The Investigation of Pre-service Science Teachers’ Reflective Journals

Cengiz, Canan; Karataş, Faik Özgür; Yadigaroğlu, Mustafa

doi:10.1016/j.sbspro.2014.01.751

Cited by 9 publications

(8 citation statements)

References 5 publications

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“…Reflective thinking and practice take into account different trends in the research literature. For example, while one vein of research focuses on the improvement of reflective thinking (Pavlovich, 2007;Russell, 2005), another group of research is interested in describing the levels or classification of reflective thinking (Cengiz, Karatas, & Yadigaroglu, 2014;Collier, 1999;Hatton & Smith, 1995;Jay & Johnson, 2002;Larrivee, 2008;Valli, 1997;Ward & McCotter, 2004). The striking finding of these research trends was that descriptive reflection tended to be the most common preference among preservice teachers (Cengiz et al, 2014;Hatton & Smith, 1995).…”

Section: Introductionmentioning

confidence: 99%

“…For example, while one vein of research focuses on the improvement of reflective thinking (Pavlovich, 2007;Russell, 2005), another group of research is interested in describing the levels or classification of reflective thinking (Cengiz, Karatas, & Yadigaroglu, 2014;Collier, 1999;Hatton & Smith, 1995;Jay & Johnson, 2002;Larrivee, 2008;Valli, 1997;Ward & McCotter, 2004). The striking finding of these research trends was that descriptive reflection tended to be the most common preference among preservice teachers (Cengiz et al, 2014;Hatton & Smith, 1995). On the other hand, based on their review, Dyment and O'Connell (2011) stated that preservice teachers could write higher quality journals if consideration was made regarding the limiting and supporting factors which influence their writing.…”

Section: Introductionmentioning

confidence: 99%

“…Around the world, the studies conducted with preservice and in-service teachers in early childhood area (Beavers, Orange, & Kirkwood, 2017;Cherrington & Loveridge, 2014;Durand, Hopf, & Nunnenmacher, 2016;Foong, Binti, & Nolan, 2018;Kahles, 2015;Riojas-Cortez, Alanís, & Flores, 2013) have addressed on different aspects of reflection and reflective thinking. In Turkey, a few studies have focused on reflective journal writing of preservice teachers in different areas of education, computer and instruction technology (Akkoyunlu, Telli, Cetin, & Daghan, 2016), science (Cengiz et al, 2014) primary education (Ekiz, 2006;Koc & Yildiz, 2012), and child development and early childhood education (Isikoglu, 2007;Kucukoglu, Ozan, & Tasgin, 2016;Sahin, 2009). Although a wealth of research literature has considered journal writing as an effective tool, there continues to be a need for conducting further research in this area with early childhood preservice teachers.…”

Section: Introductionmentioning

confidence: 99%

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Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Ünlü¹,

Dökme²

2017

EJER

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The purpose of the study is to determine the effect of gender and class level on science teacher candidates' epistemological beliefs and critical thinking disposition, as well as examine the relationship between these two dependent variables.Research Methods: This study was designed as a descriptive survey. Participants were 447 students majoring in science education. The data for the epistemological beliefs was collected with the Scale of Epistemological Beliefs (SEB); data for critical thinking disposition was collected with the California Critical Thinking Disposition Inventory (CCTDI). The data was evaluated in SPSS with a Mann Whitney U, Kolmogorov-Smirnov, and two variable correlation. Findings The study found that female students had more developed epistemological beliefs than their male counterparts. Students' SEB and CCTDI scores also exhibit a moderate positive correlation. The students' epistemological beliefs and critical thinking dispositions did not vary regularly by class level.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Ünlü¹,

Dökme²

2017

EJER

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Section: Introductionmentioning

confidence: 99%

New Barriers to Technology Integration

İzmirli¹,

Kirmaci²

2017

EJER

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Purpose of the Study: Although there are many reasons to use technology in the classroom (to enhance student achievement, motivation, and process productivity; diversity offers teachers new alternatives for instruction and supports self-learning), various barriers hinder technology integration. Technology integration in the education field is a multidimensional process, and its success depends on many variables. Therefore, it is necessary to reexamine the barriers under several changing

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“…Autentiška informacija apie studentų asmeninę patirtį leidžia ne tik išsamiai analizuoti kiekvieną atvejį, bet ir ugdo studentų gebėjimą reflektuoti. Tačiau tokia individuali prieiga, kai tyrimo instrumentu tampa pats tyrėjas , reikalauja didelių laiko išteklių, galima įvertinti gana nedidelį skaičių studentų (Stephenson, 2017), be to, studentų gebėjimas reflektuoti gali reikšmingai skirtis (Cengiz et al, 2014). Kai tyrimo klausimui nereikia tokios giluminės analizės, tyrėjai renkasi kiekybinį tyrimo dizainą.…”

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Difficulties Experienced by Pre-Service Teachers During Pedagogical Practice: Psychometric Properties of the Questionnaire Structure

Lazdauskas

Saikauskienė

2020

ActPaed

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The aim of our study was to describe the psychometric properties of the structure of a questionnaire designed to assess the difficulties experienced by pre-service teachers during their pedagogical practice. The study involved 110 pre-service teachers (university students): 96 women and 14 men, with a mean age of 24,28 years (SD = 5,03). Based on our previous research, a set of 20 items was developed asking students to rate their experience on a five-point scale. The hierarchical items cluster analysis algorithm ICLUST was used to test the psychometric characteristics of the questionnaire structure. The analysis was performed according to Revelle’s guidelines. Due to the ordinal nature of items, the cluster analysis was performed on the basis of a polychoric correlation matrix. The statistical analysis was carried out using the psych package in R. The reliability of the clusters was assessed taking into account Cronbach’s alpha and Revelle’s beta indicators. Cluster fit, pattern fit, and RMSR were selected as model fit indicators. Two models were developed: the seven-cluster model and two-cluster model. The seven-cluster model consisted of the following clusters: search and selection of material (K1; α = 0,75, β = 0,75), selection of teaching methods (K10; α = 0,77, β = 0,69), classroom management (K13; α = 0,81, β = 0,72), lack of subject and pedagogical knowledge (K3; α = 0,67, β = 0,67), emotions (K4; α = 0,75, β = 0,75), time management (K12; α = 0,70, β = 0,62), and organizational difficulties (K11; α = 0,66, β = 0,60). The two-cluster model consisted of the following clusters: search and selection of material (K1; α = 0,75, β = 0,75) and general difficulties (K18; α = 0,85, β =0,75). Combining 20 items into seven clusters allowed to achieve the best psychometric characteristics of the questionnaire and to reliably assess the difficulties experienced by pre-service teachers during their pedagogical practice. The characteristics of the two-cluster model were satisfactory, and the 18-items general difficulty scale of this model can be chosen as an alternative to calculate the overall estimate of the difficulties experienced by pre-service teachers during their pedagogical practice.

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The Investigation of Pre-service Science Teachers’ Reflective Journals

Cited by 9 publications

References 5 publications

Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

New Barriers to Technology Integration

Difficulties Experienced by Pre-Service Teachers During Pedagogical Practice: Psychometric Properties of the Questionnaire Structure

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