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The purpose of this study was to investigate Turkish early childhood education teachers’ perception of inclusion before they started their teaching profession and to explore their experiences with the children with disabilities in their first year of teaching. Sixteen Turkish pre-service teachers were first interviewed when they completed the teacher education programme about their expectations of inclusion practices in their future career. Four participants among the 16 teachers started to teach children with disabilities in their first year of teaching. Then, they were interviewed about their experiences at the end of the first and second semesters of teaching. Findings revealed that Turkish pre-service teachers displayed positive attitudes towards inclusion before they started teaching. However, they had negative experiences with children with disabilities in their first year due to the misimplementation of the inclusion policy and being inexperienced about the inclusion process, and began to question the effectiveness of inclusion. Implications for the inclusion policy and teacher education programmes are discussed. 相似文献
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Zeynep Ceren Akyüz Ricardo Aleixo Correia 《International Information and Library Review》2017,49(1):11-18
Increasing political and financial support for scientific research in the Middle East requires academic and research communities in the region to demonstrate the visibility and impact of their scientific output. However, for countries with smaller scientific communities or lack of detailed information on their scientific production, the use of common metrics of scientific impact (e.g., number of papers, impact factor, h-index, etc.) may fail to reveal their true ability to produce high quality research, and thus guarantee the wanted societal support. In such cases, identifying and highlighting outstanding papers produced by national institutions or scientists may be another way to demonstrate scientific capacity and impact. In this context, this work aims to provide an overview of champion works (papers that have received over 1,000 citations) produced by Middle East countries. This analysis focuses on science, medicine, and technology papers featured in the Science Citation Index Expanded of Web of Science. The authors identified 213 champion works authored by Middle East scientists published since the 1970s. Israel is currently the leading nation in the Middle East in terms of published champion works, but at least one such work was identified for the majority of countries in the region. Middle East champion works were published on a diverse range of subject categories and often featured in the top journals worldwide (e.g., Science, Nature, etc.). The top institutions in the Middle East authoring champion works and their leading collaborating countries worldwide are listed, and the role of international scientific collaborations in achieving these highly cited papers is highlighted. 相似文献
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Zeynep Mine Derince 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,29(1):377-395
After passing their university entry exam, students who wish to study a subject at one of the Turkish universities offering
English-medium courses attend a one-year preparatory class. At the end of this, they need to pass an English language proficiency
exam in order to be admitted to their chosen course of study. The existing curriculum for such preparatory classes is designed
to be taught in English only and very much oriented towards passing the concluding standardised language proficiency exam
at the end. This approach does not teach the students any of the skills they will need for their further study, such as how
to think critically or to question their own conditioning and political attitudes. Using a different methodology, the author
of this paper conducted an in-class project with students learning English in a Turkish state university’s preparatory class.
The project was carried out within a framework of critical pedagogy and used both Turkish and English during the phases of
research and discussion. Evaluating the students’ own reflections on the experience as well as their final presentations which
were prepared in English, the author suggests that the critical pedagogy approach in combination with a maximum use of students’
means of expression and language resources led to a more meaningful learning experience – both for the students and for herself
– as well as a more efficient and lasting English language proficiency. 相似文献
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The purpose of this study was to develop a scale for measuring prospective science teachers’ awareness of waste recycling. The study was conducted with the participation of 382 prospective teachers attending a university located in northern Turkey. The five-point Likert type scale that was developed contained 82 items relating to prospective science teachers’ awareness of waste recycling. The factor analysis conducted showed that five items had factor loadings below 0.30, and five were cross loading items. Factor analysis was repeated after removing these items. A further 24 items were removed from the list at the end of the factor analysis, and the remaining 48 items were grouped under ten dimensions. The reliability coefficient for the factors extracted varied between 0.717 and 0.805, and the internal reliability coefficient for the whole scale was 0.905. 相似文献
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Pre-service science teachers learn about metacognitive knowledge theoretically in their pedagogy courses; however, teaching practice in science classes reveals the theory–practice gap in their metacognitive knowledge, which has practical importance for prospective teachers. This paper reports on an experiment conducted to investigate the influence of self-metacognitive questioning for non-routine quantum physics problems on pre-service science teachers’ attitudes towards a quantum physics course. Pre-service teacher participants in the experimental and control groups were taught the subjects of quantum physics for 14 weeks, but only those in the experimental group were guided by self-metacognitive questioning during their engagement of non-routine problem-solving as a treatment process. The results indicate that self-metacognitive questioning for non-routine quantum physics problems creates a statistical effect favouring the experimental group students’ attitudes towards the quantum physics course. However, the positive change in the control group is explained by the postulates of the Elaboration Likelihood Model (ELM) of persuasion.
