Uzaktan Eği̇ti̇mle Yapilan Türkçe Dersi̇ni̇n Öğretmen Görüşleri̇ne Göre Değerlendi̇ri̇lmesi̇

Özgül, Emrah; Ceran, Dilek; Yıldız, Derya

doi:10.37669/milliegitim.776137

Cited by 35 publications

(22 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Özgül, Ceran & Yıldız (2020, p. 409) found out that Turkish teachers assign homework for testing and evaluation in distance education, use ready-made tests, and teach lessons using the question-answer technique. The findings of Özgül, Ceran and Yıldız (2020) are in line with the finding in this study that Turkish teachers mostly benefit from ready-made activities. In addition, the presence of teachers who cannot prepare technology-based activities in the distance education process shows that ISTE standards have not been achieved.…”

Section: Discussion Results and Recommendationssupporting

confidence: 90%

“…Özgül, Ceran & Yıldız (2020, p. 405) revealed that Turkish teachers stated that there should be a different infrastructure for activities in live lessons regarding the teaching of speaking skills in distance education, and that they need instantly available activities loaded on the system for speaking and other skills. The findings of Sarıçam, Özdoğan & Topçuoğlu Ünal (2020), Karakuş, Ucuzsatar, Karacaoğlu, Esendemir & Bayraktar (2020), Süğümlü (2021), andÖzgül, Ceran &Yıldız (2020) support the opinions in negative category expressed in this study that the activities in middle school Turkish textbooks are not appropriate for distance education. Considering the findings in the second sub-category of this study and the findings in literature, it is concluded that speaking activities in middle school Turkish textbooks are not appropriate for distance education and that these contents should be digitalized by making them interactive.…”

Section: Discussion Results and Recommendationssupporting

confidence: 74%

“…In this study, it was concluded that Turkish teacher candidates have not been able to adapt to the distance education process; they think that such skill-based lessons could not be conducted using distance education and that they suggest returning to face-to-face education as soon as possible. Özgül, Ceran & Yıldız (2020) have presented the views of Turkish teachers on how Turkish lessons are carried out through distance education applications. Turkish teachers have expressed their views on distance education lessons in such themes as challenges and contributions, EBA, substantial content, and inadequate assessment and evaluation.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Views Regarding the Usability of Middle School Turkish Textbooks in the Distance Education Process

Şengül¹,

Karagöl²

2021

IOJES

View full text Add to dashboard Cite

Textbooks are at the top of most important materials for teaching Turkish. Current textbooks have been designed for face-to-face learning. However, in distance education that started with the COVID-19 pandemic, there is a need for materials that have been adapted to technology. The purpose of this study is to examine the Turkish teachers' views on the usability of textbooks in the distance education process. The research is planned as a qualitative case study and its study group consists of 30 Turkish teachers who teach using distance education processes. The data was collected through an interview form and was analyzed using the technique of content analysis. As a result of the study, it was determined that middle school Turkish textbooks are not suitable for distance education in terms of listening/monitoring, speaking, writing, reading, and vocabulary teaching activities and research assignments. Furthermore, it was found out that Turkish teachers usually resort to readymade activities when the textbooks are insufficient, and they do not/cannot create interactive content using WEB 2.0 tools.

show abstract

Section: Discussion Results and Recommendationssupporting

confidence: 90%

Section: Discussion Results and Recommendationssupporting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Views Regarding the Usability of Middle School Turkish Textbooks in the Distance Education Process

Şengül¹,

Karagöl²

2021

IOJES

View full text Add to dashboard Cite

show abstract

“…Demir and Özdaş (2020) found in their study that teachers encountered problems with participation, planning, uncertainty, communication, infrastructure, and education information network (EBA) in distance education activities. Özgül, Ceran and Yıldız (2020) stated in their study that there are problems related to lack of communication, inability to access the internet, and reluctance in distance education. The studies conducted show similarities with the findings of our study.…”

Section: Discussionmentioning

confidence: 99%

Motivation And Job Satisfaction Of Physical Education Teachers During Pandemic

Namli¹,

Yücekaya²

2021

OPUS Uluslararası Toplum Araştırmaları Dergisi

View full text Add to dashboard Cite

This research aims to determine the motivation and job satisfaction of physical education teachers during the pandemic. For this purpose, phenomenological design, one of the qualitative research methods, was used in the research. The sample of the study consists of 16 physical education teachers who teach in distance education during the pandemic. Descriptive and content analysis was used in the analysis of the research. According to the results of the research, physical education teachers cannot spend effective time while providing distance education during the pandemic. They stated that the reason for this is that it is not like face-to-face education. Almost all of the physical education teachers stated that the lessons they give in distance education are not efficient. It is also stated in the results of the research that teachers and students have a low desire to participate in the course and the conditions are not suitable during the pandemic. In this process, it was determined that teachers thought this was a temporary process and motivated both themselves and their students. As a result of the research, most of the teachers stated that they could not get job satisfaction. At the same time, it was revealed that the majority of teachers were unable to open exercises, dyk courses and elective sports courses were not preferred by the school administrations, resulting in low additional course fees and this situation caused financial problems.

