Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers’ Professional Development

Altun, Taner

doi:10.14221/ajte.2013v38n9.6

Cited by 10 publications

(8 citation statements)

References 27 publications

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“…This study was carried out with a total of 57 preservice primary mathematics teachers attending a state university in Turkey in 2011-2012 spring term. The Council of Higher Education regulates teacher-training departments of faculties of education in Turkey (for further information, see Altun, 2013;Yildirim & Ates, 2012;Uysal, 2012;Topkaya & Yavuz, 2011;Haciomeroglu, 2013;Kildan et al, 2013). In accordance with the regulations of this institution, the department of primary mathematics education that the participants were attending offered an eight-term (4 years) program.…”

Section: Methods Participantsmentioning

confidence: 99%

Preservice Mathematics Teachers’ Personal Figural Concepts and Classifications About Quadrilaterals

Erdoğan

Dur²

2014

AJTE

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The aim of this study was to determine preservice mathematics teachers' personal figural concepts and hierarchical classifications about quadrilaterals and to investigate the relationships between them. The participants were 57 preservice primary mathematics teachers in their senior year at a state university in Turkey. The preservice mathematics teachers were administered a questionnaire that consisted of 13 questions extracted from studies on the descriptions and images of quadrilaterals, identification of quadrilateral families among given images, and identification and classification of the relationships between quadrilaterals. The results showed that the preservice mathematics teachers' knowledge of quadrilaterals learnt at primary-secondary school level and prototypical images were dominant in their personal figural concepts. Also, the teachers didn't use the hierarchical definitions of quadrilaterals and were not able to establish relationships among quadrilaterals due to the effect of prototypical images in choosing a family category among the given images. On the other hand, the majority of the participants gave correct answers to the questions about the dual relationships among quadrilaterals. The study concluded that although the preservice teachers possessed formal definitions of quadrilaterals, their prototypical images affected their personal figural concepts.

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Section: Methods Participantsmentioning

confidence: 99%

Preservice Mathematics Teachers’ Personal Figural Concepts and Classifications About Quadrilaterals

Erdoğan

Dur²

2014

AJTE

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“…However, not all forms and activities of interaction in a life take place in an atmosphere of educative interaction, which is designed for a particular purpose. Interactions are created in the classroom with various interaction models, which are able to support student learning outcomes that meet the learning objectives [31], [32].…”

Section: Cultural Aspects In Classroom Learningmentioning

confidence: 99%

“…Culture-based learning is the creation of a learning environment and the design of a learning experience that integrates culture as part of the process of gaining an understanding that there are scientific rules in daily life in its cultural community, and there is also a culture in the context of the field of science to be able to obtain integrated understanding and scientific skills in perceiving something around it [36]. Culture-based learning allows a change in learning culture from teacher centered to student-focused learning [14], [32].…”

Section: Cultural Aspects In Classroom Learningmentioning

confidence: 99%

“…Students should be able to independently find the information they need. Thus, giving assignments to students can stimulate and increase students' creativity, develop their independence, provide confidence, foster students' habits to always seek and process information, make students more passionate in learning, and create responsibility and discipline [32].…”

Section: Class Culture-based Learning Improves Information Literacy Smentioning

confidence: 99%

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Information Literacy in Class Culture-Based Learning

Firmanto¹,

Sudana²,

Irtadji³

et al. 2018

Proceedings of the 5th International Conference on Community Development (AMCA 2018)

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A dynamic and very rapid change of time can only be followed by the mastery of information literacy. Students with high information literacy skills will understand information or materials given in the classroom more easily, and acquire knowledge more accurately. To obtain or develop information literacy competencies, it is necessary to establish a typical behavior in responding to the information. Students' involvement in the classroom can encourage them to behave better academically, be motivated, more curious in learning and be more enthusiastic in mastering the classroom materials. Classroom involvement is influenced by students' interest of the learning process (both in course materials and learning strategies), which has an impact on their learning achievement. Student and teacher collaboration in the classroom may also have an indirect effect on learning outcomes. Besides, class culture can increase the active participation of learners and encourage high-level thinking. Hence, the ability of positive and quality information literacy is influenced by how individuals are actively involved and able to practice the values they get in the classroom.

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“…These elements along with linguistic disparities add to the complexity of second/foreign language education. Among numerous interacting factors in L2 education, classroom culture is the core and a macro element due to its power to influence other constituent components and almost all aspects of language learning (Altun, 2013 ). It is a broad term referring to the common behaviors, value systems, beliefs, unwritten rules, teaching and learning methods, and relationships in a classroom (Cakiroglu et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

The Role of Classroom Culture and Psychological Safety in EFL Students' Engagement

Xiao-wei

2021

Front. Psychol.

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Language learning is a complex phenomenon that is the outcome of an interplay of numerous inter/intra-personal variables. Out of these factors, emotions play a critical role in the whole process of learning. Research approves that positive emotions lead to positive outcomes. This is only obtainable in a positive classroom culture where students feel psychologically safe. If so, they actively engage in the classroom activities for a longer period. However, the macro-effect of classroom culture in EFL/ESL contexts has been limitedly explored. Against this shortcoming, the present article provides a brief account of the definition and conceptualization of classroom culture and its impact on two learner psychology variables (i.e., psychological safety, engagement). Moreover, the dimensions and factors influencing these variables are discussed. Finally, the study offers some implications for different stakeholders in EFL/ESL contexts and enumerates a number of research gaps and future directions for future scholars in this line of inquiry.

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Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers’ Professional Development

Abstract: This study aims to examine primary student teachers ' (PSTs)

Cited by 10 publications

References 27 publications

Preservice Mathematics Teachers’ Personal Figural Concepts and Classifications About Quadrilaterals

Preservice Mathematics Teachers’ Personal Figural Concepts and Classifications About Quadrilaterals

Information Literacy in Class Culture-Based Learning

The Role of Classroom Culture and Psychological Safety in EFL Students' Engagement

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