Pedagogical Formation Education via Distance Education

Deniz Ozcan; Zeynep Genc

doi:10.12973/eurasia.2016.1205a

Full Text (PDF)

Deniz Ozcan ¹ ^* , Zeynep Genc ¹

More Detail

¹ Near East University^* Corresponding Author

Abstract

Abstract The purpose of this research is to identify the curriculum development efficacy perceptions of pedagogical formation students, their views regarding their professional attitudes and pedagogical formation education via distance education they receive. The universe of the study includes 438 students who receive Pedagogical formation education via distance education in Near East University. The sampling of the study consists of 235 pedagogical formation students to implement the efficacy scale, 290 to implement the attitude scale and 73 for semi-structured interview. In the study, it was concluded the students generally perceive themselves as sufficient in the curriculum development. There are not any differences when the overall professional attitude of the students is considered. Students generally reported positive views regarding the education they receive.

Keywords

distance education
Curriculum Development
pedagogical formation
professional attitude

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 2, 347-360

https://doi.org/10.12973/eurasia.2016.1205a

Publication date: 01 Jul 2016

Article Views: 2020

Article Downloads: 1026

Open Access References How to cite this article

References

Abazaoglu, I. (2014). Dunyada ogretmen yetistirme programları ve ogretmenlere yonelik mesleki gelisim uygulamaları. Electronic Turkish Studies, 9 (5).
Akdemir, O., Bicer, D., & Parmaksız, R. S. (2015). Prospective teachers’ information and communication technology metaphors. World Journal on Educational Technology, 7(1).
Aksoy, M. E. (2010). Ogretmen adaylarının ogretmenlik meslegine iliskin tutumları. Gaziosmanpasa Universitesi Sosyal Bilimler Arastırmaları Dergisi,5 (2), 197- 212.
Ashton, P. T., Webb, R. B., & Doda, N. (1983). A study of teachers' sense of efficacy. Final report, executive summary. Gainsville, University of Florida.
Ashton, P., Buhr, D. & Crocker, L. (1984). Teachers' sense of efficacy: a self- or normreferenced construct?. Florida Journal of Educational Research, 26 (1), 29-41.
Aslan, D. & Koksal Akyol, A. (2006). Okul oncesi ogretmen adaylarının ogretmenlik meslegine yonelik tutumları ve mesleki benlik saygılarının incelenmesi. C.U. Sosyal Bilimler Enstitusu Dergisi, 1 (2), 51-60.
Baker, J. D. (2004). An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom. The Internet and higher education, 7(1), 1-13.
Bıkmaz, F. H. (2004). Sınıf ogretmenlerinin fen ogretiminde oz yeterlilik inancı olceginin gecerlik ve guvenirlik calısması. Milli Egitim Dergisi. 161.
Bozdogan A.E., Aydın, D. & Yıldırım, K. (2007). Ogretmen Adaylarının Ogretmenlik Meslegine Iliskin Tutumları, Ahi Evran Universitesi Kırsehir Egitim Fakultesi Dergisi (KEFAD), Cilt 8, Sayı 2, s.83-97.
Bulut, I. (2009). Ogretmen adaylarının ogretmenlik meslegine iliskin tutumlarının degerlendirilmesi (Dicle ve Fırat Universitesi Ornegi). Dicle Universitesi Ziya Gokalp Egitim Fakultesi Dergisi, 14, 13-24.
Cakır, O., Kan, A. & Sunbul, O. (2006). Ogretmenlik meslek bilgisi ve tezsiz yuksek lisans programlarının tutum ve ozyeterlik acısından degerlendirilmesi. Mersin Universitesi Egitim Fakultesi Dergisi, 2(1), 36-47.
Camadan, F. & Duysak, A. (2010). Farklı programlardaki ogretmen adaylarının ogretmenlik meslegine yonelik tutumlarının cesitli degiskenler acısından karsılastırılması: Rize Universitesi Ornegi. International Conference on New Trends in Education and Their Implications, 11-13 November, 2010, Antalya-Turkey.
