Öğretmen Adaylarının Eğitim Programı Okuryazarlık Düzeyleri

Ünal, Dilşat Peker

doi:10.14527/9786257228589.46

Cited by 4 publications

(11 citation statements)

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“…It is essential for teachers, who are the curriculum implementers, to see themselves as competent about the programs. When the literature is examined, studies with similar results are encountered (Aslan, 2019;Aslan & Gürlen, 2019;Atlı, Kara & Mirzeoğlu, 2021;Bayrı, 2022;Barut & Gündoğdu, 2023;Boncuk, 2021;Çetinkaya & Tabak, 2019;Dağ, 2021;Demir & Toraman, 2021;Erdem & Eğmir, 2018;Gömleksiz & Erdem, 2018;Güneş Şinego & Çakmak, 2021;Kale, 2022;Kana et al, 2018;Sarıca, 2021;Sural & Dedebali, 2018;Şahin & Aşkın Tekkol, 2023;Yılmaz & Kahramanoğlu, 2021). However, the results of some studies in the literature do not show similarity with the results of this study.…”

Section: Discussionmentioning

confidence: 86%

“…The mean on the reading sub-dimension was higher than on the writing sub-dimension. Çetinkaya and Tabak (2019), Erdem and Eğmir (2018) and Yıldız (2019) found that the reading dimension had a higher mean than the writing dimension in their studies. These findings can be interpreted as the teachers' knowledge about the program is higher than their application knowledge.…”

Section: Discussionmentioning

confidence: 88%

“…Bolat's (2017) work was followed by other scale development studies (Akyıldız, 2020;Kasapoğlu, 2020;Keskin & Korkmaz, 2021;Yar Yıldırım & Dursun, 2019;Yar Yıldırım, 2020;Yıldırım, 2019). When studies on CL in recent years are reviewed, it is detected that pre-service teachers (Çetinkaya and Tabak, 2019;Demir, Yücesoy and Serttaş, 2020;Erdamar and Akpınar, 2020;Erdem and Eğmir, 2018;Gömleksiz and Erdem, 2018;Kana, Aşçı, Zorlu Kana, and Elkıran, 2018;Şahin and Aşkın Tekkol, 2023) and teachers (Aslan, 2019;Aslan and Gürlen, 2019;Atlı, Kara and Mirzeoğlu, 2021;Barut and Gündoğdu, 2023;Berkant and Mansuroğlu, 2023;Demir and Toraman, 2021;Güneş Şinego and Çakmak, 2021;Kahramanoğlu, 2019;Sarıca, 2021;Yar Yıldırım and Dursun, 2019;Yılmaz and Kahramanoğlu, 2021) are preferred as the sample. When the literature on CL is examined, the scarcity of mixed-method studies on the subject is striking (Aygün, 2022;Bayrı, 2022;Keskin, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Eğitim programları öğretim etkinlikleri için yol gösterici bir haritadır; çünkü öğretim için hedeflenen sonuçları, bu hedeflere ulaşmak için belirlenen içeriği, öğrenme-öğretme durumlarını ve uygun ölçme araçlarını programlar belirler (Çetinkaya & Tabak, 2019). Bu sebeple öğretim sürecinden sorumlu olan öğretmenlerin en değerli rehberi programlarıdır.…”

Section: Introductionunclassified

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2023

TAY Journal

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In this research, it is aimed to reveal the situations experienced by university students regarding Covid-19 pandemic and its aftermath. The research was conducted by a qualitative research design, and data were collected using a semi-structured interview form from 31 junior students attending a Faculty of Education. The collected data were analysed by content analysis. As a result of the research, it is understood that the students are satisfied to have returned to face-to-face education. Overcrowded school and dormitory make it difficult to comply with the measures taken, and cause problems related to cleaning. It has been found that the rate of compliance of students with pandemic measures at school is higher than in dormitories. The majority of students identified having problems with wearing masks, obeying social distancing and following hygiene rules. It is understood that Covid-19 pandemic has made life difficult and people unhappy and hopeless. It is found that people have been bored with the pandemic, they have been worried about the risk of infections, so they socialize and communicate less and treat each other more coldly.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionunclassified

