Women without a backward glance: migrant women profile from the point of lifelong learning, adaptation, employment, education, and social integration: Women without a backward glance

Migrant women encounter new environments, opportunities, human behaviors, communication manners, traditions-customs and limitations in the country they migrate to, which may be completely different from their own countries. All these new situations create the need for employment, integration, education and social reintegration. Education of migrant women, however, has a strategic importance for the reasons such as being productive, more sensitive to society, more adaptable, and taking first-degree responsibility in the care and education of children. The aim of the study was to evaluate the views of migrant women about their lives in terms of employment, adaptation, education and social reintegration. The study adopted phenomenological research design, one of the qualitative research methods. The data were collected through the “Sustainable Personal Development-Lifelong Learning Form”. The participants were selected using the snowball sampling method and comprised 96 immigrant women in such countries as Turkey, Australia, Greece, Switzerland, France, Germany, Netherlands, and the USA. The data covered information about the reasons for their migration such as marriage, refuge, work and education have participated in the research. The data were analyzed via the content analysis method. The results revealed that the migrant women were in need of feeling safe and free, success religion, access education for their children, and lead sustainable life as an average human

Opinions of teacher candidates on the effect of emergency distance education implementations during the Covid-19 pandemic period on learning-teaching process, metacognition and social skills: A case study: Effects of emergency distance education implementations

The aim of this study is to examine the effects of emergency distance education implementations carried out during the Covid-19 process on metacognition, social skills, active participation, communication with faculty members, as well as learning and teaching processes based on the views of education faculty teacher candidates.  The research is a case study.  The study was carried out in the Education Faculty of the Kafkas (n:31) and Education Faculty of the Trakya (n:20) in the 2020-2021 Fall semester. Opinions about the process were taken from 51 volunteer participants using a semi-structured interview form.  Data was analyzed using content analysis and inductive analysis.  As a result of the research, the elements that prospective teachers think that emergency distance education applications increase the effectiveness of the learning-teaching process were obtained in the themes of metacognition, social skills, active participation, effective communication with faculty members, and learning-teaching process.  The factors that have a negative impact on the emergency distance education process are again expressed as increasing homework load, insufficient explanation of educational tasks, problems caused by the pandemic, problems originating from the internet, systemic-technological problems, inadequacies in gaining metacognition skills, and uniformity in methods and techniques