International Journal of Progressive Education

Journal Information
ISSN : 1554-5210
Published by: Pen Academic Publishing (10.29329)
Total articles ≅ 288
Current Coverage
DOAJ
Archived in
SHERPA/ROMEO
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Latest articles in this journal

Halil Ibrahim Şanverdi & Ersin Çilek Abdulmuttalip Işıdan, Ankara Yıldırım Beyazıt University, Halil Ibrahim Şanverdi, Ersin Çilek, Isparta Suleyman Demirel University, Bartın University
International Journal of Progressive Education, Volume 17, pp 54-65; https://doi.org/10.29329/ijpe.2021.382.4

Abstract:
Translation courses in foreign language teaching are an important and integral part of language teaching at almost every level. Knowing how the translation course, which has such an important place in the eyes of students will help the language instructor to apply different methods and techniques during translation education. In addition, knowing the existence of foreign language department students' anxiety about translation courses may provide various benefits in language teaching. Accordingly, this study aimed to develop an Arabic translation course anxiety scale for the students of Arabic Translation and Interpretation departments. For this purpose, the item pool prepared by the researchers was presented to field experts for their opinion, and 19 items were deemed appropriate for the application. The designed scale was applied to 114 students from the Department of Arabic Translation and Interpretation, and a 5-point Likert-type 19-item scale was developed under a single factor in line with their analysis. The developed scale is a valid and safe tool and it is thought to be useful in determining the anxiety of Arabic Translation and Interpretation students towards translation lesson.
Nejla Gültepe, Eskişehir Osmangazi Üniversitesi, Nejla Gültepe & Ziya Kılıç, Gazi Üniversitesi
International Journal of Progressive Education, Volume 17, pp 183-200; https://doi.org/10.29329/ijpe.2021.382.13

Abstract:
One needs higher order thinking skills in positioning perspectives for any kinds of problems that affect one’s view of life in order to develop a fundamental scientific understanding. For this reason, science teaching requires thinking skills instruction to be included in classes. This study aimed observing the effects of student-centered activities, which were formed through scientific argument centered teaching method, on the critical thinking development of students, comparing it with those of traditional approach in chemistry classes. The research was conducted in two 11th grade classes of a high school in the city of Çankırı in Turkey. Classes were carried out with the teaching approach based on scientific argumentation in the experiment group with 17 students and with the conventional teaching approach in the control group with 17 students. The study lasted for 29 weeks with 11th grade students in two groups. In the experimental group, argumentation-centered instruction activities, which were based on Toulmin’s argument model, were conducted. Data were obtained through Watson Glasser Critical Thinking Scale and achievement tests named Achievement Test 1: Reaction Rate, Achievement Test2: Chemical Equilibrium, Achievement Test 3: Solubility Product, Achievement Test 4: Equilibrium in Acid-Base Solutions were applied at the beginning and end of the intstructions as pre-test and post-test. Wilcoxon test and Mann Whitney U test were used to analyze the data quantitaviely. With regard to the results, critical thinking skills of experimental group and control group students made progress but there was a statistically significant difference between the two groups. Also, when students’ answers in achievement tests are analyzed qualitatively in terms of critical thinking subskills, it can be seen that all critical thinking sub skills of the experimental group students have developed more than the control group.
Meryem Çelik, Düzce Üniversitesi
International Journal of Progressive Education, Volume 17, pp 158-167; https://doi.org/10.29329/ijpe.2021.382.11

Abstract:
Considering the fact that teacher candidates' maths teaching anxiety levels and maths teaching competency levels will affect their maths teaching in future, the desired beliefs should be tried to gain teacher candidates. Therefore, a positive contribution will be made to achieve the desired gains in maths education. In the study, it is aimed to examine the competency levels of pre-school teacher candidates in maths teaching and their maths teaching anxiety levels in terms of various variables and to determine whether there is a relationship between the maths teaching anxiety of the candidates and their level of competency for teaching maths. The research is in relational scanning model. The "Maths Teaching Anxiety Scale" and "Maths Teaching Competencies Scale" were implemented to 104 pre-school pre-service teacher candidates studying in 2019-2020 academic year, which constitutes the sample of the study. As a result of the analysis, it has been found that while teacher candidates' maths teaching anxiety levels do not change by gender, female teacher candidates consider themselves more competent than male teacher candidates in maths teaching and 4th-grade teacher candidates have significantly less anxiety of maths teaching compared to 3rd grades. Besides, it has been determined that there is a statistically significant negative correlation between the maths teaching anxiety scores of the candidates and the average of the maths teaching efficacy scores.
Idris Kaya, Gaziantep University, Idris Kaya & Mustafa Onur Kan, Hatay Mustafa Kemal University
International Journal of Progressive Education, Volume 17, pp 115-129; https://doi.org/10.29329/ijpe.2021.382.8