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Untitled

2023

TAY Journal

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“…Bolat (2017), Yıldırım (2019), Akyıldız (2020), Kasapoğlu (2020) ile Yar-Yıldırım (2020) program okuryazarlığı ölçeği geliştirme çalışmaları yapmışlardır. Aslan (2018), Erdem ve Eğmir (2018), Sarıgöz ve Bolat (2018), Sural ve Dedebali (2018), , Çetinkaya ve Tabak (2019), Kahramanoğlu (2019), Mansuroğlu (2019), Saral (2019), Kuyubaşoğlu (2019), Yıldız (2019), Keskin (2020), Şahin (2020), Dilek (2020), Avar-Vayvay (2020), Peker-Ünal (2020), Altuncu (2021), Boncuk (2021), Demir ve Toraman (2021), Güneş-Şınego ve Çakmak (2021), Sarıca (2021), Tutuş (2021), Yılmaz (2021), Bayrı (2022), Demir (2022) ile Aydın ve Kurt (2022) öğretmenler ve öğretmen adaylarının program okuryazarlık düzeylerini belirlemeye yönelik çalışmalar yapmışlardır. Gömleksiz ve Erdem (2018), Kana, Aşçı, Zorlu Kana ve Elkıran (2018) öğretmen ve öğretmen adaylarının program okuryazarlığına ilişkin görüşlerini tespit etmeyi amaçlamışlardır.…”

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Investigation of Curriculum Literacy Levels of School Administrators and Teachers

Türeyen,

Berkant

2023

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Eğitim programı, toplumun ihtiyaçlarına göre belirlenen bilgi, beceri ve duyguları öğrencilere aktarmak için uygulanan, ayrıca toplumun üzerinde uzlaştığı politika beyanı olarak resmi makamlarca uygun görülen teknik bir belgedir (Bolat, 2017). Eğitim programları hedeflerinin gerçekleşmesi için programın uygulanmasından sorumlu olan öğretmenlerin başarılı birer uygulayıcı olmaları esastır (Fer, 2020). Ayrıca öğretmenler, eğitim programı amaçlarının öğrencilere kazandırılmasında eğitim programları ile öğrenciler arasında bir köprü vazifesi görürler (Peker-Ünal, 2020). Berkant (2020) eğitim programının yürütücüsü olan öğretmenleri, program geliştirme uzmanlarından oluşan bir komisyon tarafından tasarlanan ve eğitim alanından yetkili makamların onayladığı programı, farklı eğitim ortamlarında uygulayarak öğrencilerin öğrenmelerinden sorumlu uzman kişiler olarak tanımlamaktadır. Bu bağlamda, öğretmenlerin eğitim programlarını öncelikle *Bu çalışma Hasan TÜREYEN'in "Okul Yöneticilerinin ve Öğretmenlerin Program Okuryazarlıklarının İncelenmesi" adlı yüksek lisans tezinden türetilmiştir.

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Curriculum Literacy Perception Level of Teachers

Gündoğan İnce,

Şan,

Uyar

2023

International Journal of Educational Research Review

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The main purpose of this study is to determine the curriculum literacy levels of the teachers. For this purpose, the study was designed as correlational research. The participants of the study consisted of 447 teachers working in Birecik district of Şanlıurfa. The data were collected using the “Curriculum Literacy Scale” developed by Bolat (2017). In analyzing the data, measures of central tendency (mode, median, arithmetic mean) were used to determine teachers’ curriculum literacy perception levels. Mann Whitney U test was used to determine whether their perception level differed according to gender variable. Kruskal Wallis H test was used for measurements related to the school level, year of work experience, and age variables. As a result of the study, it was found that the reading perception level (X̄=89.86), writing perception level (X̄=85.57) and curriculum literacy level of teachers were at a very high level (X̄=87.79). Curriculum literacy perception levels of the teachers were found to differ according to gender variable. On the contrary, no significant difference was obtained between curriculum literacy levels and age, school level, year of work experience and postgraduate education status variables.

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Öğretmen Adaylarının Eğitim Programı Okuryazarlık Düzeyleri

Cited by 4 publications

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Investigation of Curriculum Literacy Levels of School Administrators and Teachers

Curriculum Literacy Perception Level of Teachers

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