相似文献17.
Zeynep Kızıltepe 《Teachers and Teaching》2013,19(5-6):515-530
Teachers make up one of the lowest income groups in Turkey. Research tells us that with their large class sizes, poor structural and physical characteristics of the classes, and the inadequate professional conditions offered to teachers, education at the university level is not up to modern standards. The aim of the study reported in this paper is to examine sources of motivation and demotivation among teachers at a public university in Istanbul. Three hundred teachers (M = 112, F = 188) aged between 33 and 65, were asked two open‐ended questions regarding their motivational and demotivational tendencies towards their profession. Motivating aspects/factors of teaching have been compressed and categorised under four main units: Students, Career, Social Status and Ideals. Demotivating aspects/factors have been compressed and categorised under five different headings: Students, Economics, Structural and Physical Characteristics, Research and Working Conditions. Results show that students are the main source of motivation and demotivation for university teachers. Besides students, while career is a secondary motivational factor, economics and research are secondary demotivating factors. 相似文献
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The Effectiveness of Mime‐Based Creative Drama Education for Exploring Gesture‐Based User Interfaces 
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下载免费PDF全文 Adviye Ayça Ünlüer Mehmet Aydın Baytaş Oğuz Turan Buruk Zeynep Cemalcilar Yücel Yemez Oğuzhan Özcan 《The International Journal of Art & Design Education》2018,37(3):353-366
User interfaces that utilise human gestures as input are becoming increasingly prevalent in diverse computing applications. However, few designers possess the deep insight, awareness and experience regarding the nature and usage of gestures in user interfaces to the extent that they are able to exploit the technological affordances and innovate over them. We argue that design students, who will be expected to envision and create such interactions in the future, are constrained as such by their habits that pertain to conventional user interfaces. Design students should gain an understanding of the nature of human gestures and how to use them to add value to UI designs. To this end, we formulated an ‘awareness course’ for design students based on concepts derived from mime art and creative drama. We developed the course iteratively through the involvement of three groups of students. The final version of the course was evaluated by incorporating the perspectives of design educators, an industry expert and the students. We present the details of the course, describe the development process, and discuss the insights revealed by the evaluations. 相似文献
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Reinterpreting City as a Critical Ground in Atelier 1 Projects: Some Prospects and Projections on Ankara 下载免费PDF全文
下载免费PDF全文 This article is based on the critical approaches developed in Atelier 1, an architectural design studio in the Gazi University Faculty of Architecture, Department of Architecture in Ankara, Turkey. The main theme of Atelier 1 Projects in the 2014–15 academic year was the ‘City as a Critical Ground’, in which the city, ground and criticism were discussed within the interdisciplinary theoretical field of architecture. Atelier 1, involving second, third and fourth year undergraduate students, reinterpreted and redesigned the urban ground of Ankara with a critical approach to reveal its unique identities and implicit values. Ground, accepted as the main critical material in the design process, was criticised not only in its physical sense, but also its social, cultural, political, economic, technological and even psychological aspects. The students were able to discover their own design methods from their criticisms of the urban ground, which also allowed them to determine their sites and programmes. In this way, Atelier 1 promoted freedom and flexibility as well as criticality in the design process, and pointed out that the relationship of architecture with city, ground and criticism should be discussed from a new theoretical perspective, primarily in the architectural design studio, as the core of architectural education. Atelier 1, as a theory‐based architectural design studio, motivated the students to develop a critical approach to the urban ground of Ankara so as to replace the rising formalism with criticism in architecture. 相似文献