Can, S. (2010). Tezsiz yuksek lisans ogrencilerinin ogretmenlik meslegine yonelik tutumları. Mugla Universitesi Sosyal Bilimler Enstitusu Dergisi (ILKE), 24, 1-28.
Capri, B. & Celikkaleli, O. (2008). Ogretmen adaylarının ogretmenlige iliskin tutum ve mesleki yeterlik inanclarının cinsiyet, program ve fakultelerine gore incelenmesi. Inonu Universitesi Egitim Fakultesi Dergisi, 9(15), 33–53.
Cermik, H., Dogan, B. & Sahin, A. (2010). Sınıf ogretmenligi ogretmen adaylarının ogretmenlik meslegini tercih sebepleri. Pamukkale Universitesi Egitim Fakultesi Dergisi, 28, 201-212.
Cetinkaya, Z. (2009). Turkce ogretmen adaylarının ogretmenlik meslegine iliskin tutumlarının belirlenmesi. Ilkogretim Online, 8(2), 298-305.
Ceylan, M. & Turhan, E. (2010). Student-teachers’ opinions about education and teaching profession example of anadolu university. Procedia Social and Behavioral Sciences. 2, 2287–2299.
Erdamar Koc, G. & Demircioglu, Y. (2009). Aile ekonomisi ve beslenme egitimi bolumu ogretmenlerinin ve ogretmen adaylarının ogretmenlik meslegine yonelik gorusleri. Pamukkale Universitesi Egitim Fakultesi Dergisi, 25, 118-129.
Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76 (4), 569-582.
Goddard, R. D., Hoy, W. K., & Woolfolk, H. A. (2000). Collective teacher efficacy: its meaning, measure, and effect on student achievement. American Education Research Journal, 37, 479–507.
Guneyli, A. & Aslan, C. (2009). Evaluation of Turkish prospective teachers’ attitudes towards teaching profession (Near East University case). Procedia Social and Behavioral Sciences, 1, 313–319.
Gurlen, E. & Demırel, O. (2010). Avrupa Birligi ve Turkiye’deki ogretmen yeterliklerin karsılastırmalı incelenmesi (in Turkish). Proceedings of International Conference on Teacher Training Policies and Problems II, 396-401.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63–69.
Hamurcu, H. (2006). Sınıf ogretmeni adaylarının fen ogretmine yonelik oz yeterlik inancları. Egitim Arastırmaları, 24, 112-122.
Karasar, N. (2005). Bilimsel Arastırma Yontemi. Ankara: Nobel Yayın Dagıtım.
Kucukyılmaz, A.,& Duban, N. (2006). Sınıf ogretimi adaylarının fen ogretimi oz-yeterlik inanclarının artırılabilmesi icin alınacak onlemlere iliskin gorusleri. Yuzuncu Yıl Universitesi Egitim Fakultesi Dergisi. 3 (2), 1–23.
Mariana, P., Viorel, P. F., Adrian, P. V., & Irina, P. I. (2013). E technology in high education for realistic modeling of crisis situations. Global Journal on Technology, 4(2).
Mingaleva, Z., Stegniy, V., & Chernovalova, G. (2013). Information Technologies in Distance Learning in Higher Education in Russia. Global Journal on Technology, 3.
Morgil, I., Secken, N., & Yucel, A. S. (2004). Kimya ogretmen adaylarının oz yeterlik inanclarının bazı degiskenler acısından incelenmesi. Balıkesir Universitesi. Fen Bilimleri Enstitusu Dergisi. 6, 62-72.
Oguz, A. (2010). Program Gelistirme ve Ogretim Dersine Yonelik Bir Tutum Olcegi Gelistirme. 1.Ulusal Egitim Programları ve Ogretim Kongresi. 13-15 Mayıs 2010 Balıkesir Universitesi Necatibey Egitim Fakultesi.
Ozbek, R. (2007). Ogretmen adaylarının ogretmenlik meslegini tercih etmelerinde kisisel, ekonomik ve sosyal faktorlerin etkililik derecesine iliskin algıları. Fırat Universitesi Sosyal Bilimler Dergisi, 17(1), 145-159.
Ozbek, R., Kahyaoglu, M. & Ozgen, N. (2007). Ogretmen adaylarının ogretmenlik meslegine yonelik goruslerinin degerlendirilmesi. Sosyal Bilimler Dergisi, 9(2), 221-232.
