gender roles in daily life. The design of the study was qualitative interview-based and to collect the data semi-structured interviews were conducted. Participants were chosen among the volunteer women doctoral students in Cukurova University. The data collected was analyzed with content analysis. The findings revealed there are many advantages and disadvantages reflected on the women doctoral students’ lives through their doctorate regarding gender roles and they had a lot of difficulties through this process. They put forward recommendations related to various points such as providing equality of women and men and having support mechanisms in order to overcome these inequality related problems. Although they got both support and criticism regarding doing doctorate, women doctoral students have many reasons for doing doctorate which engage them into a devoted endeavor in a sense to get higher education and join more actively in business life

Reflections from Women Doctoral Students Lives Regarding Gender Roles

Engaging in business life actively with industrialization, modernism movements and making a significant improvement in getting higher education degrees, the women’s getting postgraduate degrees –especially seen as a very challenging and demanding pathway by many people- has various effects on their social lives. The aim of this study was to analyze the interaction between doctoral process and women’s gender roles in daily life. The design of the study was qualitative interview-based and to collect the data semi-structured interviews were conducted. Participants were chosen among the volunteer women doctoral students in Cukurova University. The data collected was analyzed with content analysis. The findings revealed there are many advantages and disadvantages reflected on the women doctoral students’ lives through their doctorate regarding gender roles and they had a lot of difficulties through this process. They put forward recommendations related to various points such as providing equality of women and men and having support mechanisms in order to overcome these inequality related problems. Although they got both support and criticism regarding doing doctorate, women doctoral students have many reasons for doing doctorate which engage them into a devoted endeavor in a sense to get higher education and join more actively in business life

The Metaphorical Perceptions of Pedagogical Formation Students towards the Concept of “Pedagogical Formation”

Pedagojik formasyon öğrencilerinin "pedagojik formasyon" kavramına yönelik metaforik algılarının belirlenmesi amacıyla gerçekleştirilen araştırma, tarama modelinde betimsel bir çalışmadır. Araştırmanın katılımcılarını, bir devlet üniversitesinde pedagojik formasyon sertifika programına devam eden 389 öğrenci oluşturmuştur. Araştırma verilerinin toplanmasında açık uçlu bir formdan yararlanılmıştır. Araştırmada toplanan nitel verilerin analizinde tümevarımcı analiz yöntemi, nicel verilerin analizi için ki-kare testi kullanılmıştır. Araştırmanın sonuçlarına göre, öğrencilerin pedagojik formasyon eğitimine yönelik metaforik algılarının, "Mesleğe Girişte Önkoşul Olan Pedagojik Formasyon", "Meslek Bilgisi Sunan ve Gerçek Yaşamla Bağ Kuran Pedagojik Formasyon", "Gereksiz, Yetersiz ve Plansız Uygulamalar İçeren Pedagojik Formasyon", "Tamamlayıcı ve Bütünleştirici Bir Boyut Olarak Pedagojik Formasyon", "Yardımcı ve Yol Gösterici Bir Araç Olarak Pedagojik Formasyon", "Gelişimsel Bir Süreç Olarak Pedagojik Formasyon", "Yenilik ve Farklılık Sunan Bir Süreç Olarak Pedagojik Formasyon", "Geleceğe Yönelik Umut Vaadeden Pedagojik Formasyon" ve "Ulaşılması ve Sürdürülmesi Zor Bir Süreç Olarak Pedagojik Formasyon" kategorileri altında toplandığı belirlenmiştir. Öğrencilerin ürettikleri metaforları açıklayan bazı kategorilerin cinsiyete göre anlamlı bir farklılık gösterdiği belirlenmiştirThis study was conducted as a descriptive survey study to reveal pedagogical formation students’ metaphorical perceptions related to “pedagogical formation”.There were 389 participants attending pedagogical formation certificate program in a state university. For data collection, a short open-ended form was used. Through the analysis of qualitative data, inductive analysis and for quantitative analysis chi-square test were used.Within results, it was indicated students’ metaphorical perceptions regarding pedagogical formation concept were gathered under nine categories: “Pedagogical formation as a prerequisite for entering the profession”, “Pedagogical formation providing professional knowledge and relating to the real life”, “Pedagogical formation including unnecessary, inefficient and unplanned practices”, “Pedagogical formation as a complementary and integrating dimension”, “Pedagogical formation as a helping and guiding tool”, “Pedagogical formation as a developmental process”, “Pedagogical formation as a process providing innovation and difference”, “Pedagogical formation promising for the future” and “Pedagogical formation as a process difficult to reach and resume”. Moreover, some of the metaphor categories students produced showed significant differences regarding gende

Search for a New Model in Pre-Service Teacher Education

Bu araştırmanın amacı, Türkiye'de hizmet öncesi öğretmen eğitiminde eğitim fakültelerinde devam eden lisans ve pedagojik formasyon sertifika programının (PFSP) güçlü yanlarını belirleyerek bunları en uygun fırsatlarla eşleştirmek, programların zayıf ve tehdit edici yönlerini ortaya koymaktır. Araştırma nitel araştırma yöntemlerinden durum çalışması kullanılarak gerçekleştirilmiştir. Çalışmadaki katılımcılar, maksimum çeşitliliğe göre belirlenmiştir. Farklı üniversitelerde görev yapan Eğitim Programları ve Öğretim alanından 27 akademisyenin katılımıyla gerçekleştirilen bu çalışmada veriler, odak grup görüşmesi tekniği ile toplanmıştır. Odak grup görüşmesi, SWOT analiz tekniği ile gerçekleştirilmiştir. Veriler, içerik analizi yoluyla çözümlenmiştir ve analizlerde NVİVO 10 paket programı kullanılmıştır. Elde edilen sonuçlar bütüncül olarak düşünüldüğünde PFSP'nin öğretmen eğitiminde niteliği düşüren, pedagojik bilgi, beceri ve değerleri kazandırma amacından uzak bir uygulama olduğu; öğretmenlik mesleğinin bilimsellik ve etik değerini düşürdüğü ve eğitim fakültelerinin varlığını tehdit ettiği ortaya konmuştur. Araştırma sonuçlarına göre, eğitim fakültelerindeki lisans eğitiminin zayıf yönleri ortadan kaldırılmalı ve güçlü yönlerinin geliştirilerek hizmet öncesi öğretmen eğitiminin niteliğini artırmaya yönelik model ya da modellere dayalı bir yapı oluşturulmalıdırThe aim of this study was to determine the strengths of the undergraduate teacher education program and pedagogical formation certificate program (PFCP) offered at faculties of education in Turkey as part of Pre-service Teacher Education. The study also aimed to relate these strengths to appropriate action opportunities and reveal the weaknesses and potential threats of programs. This study was carried out using the qualitative case study method. The participants of the study were selected based on maximum variation. Data were collected with focus group interviews with academicians from different universities. The 27 participants were from the Curriculum and Instruction field. Focus group interviews were conducted using SWOT analysis technique. The data were analyzed with content analysis and NVİVO 10 was used. When the results obtained are considered as a whole, it can be pointed out that PFCP is a practice that lowers the quality in pre-service teacher education. In addition, far from the objective of providing pedagogical knowledge construction, PFCP decreases the scientific and ethical value of teaching profession and threatens the existence of faculties of education. Based on the findings of the study, the weaknesses identified in undergraduate teacher education programs need to be addressed and to increase quality in pre-service teacher education taking into account its strength