Uzaktan Eğitim Sürecinde Psikolojik Danışma ve Rehberlik Hizmetleri%253A Okul Yöneticilerinin ve Psikolojik Danışmanların Deneyimleri

Bu araştırmada%253B uzaktan eğitim sürecinde yürütülen psikolojik danışma ve rehberlik hizmetlerine yönelik olarak okul yöneticileri ve psikolojik danışmanların beklentilerini belirlemek amacıyla yapılmıştır. Araştırma nitel araştırma yöntemlerinden olgubilim deseninde gerçekleştirilmiştir. Araştırmanın çalışma grubunu, 2020-2021 öğretim yılında Gaziantep ili Şahinbey ilçesi ortaokul kademesinde görev yapan beş psikolojik danışman ve beş okul yöneticisi oluşturmaktadır. Araştırmanın verileri yarı yapılandırılmış görüşme formu ile toplanmıştır. Veriler içerik analizi tekniği ile çözümlenmiştir. Elde edilen veriler sonucunda, uzaktan eğitim ile yüz yüze eğitimde benzer psikolojik danışma hizmetleri sunulduğu görülmüştür. Psikolojik danışmanların beklentileri, uzaktan eğitim sürecinde okullardaki göre tanımlarının netleştirilmesi, çevrimiçi psikolojik danışma ve rehberlik hizmetlerinin alt yapısının oluşturulması ve okul yöneticilerinin sorumluluk almaları olduğu tespiti edilmiştir. Okul yöneticilerin ise psikolojik danışmanlardan beklentileri, uzaktan eğitim sürecinde aileler ile iletişmde olarak işbirlikli aktif bir çalışma sürdürmeleri şeklindedir. Araştırmada okul yöneticilerinin ve psikolojik danışmanların yürütülen uzaktan psikolojik danışma ve rehberlik hizmetlerinin yüz yüze eğitime geçilmesiyle de devam etmesine dair ortak beklenti sonucuna ulaşılmıştır

Attitudes and Beliefs of Midwifery Students on Sexuality and Evaluation of Sexuality: A Mixed-Method Study

Background: The sexual attitudes and beliefs of midwifery students, who play an important role in improving sexual health, can affect both the students themselves and people with disabilities to whom they provide education and counselling. This study aimed to determine the attitudes and beliefs of midwifery students on sexuality and the evaluation of sexuality. Methods: This research is a mixed-method study that includes two stages: qualitative and quantitative. In the first stage, data was collected from 334 students using a socio-demographic data form and the sexual attitude and belief scale. The second stage involved conducting phenomenological interviews with 21 students. Results: The students who believed they had adequate knowledge about sexuality and reproductive health, as well as those who had previously engaged in scientific activities related to sexuality, held more positive attitudes and beliefs towards sexual care. The qualitative section of the study identified four main themes, each containing 13 sub-themes, which provided further insights into the students\u27 perspectives on the subject. Conclusions: The students acknowledged that their society had strict sexual taboos, but their attitudes toward sexuality changed after studying sexual health and women\u27s health at university. The study highlighted the challenges faced by midwifery students in assessing sexual health. By addressing these difficulties, trained midwives can better evaluate the sexual health of patients in clinical settings, leading to early detection of sexual problems. Keywords: Sexuality, Sexual health, Sex educatio

The impact of the Covid-19 pandemic on school culture and values

Education has a duty to convey both universal and cultural values to students in line with social goals. School culture plays an important role in student success, educational life, social cohesion and shaping of personality. Schools implement various activities, implicitly or explicitly, in their programs to transfer the existing culture and teach values. In this context, everything experienced within the scope of school activities includes an educational process. These activities, which are mostly applied within the framework of implicit learning, have many benefits for students both academically and in terms of values education. It is thought that the inability of students to go to school and participate in activities held in schools during the Covid-19 epidemic has a negative impact on their socialization. The aim of this research was to examine the adaptation to school culture and value acquisition of students who could not participate in out-of-school activities during the Codiv-19 epidemic

Investigating teacher candidates’ levels of teacher readiness and usage of 21st century skills : Readiness and usage of 21st century skills

Having 21st century skills, exhibiting effective classroom management, being able to use educational technologies, establishing interdisciplinary relations, making process-oriented measurement and evaluation, presenting values education with activities and using modern teaching techniques are now inevitable for efficiency in education. This research is based on the results of a series of training activities and workshops for teacher candidates within the scope of the “Future Teachers Project”. The research, in which the quantitative method was applied, was conducted with 174 teacher candidates studying in different departments of universities in the Turkish Republic of Northern Cyprus in 2021. As a data collection tool in the research, the “Readiness to Be a Teacher Scale” and the “21st Century Learner Skills Usage Scale” was used. The application of the research was carried out twice -pretest and posttest- at the beginning of the project and at the end of the project. In the study, it was determined that the education and activities applied outside of formal education increased the teacher candidates' readiness for teaching and their 21st century learner skills. Particularly, it was observed that teacher candidates who participated in such a project for the first time, made significant improvements in their “environment designing the teaching process” and “collaboration and flexibility skills” skills. In the context of these results, it can be suggested that teacher candidates participate in activities that will improve themselves in different dimensions of the teaching profession in addition to the formation courses they take at the university

