Conceptions of Turkish mathematics teachers about the effectiveness of classroom teaching

Yıldırım, Selda; Yıldırım, Hüseyin Hüsnü

doi:10.1080/0020739x.2019.1579929

Cited by 6 publications

(7 citation statements)

References 34 publications

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“…Several instruments have been devised to measure teacher creativity and teaching effectiveness (Barry, 2010;Calaguas & Glenn, 2013;Kandemir et al, 2019;Kulsum, 2000(@;Paolini, 2015;Pishghadam et al, 2012;Wallach & Kogan, 1965;Yıldırım & Yıldırım, 2019). Most instruments developed by the scholars above similarly classify the common attributes of creativity and effectiveness comprise internal and external factors, namely, motivation, personality, teaching strategies, and environment.…”

Section: Teacher Creativitymentioning

confidence: 99%

Social media as learning resources: Teacher creativity in society 5.0

In'am,

Luthfia Amany,

Adila

et al. 2022

ajeb

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This study analyses the extent of teacher creativity in the utilisation of social media as a learning resource in the digital era. It employed descriptive qualitative and quantitative approaches. The respondents (n=14) are 8 Mathematics teachers at Madrasah Tsanawiyah Negeri 1 Malang and 6 Mathematics teachers at Madrasah Aliyah Negeri 1 Malang. Three domains of creativity were explored including teachers’ acting and thinking flexibility; ability to express ideas; and ability to adapt to a new environment. The results show that teachers’ acting and thinking flexibility scored 3.83; teachers’ ability to express ideas scored 3.93; and teachers’ ability to adapt to a new environment scored 3.89. The overall average score is 3.88, meaning that teachers’ creativity in utilizing social media as a learning resource is high.

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Section: Teacher Creativitymentioning

confidence: 99%

Social media as learning resources: Teacher creativity in society 5.0

In'am,

Luthfia Amany,

Adila

et al. 2022

ajeb

View full text Add to dashboard Cite

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“…In addition, different instruments have been established to measure teachers' creativity and teaching effectiveness (Barry, 2010;Calaguas & Glenn, 2013;Kandemir et al, 2019;Kulsum, 2000;Paolini, 2015;Pishghadam, Nejad, & Shayesteh, 2012;Torrance, 1974;Wallach & Kogan, 1965;Yıldırım & Yıldırım, 2019). The aforementioned scholars that initiated and developed these two different instruments classify common attributes of creativity and effectiveness.…”

Section: Teacher Creativity and Effectivenessmentioning

confidence: 99%

“…They consist of internal and external factors such as motivation, personality, teaching strategy, and environment. In the Mathematics domain, for example, two famous scholars have developed two seminal instruments of creativity and effectiveness of teachers (Calaguas & Glenn, 2013;Kandemir et al, 2019;Yıldırım & Yıldırım, 2019). Although, those two different instruments were welldesigned, but in the Mathematics field, there is no study which measures teachers' creativity and teaching effectiveness using them.…”

Section: Teacher Creativity and Effectivenessmentioning

confidence: 99%

“…This research aimed to measure the creativity of Mathematics teachers and their teaching effectiveness through the application of two different instruments namely (MT-CTS) and (MT-TES). In order to assess the degree to which the Mathematics teachers' training program promoted their creativity, MT-TES and MT-CTS questionnaire initiated by Kandemir et al, (2019) and Yıldırım & Yıldırım (2019) were applied. The MTCTS consisted of 31 items using the multiple-choice format from "always" to "never" range.…”

Section: Instrumentsmentioning

confidence: 99%

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The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

Suryanti¹,

Arifani²

2021

INT J INSTRUCTION

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This study aimed to examine students' responses towards teachers' creativity. It also evaluates the teaching effectiveness of secondary school mathematics teachers that had attended a year blended professional training program. A sample of 1000 students from various secondary schools was randomly assigned to rate 100 mathematics teachers. This was conducted using mathematics teachers teaching creativity scale (MT-CTS) and mathematics teachers teaching effectiveness scale (MT-TES). Furthermore, this research employed a validated and reliable five-point Likert scale of MT-CTS and MT-TES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree). After administering the questionnaires, the data were analyzed using structural equation modeling (SEM). The results showed a positive relationship between blended professional training on Mathematics teachers' creativity and their teaching effectiveness. The most dominant indicators of teaching creativity (confidence, teaching style & overcoming barriers) and effectiveness (opportunity for practice, cognitive aspects) were comprehensively elaborated. This study reveals its novelty in terms of students' emotional aspect, which resulted from the intensive cognitive tasks. Furthermore, it did not differentiate teachers' creativity and effectiveness before and after the blended training. Consequently, an experimental study is recommended to address this issue.

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“…In Turkey, the majority of studies of teaching behaviours focus on effective, good or ideal teaching from students' perspectives (Telli et al 2008) and teacher candidates and teachers (Bozkuş and Taştan 2016;Çakmak 2009;Karakelle 2005;Kozikoglu 2017). A recent study focused on effective teaching criteria in subject teaching, such as mathematics (Yıldırım and Yıldırım 2019). Jointly, some comparative studies have involved teachers' behaviour in terms of professional development (Özkan et al 2019) and teacher questioning styles (Çalık and Aksu 2018).…”

Section: Context Of the Study: Turkeymentioning

confidence: 99%

Students’ perceptions of teaching behaviour in Turkish secondary education: a Mokken Scaling of My Teacher Questionnaire

Telli

Maulana

Helms-Lorenz

2020

Learning Environ Res

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Teacher behaviour has significant impact on student learning and outcomes and determines the teaching quality in learning environments. The My Teacher Questionnaire (MTQ) has been used to assess students' perceptions of teaching behaviour in national and international studies with well-cited outcomes. In this cross-sectional survey study, we adjusted and shortened the MTQ for diverse settings in Turkish secondary education, using the nonparametric IRT model, Mokken Scaling (MS). The sample consisted of 12,036 students (grade 9-12, age 15-19 years) involving 446 classes/teachers from 24 general public high schools in Turkey. More than half of the students (n = 6544, 54.40%) were females, while 306 students (2.5%) did not report their gender. The MS polytomous Double Monotonicity Model (DMM) was employed for scaling the individual student data. The ten selected items (MTQ10) showed a strong unidimensional structure (H = 0.61) with good internal reliability (Cronbach's α = 0.93, Molenaar Sijtsma ρ = 0.93) and construct validity. The final structure was tested on three random data sets and convergent validity of the MTQ10 was examined using student engagement in learning. The scale MTQ10 functioned well across various groups (random samples, genders, grades, subjects). Based on these results, MTQ10 reveals strong psychometric quality for the assessment of students' perceptions of teaching behaviour with the potential to deepen our understanding of teaching behaviours and teaching quality in Turkey.

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Conceptions of Turkish mathematics teachers about the effectiveness of classroom teaching

Cited by 6 publications

References 34 publications

Social media as learning resources: Teacher creativity in society 5.0

Social media as learning resources: Teacher creativity in society 5.0

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

Students’ perceptions of teaching behaviour in Turkish secondary education: a Mokken Scaling of My Teacher Questionnaire

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