Ozcan, D.(2014). Ozel Egitim Ogretmenlerinin Program Gelistirme Ihtiyaclarına Yonelik Olusturulan Programın Etkililigi, Yayınlanmamıs Doktora Tezi, Yakın Dogu Universitesi, Lefkosa.
Ozcelik, H., & Kurt, A. (2007). Ilkogretim ogretmenlerinin bilgisayar ozyeterlikleri: Balıkesir ili ornegi. Ilkogretim Online, 6(3), 441-451.
Ozel, S. A., & Kaya, M. (2012). An online compiler module for grading programming assignments on Moodle distance education system. Global Journal on Technology, 1.
Ozgur, F. N. (1994). Ogretmenlik meslegine karsı tutum. Marmara Universitesi, Sosyal Bilimler Enstitusu, Yayınlanmamıs Doktora Tezi, Istanbul.
Rots, I., Aelterman A., Devos, G. & Vlerick, P. (2010). Teacher Education and the choice to enter the teaching profession: A prospective study. Teaching and Teacher Education, 26, 1619-1629.
Shih, T. K., Hung, J. C., Ma, J., & Jin, Q. (2007). A survey of distance education challenges and technologies. Future directions in distance learning and communication technologies, 1- 27.
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 59-70.
Tan, J. (2014). Pedagogy: Allied courses. Contemporary Educational Researches Journal, 3(1).
Thuranira, T. S. (2010). Perspectives on the teaching profession in Kenya. Unpublished PhD Thesis. University of Maryland, UMI 3443516.
Tschannen-Moran, M., Woolfolk H. A., & Hoy, W. K. (1998). Teacher efficacy: ıts meaning and measure. Review of Educational Research, 68 (2), 202-248.
Tucker, S. Y. (2003). A portrait of distance learners in higher education.Turkish Online Journal of Distance Education, 4(3).
Ustuner, M.(2006). Ogretmenlik Meslegine Yonelik Tutum Olceginin Gecerlik ve Guvenirlik Calısması, Educational Administration: Theory and Practice, winter 2006, Issue 45, pp. 109-127.
Vardarlı, G. (2005). İlkogretim II. kademe ogrencilerinin genel ozyeterlik duzeylerinin yordanması. Yayımlanmamıs Yuksek Lisans Tezi. Izmir-Ege Universitesi SBE.
Yesil, H. (2010). The relationship between candidate teachers’ communication skills and their attitudes towards teaching profession. Procedia Social and Behavioral Sciences, 9, 919–922.
Yesilyurt, E. (2013). Bir egitim programının nasıl olması gerektigine iliskin ogretmen adayı inancları. E-Journal of New World Sciences Academy-Education Sciences, 8(1), 133-145.
Yılmaz, M. & Koseoglu, P. (2004). Yabancı dilde hazırlanan bir ogretmen oz-yeterlik olceginin turkce'ye uyarlanması. Hacettepe Universitesi Egitim Fakultesi Dergisi, (27):260-267.

How to cite this article

APA

Ozcan, D., & Genc, Z. (2016). Pedagogical Formation Education via Distance Education. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 347-360. https://doi.org/10.12973/eurasia.2016.1205a

Vancouver

Ozcan D, Genc Z. Pedagogical Formation Education via Distance Education. EURASIA J Math Sci Tech Ed. 2016;12(2):347-60. https://doi.org/10.12973/eurasia.2016.1205a

AMA

Ozcan D, Genc Z. Pedagogical Formation Education via Distance Education. EURASIA J Math Sci Tech Ed. 2016;12(2), 347-360. https://doi.org/10.12973/eurasia.2016.1205a

Chicago

Ozcan, Deniz, and Zeynep Genc. "Pedagogical Formation Education via Distance Education". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 2 (2016): 347-360. https://doi.org/10.12973/eurasia.2016.1205a

Harvard

Ozcan, D., and Genc, Z. (2016). Pedagogical Formation Education via Distance Education. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), pp. 347-360. https://doi.org/10.12973/eurasia.2016.1205a

MLA

Ozcan, Deniz et al. "Pedagogical Formation Education via Distance Education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 2, 2016, pp. 347-360. https://doi.org/10.12973/eurasia.2016.1205a