Professional Development Program to Develop Teacher Educators’ Technological Pedagogical Content Knowledge

This study aimed to prepare, implement and evaluate the effectiveness of a professional development program that develops Technological Pedagogical Content Knowledge ( TPACK) of teacher educators. Qualitative research methods were used. The research was carried out with 10 teacher educators from different departments. Pre- and post-interviews were conducted to evaluate the effectiveness of the program. The program was found to have positive effects. Teacher educators stated that while transferring the knowledge they gained to the classroom environment, the methods they used could affect the education positively and attract the attention of students. Therefore, they planned to use the knowledge they acquired later on. They realized that with the knowledge they gained through this program, they would be a role model for the teachers of the future. At the end of the program, each participant’s TPACK development was in line with their own cognitive readiness

A needs analysis study on technological pedagogical content knowledge of faculty members

The primary aim of this study is to determine the current state in education faculties and faculty members' needs for a professional training program that would be prepared for their TPACK development. Case study design, a qualitative research method, was employed, and semi-structured and in-depth interviews were conducted with 20 faculty members. The data were analysed through the content analysis method. The faculty members' views were grouped into four themes that are prior knowledge and perceptions of TPACK, instructional practices, professional characteristics, and needs of self-development. According to the results, the faculty members perceived themselves incompetent in terms of TPACK because they thought they had limited knowledge of technology. Although they emphasised that they had sufficient pedagogical knowledge, they were found to use mainly teacher-centred instructional methods by means of PowerPoint presentations. In conclusion, students are positioned as passive recipients of knowledge, there is no interaction outside the classroom and assessment is carried out through traditional methods, and thus faculty members need a professional training program towards TPACK. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature

Technological Pedagogical Content Knowledge Practices in Higher Education: First Impressions of Preservice Teachers

In this study preservice teachers’ impressions on Technological Pedagogical Content Knowledge (TPACK) practices in higher education were examined. This study was conducted by using case study method among qualitative research designs and with it 7 educators working in teachers college were given TPACK trainings and they were asked to perform practices in accordance with the trainings they received. Observations were made in the lessons of those who conducted TPACK-based lessons and feedback on the lessons was collected from a total of 158 preservice teachers. The data was analysed using content analysis. According to the results of the survey preservice teachers portrayed a positive attitude towards the lessons that were conducted in accordance with TPACK. TPACK practices attracted the attention of preservice teachers and they actively participated in the lessons thanks to these practices. Preservice teachers expressed that traditional teaching methods did not attract their attention anymore and that they wanted novelties which they themselves could use when they became teachers. According to the lesson observations and pre-service teachers’ views, it was decided that the structure of the TPACK was concentrated on the PK structure. © 2019, Springer Nature B.V

Clinical, Demographic, and Radiological Characteristics of Patients Demonstrating Antibodies Against Myelin Oligodendrocyte Glycoprotein

Background: Optic neuritis, myelitis, and neuromyelitis optica spectrum disorder (NMOSD) have been associated with antibodies against myelin oligodendrocyte glycoprotein-immunoglobulin G (anti-MOG-IgG). Furthermore, patients with radiological and demographic features atypical for multiple sclerosis (MS) with optic neuritis and myelitis also demonstrate antibodies against aquaporin-4 and anti-MOG-IgG. However, data on the diagnosis, treatment, follow-up, and prognosis in patients with anti-MOG-IgG are limited. Aims: To evaluate the clinical, radiological, and demographic characteristics of patients with anti-MOG-IgG. Study Design: Multicenter, retrospective, observational study. Methods: Patients with blood samples demonstrating anti-MOG-IgG that had been evaluated at the Neuroimmunology laboratory at Ondokuz Mayıs University’s Faculty of Medicine were included in the study. Results: Of the 104 patients with anti-MOG-IgG, 56.7% were women and 43.3% were men. Approximately 2.4% of the patients were diagnosed with MS, 15.8% with acute disseminated encephalomyelitis (ADEM), 39.4% with NMOSD, 31.3% with isolated optic neuritis, and 11.1% with isolated myelitis. Approximately 53.1% of patients with spinal involvement at clinical onset demonstrated a clinical course of NMOSD. Thereafter, 8.8% of these patients demonstrated a clinical course similar to MS and ADEM, and 28.1% demonstrated a clinical course of isolated myelitis. The response to acute attack treatment was lower and the disability was higher in patients aged > 40 years than patients aged < 40 years at clinical onset. Oligoclonal band was detected in 15.5% of the patients. Conclusion: For patients with NMOSD and without anti-NMO antibodies, the diagnosis is supported by the presence of anti-MOG-IgG. Furthermore, advanced age at clinical onset, Expanded Disability Status Scale (EDSS) score at clinical onset, spinal cord involvement, and number of attacks may be negative prognostic factors in patients with anti-MOG-IgG