An Examination of Instructional Autonomy Practices of Science Teachers

Yolcu, Okan; Akar-Vural, Ruken

doi:10.12973/ijem.7.1.79

Cited by 4 publications

(4 citation statements)

References 53 publications

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“…Based on this result, which shows that the study findings are consistent, it can be said that it is difficult for a teacher to manage the class effectively based on a single power in crowded classes. The finding indicating that teachers in crowded classrooms experience problems in classroom management in many studies confirms this view (Balay & Sağlam, 2008;Demir & Ersöz, 2016;Yaman, 2010;Yolcu & Akar-Vural, 2021). These problems may have pushed teachers to use a combination of personal traits such as personal power and charismatic power and types of power based on teacher-student interaction.…”

Section: Discussionmentioning

confidence: 71%

An Investigation of the Types of Power Used by High School Teachers in Classroom Management According to Teachers’ and Students’ Opinions

Sadık

Nasirci

2022

Acta Educationis Generalis

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Introduction: Power relationships, which manifest themselves in all kinds of organizational environments, including educational institutions, manifest themselves as a necessity for teacher leadership in the classroom. It is necessary to use different types of power, which are multi-sourced and influenced by more than one variable, in classroom management to increase the quality of education. Due to these reasons, this study aimed to comparatively examine the types of power used by high school teachers in classroom management according to the opinions of teachers and students. Methods: This research is a descriptive study in the survey model. The study group of the research consists of 187 teachers working in high schools in the central districts of Adana province and 950 students studying in these high schools. The “Personal Information Form (PIF)” and the “Instructor Power Types Scale (IPTS)” were used to collect research data. In addition to descriptive statistics, data were analyzed by the Mann-Whitney U and Kruskal-Wallis tests. Results: According to the data obtained in the study, it was determined that teachers used charismatic power and informational power most frequently in classroom management, and they used the power of understanding at least. It was observed that there was no significant difference according to variables in legitimate power and power of understanding among the types of power used by teachers in classroom management. It was revealed that the types of personal power, coercive power, charismatic power, informational power, and expert power differed significantly according to some variables. According to students, teachers use charismatic power and coercive power at most in classroom management and they apply the power of understanding less. Among the power types used by teachers, all other power types, apart from personal power, differ significantly according to various variables of students. There was no significant difference between teachers’ and students’ opinions in terms of using the power of understanding in classroom management. Furthermore, according to students, teachers use other power types (personal power, coercive power, charismatic power, informational power, expert power, and legitimate power) less than they think. Discussion: The frequent use of informational power by teachers may be due to their desire to show these students preparing for the university that every knowledge is very important and necessary. Since the power of understanding is related to the items related to school attendance, this result obtained is thought to be influenced by the school attendance regulations in secondary education. Due to differences in the opinions of students and teachers, it can be said that teachers do not use these different types of power in classroom management as they think or cannot transform their intentions into behavior. Limitations: It is obvious that these results were limited to the reached teachers and students in high schools. Another limitation was that the data within the study collected via PIF and IPTS. Conclusions: In addition to these findings obtained with only quantitative data, it can be examined with classroom observations and student interviews how teachers apply the types of power they use in classroom management in the classroom environment, their effects on the environment, and which type of power is used in which situations.

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Section: Discussionmentioning

confidence: 71%

An Investigation of the Types of Power Used by High School Teachers in Classroom Management According to Teachers’ and Students’ Opinions

Sadık

Nasirci

2022

Acta Educationis Generalis

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“…These 600 people are interviewed in a Multiple Mini-Interview, during which a final admission decision is made, based on their GPA and test scores. This mini-interview is an innovative technology in medical education, replacing the standard interview since 2002 (Yolcu & Akar-Vural, 2021). The essence of the mini-interview is as follows.…”

Section: Features Of Admission and Selection Of Candidates For Medica...mentioning

confidence: 99%

“…The duration of the exam is 2 days. Based on the results of the exam, future physicians receive a license to practice medicine, and the exam process is overseen by the Medical Council of Canada (Yolcu & Akar-Vural, 2021).…”

Section: Schedule Of Students In a Medical Education Settingmentioning

confidence: 99%

Problems and challenges of future medical education: current state and development prospects

2022

FeD

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The system of medical education has demonstrated varying degrees of effectiveness around the world. Two approaches are dominant - the traditional approach, which consists of students acquiring knowledge, and the innovative approach, which implies a greater role of practical training. The traditional approach dominates in Asian countries, Russia, and Ukraine. The innovative approach is actively implemented in Western countries (USA, European Union). The study aimed to analyze the level of medical education among the most effective systems. For this purpose, 703 articles were analyzed, 41 of which formed the basis of this study. The most effective systems turned out to be French and Canadian. Within the education of these systems, the duration of education can be reduced to 3 years without losing the quality of education. The features of the innovative system of medical education are the selection of applicants, the duration and structure of the educational program, the methods of teaching medical disciplines. This result is possible due to the application of the small group effect with an emphasis on individual search, interpretation of information, and its application in practice. An important factor is that learning to practice begins in the first year. With the help of the test system, students' knowledge is regularly monitored and the opportunity to work in polyclinics as well as with real patients is provided. Based on the information analyzed, we recommend applying the basics of medical education in Canada to students in Pakistan. Certainly, it will help to achieve practical results in a short period of time.

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“…The use of digital technology in the educational process is largely dictated by educational institutions. At the same time, the study of Yolcu & Akar-Vural, (2021) indicated that teachers with a higher level of teaching autonomy achieve better learning outcomes for their students (Drobotenko, Duka, Kurdumanova, Chekaleva, Sharov, & Dyrka, 2019). The school climate and the teacher-student relationship pattern also strongly influence students' motivation to learn (Dincer, 2021).…”

Section: Introductionmentioning

confidence: 99%

Future educator's digital learning assets: global challenges of our time

2021

FeD

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The rapid development of digital tools for education, their use in the teaching process for different purposes leads to the need for teachers to create pedagogical digital assets. Digital pedagogical assets are forms, means of interaction, the use of digital tools by the teacher for self-educational and educational purposes. This study presents the results of a survey of teachers regarding the characteristics of teaching with digital resources, the problems encountered and the characteristics of the educational digital assets of the teacher of the future. The survey was made with the help of Google forms. The results of the study show that the most frequently selected by teachers, regardless of the subject matter they presented were the time spent on learning the features of digital applications, creating content to work in them. For the teacher of the future teacher highlighted such qualities - the ability to use digital applications to improve the quality of teaching, the short time of application of digital tools (if possible during training), and a combination of the pedagogical skill of teachers with the effective use of digital tools. According to the results of the survey, the digital educational assets of the teachers of the future can be identified as mastering a small number of applications, but with maximum compliance with the subject that the teacher teaches (obviously, for teachers of drawing, it is effective to use some applications, while for teachers of mathematics - quite different), creating quality content for teaching students with regard to age-specific perception, compliance with norms of screen time and teaching students information literacy.

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An Examination of Instructional Autonomy Practices of Science Teachers

Cited by 4 publications

References 53 publications

An Investigation of the Types of Power Used by High School Teachers in Classroom Management According to Teachers’ and Students’ Opinions

An Investigation of the Types of Power Used by High School Teachers in Classroom Management According to Teachers’ and Students’ Opinions

Problems and challenges of future medical education: current state and development prospects

Future educator's digital learning assets: global challenges of our time

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