show abstract

“…Başlıca çalışma konularına bakıldığında Türkçenin yabancı dil olarak uzaktan öğretimine ilişkin öğrenici ve öğretici görüşleri (Güngör, Çangal ve Demir, 2020;Karatay, Kaya ve Başer, 2021;Yurdakul ve Duman, 2021), yabancı dil olarak Türkçe öğrenme sistemlerinin eş zamansız iletişim ortamlarındaki yeri (Pilancı, 2018) dikkat çekmektedir. Uzaktan eğitimle ilgili yapılan diğer çalışmalara bakıldığında, öğretmen adaylarının ve öğrencilerin uzaktan eğitime yönelik algıları ve görüşleri (Bozkurt, 2020;Kaplan ve Gülden, 2021;Karakuş, Ucuzsatar, Karacaoğlu, Esendemir ve Bayraktar, 2020;Karatepe, Küçükgençay ve Peker, 2020;Özgül, Ceran ve Yıldız, 2020;Sarıtaş ve Barutçu, 2020;Yılmaz ve Güven, 2015) ve Türkçe uzaktan eğitim araştırmalarının incelenmesi (Horzum, Özkaya, Demirci ve Alpaslan, 2013) dikkat çekmektedir. Türk dilini ve kültürünü dünyaya tanıtmaya çalışan öğreticilerin salgın sürecinde uzaktan eğitimi nasıl algıladıkları merak konusu olmuştur.…”

Section: Introductionunclassified

Yabancı dil olarak Türkçeyi uzaktan öğretenlerin uzaktan öğretime ilişkin metaforik algıları

Eroğlu

Okur

2021

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

View full text Add to dashboard Cite

Bu araştırmanın amacı yabancı dil olarak Türkçeyi uzaktan öğretenlerin uzaktan öğretime ilişkin metaforik algılarını ortaya çıkarmaktır. Bu amaç doğrultusunda nitel araştırma yöntemlerinden olgu bilim (fenomenoloji) kullanılmıştır. Araştırmada 2020-2021 eğitim-öğretim yılının bahar döneminde Türkiye'nin farklı illerinde yabancılara Türkçe öğreten 58 kadın, 25 erkek toplam 83 katılımcı yer almıştır. Veriler yabancılara Türkçe öğreticileri için hazırlanan metafor formundan elde edilmiştir. Verilerin toplanması için oluşturulan metafor formunda, yönerge kısmı, demografik bilgiler kısmı ve metafor kısmı bulunmaktadır. Yönerge kısmında, çalışmanın amacı belirtilip paylaşılan bilgilerin gizli kalacağı, çalışma sonucunu merak edenler için mail adresi bulunmaktadır. Demografik bilgiler kısmında, katılımcılara ait cinsiyet, yaş, görev süresi, ders verilen teknolojik aracın ve internetin temin şekli gibi bilgiler yer almaktadır. Form GoogleDocs aracılığıyla oluşturulmuş ve öğreticilerle form link paylaşılmış ve formu doldurmaları istenmiştir. Doldurulan formlar araştırmanın verilerini oluşturmuştur. Katılımcılardan tarafından doldurulan form excel programına otomatik kaydedilmiştir. Araştırmada içerik analizi kullanılmıştır. Analiz yapılırken excelden word dosyasına veriler kategorilere ayrılıp ortak özellikte olanlar bir araya getirilerek tablolar şeklinde kaydedilmiştir. Araştırmanın geçerlik ve güvenirliği sağlamak için de iki uzmanla değerlendirme toplantısı yapılmıştır. Araştırma sonucunda yabancılara Türkçe öğretenlerin uzaktan öğretime ilişkin kültür, zor, keyifli, yenilik, emek, yemek ve diğer olmak üzere toplam yedi kategori oluşturduğu bulunmuştur. Yabancılara Türkçe öğreticilerin uzaktan öğretimine ilişkin en çok kültür kategorisinde metafor oluşturdukları kaydedilmiştir.

show abstract

Uzaktan Eği̇ti̇mle Yapilan Türkçe Dersi̇ni̇n Öğretmen Görüşleri̇ne Göre Değerlendi̇ri̇lmesi̇

Cited by 35 publications

References 4 publications

Teachers’ Views Regarding the Usability of Middle School Turkish Textbooks in the Distance Education Process

Teachers’ Views Regarding the Usability of Middle School Turkish Textbooks in the Distance Education Process

Motivation And Job Satisfaction Of Physical Education Teachers During Pandemic

Yabancı dil olarak Türkçeyi uzaktan öğretenlerin uzaktan öğretime ilişkin metaforik algıları

Contact Info

Product

Resources

About