Life Skills as a Predictor of Psychological Well-Being of Pre-Service Pre-School Teachers in Turkey

Kasapoğlu, Koray; Didin, Melek

doi:10.33200/ijcer.544232

Cited by 11 publications

(6 citation statements)

References 52 publications

(43 reference statements)

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“…However, it can also be influenced by the individual because, as indicated Singh and Sharma (2018), self-regulation abilities have a positive association with psychological well-being and its components. Good life skills can positively influence educators' psychological well-being (Kasapoglu & Didin, 2019). This is confirmed by the significant correlations between the components of psychological well-being, self-control, and emotional intelligence revealed in our study.…”

Section: Discussionsupporting

confidence: 86%

Emotional Intelligence, Psychological Well-Being, and Self-Control of Athletic and Non Athletic Postgraduates

Dumčienė

2021

PED

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The article presents differences in scores of components of emotional intelligence, psychological well-being, and self-control constructs’ in terms of gender, athletic, non-athletic postgraduates, and significant correlations between some components’ of the studied constructs. Only the scores of perception of emotion and using emotions were significantly higher for athletic than non-athletic. The article also presents models for predicting components’ values of psychological well-being.

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Section: Discussionsupporting

confidence: 86%

Emotional Intelligence, Psychological Well-Being, and Self-Control of Athletic and Non Athletic Postgraduates

Dumčienė

2021

PED

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“…They also revealed certain issues specific to LS education at FP level, such as a lack of appropriate training in the subject at university and a generally negative and unsupportive attitude towards the subject at schools. Kasapoglu and Didin (2019) raised a very pertinent point on the importance of training effective preservice teachers to impart LS to FP learners, declaring that the determining factor in FP learners' success is an experienced, passionate and well-equipped LS teacher. Demotivated and ill-equipped LS teachers are unable to be 'the more knowledgeable other' that is required for the construction of knowledge according to Vygotsky's (1980) social constructivist theory, which emphasises the construction of knowledge through effective interaction between individuals and a more knowledgeable other in a social context.…”

Section: Themementioning

confidence: 99%

Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

Arasomwan

Mashiya

2021

South African Journal of Childhood Education

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Background: In South Africa socio-economic problems such as poor health conditions, juvenile delinquency, high rates of school dropout and teenage pregnancy are increasing. Therefore, it is vital to prepare foundation phase (FP) pre-service teachers to fortify children with basic life skills (LS) that will help them to cope with real-world challenges and demands.Aim: The study is aimed to explore the experiences of pre-service FPLS teachers during their teaching practice.Setting: This qualitative case study was conducted in the FP department of a teacher-training institution at a South African university.Methods: Twenty final-year pre-service teachers were purposively selected to participate in semi-structured interviews and reflective writing exercises. Thematic analysis was used to analyse the data, and the classification of the emerging themes was informed by Vygotsky’s sociocultural theory.Results: The findings revealed pre-service teachers’ experience of support from mentors, a struggle with implementation of FP curriculum, realities of classroom interaction, inefficient language of interaction for the FP classroom, and a lack of awareness of the importance of LS as a subject.Conclusion: The study argues that to improve the pedagogy of future LS teachers, a review and reform of the LS teacher-training curriculum are necessary. This curriculum needs to provide more extensive micro-teaching that promotes teachers’ general proficiency in the home languages of their learners and equips them with effective teaching strategies. The implementation of the LS curriculum needs to be regularly evaluated to ensure that these skills are imparted to young learners for their individual benefit and for the benefit of society.

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“…As for the ownership construct, PRA pre-service teachers were found to achieve a very high level compared to other fields. This is because PRA pre-service teachers are trained to educate children aged 4–6 years in terms of the children's preparation before entering real schools ( 67 ). This role is assumed by PRA pre-service teachers to ensure that PRA students master basic education; thus, the teachers are more responsible and ready to face any challenges.…”

Section: Discussionmentioning

confidence: 99%

“…This role is assumed by PRA pre-service teachers to ensure that PRA students master basic education; thus, the teachers are more responsible and ready to face any challenges. Besides, 2–6 year-olds tend to be influenced by their surroundings such as parents, friends, and teachers ( 67 ). To ensure the success of these preschoolers, PRA pre-service teachers are more optimistic and do not give up easily.…”

Section: Discussionmentioning

confidence: 99%

Development of Adversity Quotient (AQ) index of pre-service teachers in Institute of Teacher Education (IPG)

Adnan¹,

Matore

2022

Front. Public Health

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The study aims to develop the Adversity Quotient (AQ) index of pre-service teachers during practicum training. The study also has assessed psychometric characteristics using the Rasch model. The original contribution is by addressing gaps of measuring AQ accurately among pre-service teachers through index at the Institute of Teacher Education (IPG) that not been widely explored. The research design entails a survey with a quantitative approach through questionnaires. The four main constructs of AQ comprises Control, Ownership, Reach, and Endurance (CORE model). This study involves several key procedures such as challenge identification, expert validity, item development, and psychometric testing of items before developing the index. A total of 96 items were produced and piloted over 159 pre-service teachers. Findings from the pilot study showed 54 items that met all assumptions from the Rasch model such as item fit, unidimensionality, local independence, reliability, and separation index. The actual study was conducted on 542 pre-service teachers from five Malaysian Institutes of Teacher Education (IPG) in the Central Zone through stratified random sampling. The data were analyzed using SPSS version 26.0 and WINSTEPS version 3.71.0.1. The findings showed the 46.86% of practicum pre-service teachers have a moderately high AQ index with 74.80. The Control and Ownership recorded a high level AQ index with 77.30 and 77.10, respectively, while Reach and Endurance were at a moderate level AQ index with 73.20 and 71.50. The AQ index of male pre-service teachers is higher (76.29) than the female (74.09). It can be seen that eighth semester pre-service teachers is higher (75.28) than the sixth semester (74.38). The Science (SN) field recorded as a highest index (80.45), while the Visual Arts Education (PSV) field has a lowest index score (70.29). Further studies can be done by reviewing the pre-service teacher development program by empowering the reach and endurance aspects to ensure that the future teachers are resilient to challenges.

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Life Skills as a Predictor of Psychological Well-Being of Pre-Service Pre-School Teachers in Turkey

Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 11 publications

References 52 publications

Emotional Intelligence, Psychological Well-Being, and Self-Control of Athletic and Non Athletic Postgraduates

Emotional Intelligence, Psychological Well-Being, and Self-Control of Athletic and Non Athletic Postgraduates

Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

Development of Adversity Quotient (AQ) index of pre-service teachers in Institute of Teacher Education (IPG)

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