Abstract:
The aim of the present study was to develop a valid and reliable measurement tool for identifying the attitudes towards Turkish of Syrian university students learning Turkish as a foreign language. The study group was comprised of a total of 489 individuals with 285 for exploratory factor analysis (EFA) and 204 for confirmatory factor analysis (CFA). Student opinions, relevant literature and expert opinions were utilized when developing the scale items thus putting forth a 53 item form. Eight items were excluded following the pilot application on first form for linguistic clarity thus conducting EFA with 45 items. A total of 20 items were excluded as a result of the EFA thus obtaining a 25 item, three factor form that explains 49.42 % of the variance. CFA was conducted with a new study group for examining the model fit of the obtained three factor structure and the results of CFA (X2/sd= 2,46; RMSEA= .085; CFI= .92; NNFI= .91; SRMR= .085; GFI: .79) set forth that the model fit of the scale is at a sufficient level. The dimension including items on the purpose and function for the use of Turkish by Syrian students was named as “Purpose/function”; items related with the daily use of Turkish were named as “Daily life” whereas the dimension including items including a negative approach towards Turkish was entitled as “Dysfunctional approach”. Reliability analyses were carried out for the scale as a result of which the Cronbach’s Alfa and Spearman-Brown coefficients were obtained as (.90) and (.86) for the “purpose/function”, (.83) and (.82) for the “daily life”, (.76) and (.74) for the “dysfunctional approach”. The findings of the present study indicate that SSATT is a valid and reliable tool in measuring the attitudes of Syrian university students towards Turkish.
Fatmanur Özen, Gıresun Unıversıty, Fatmanur Özen & Mustafa Serkan Abdusselam
International Journal of Progressive Education, Volume 17, pp 289-308; https://doi.org/10.29329/ijpe.2021.382.20

Abstract:
Due to the COVID-19 pandemic, emergency remote teaching in higher education institutions across Turkey in 2020 has become mandatory as of March. Emergency remote teaching practices added new applications for most of the instructors such as virtual classroom, online teaching, distance evaluation; those revealed different opinions based on experience on the positive and negative aspects and quality of the applications. This research was conducted to evaluate all these experiences held at a state university with a distance education center and a distance education database system but having only limited experiences on online courses before the emergency remote teaching in Turkey. The data set of the study was composed of the opinions of a group of instructors who participated in the distance teaching process for the first time and the official correspondence and reports made to organize, manage and evaluate the process during the first period of emergency remote teaching. The research is a qualitative case study where data obtained from different data sets are analyzed comparatively, inductively, and deductively. The results of the research show that within the scope of emergency remote teaching, the regulations regarding the application content in different faculties of the university should be differentiated, and this can be partially met during the emergency distance education process. In the context of effective and efficient use of the emergency remote teaching process, positive/negative situations have been experienced in terms of adapting to the database used in the teaching process, adapting existing teaching approaches, measuring and evaluating learning outcomes, and ensuring the participation of students in all these. Although instructors generally consider distance education as more student-centered practices and find the opportunities, it will provide positive in this context, but the effect of compulsory emergency remote teaching on learning outcomes was uncertain. Some suggestions are presented for the efficacy, effectiveness, and efficiency of the implementation.
Ezgi Ekin Şahin, Anadolu University
International Journal of Progressive Education, Volume 17, pp 201-214; https://doi.org/10.29329/ijpe.2021.382.14

Abstract:
Using a correlational method, this study investigates the mediation role of self-compassion in the relationship between perfectionism dimensions and life satisfaction among university students. A sample of 246 students (171 females and 75 males, M = 21.40 years, SD = 2.02) from several universities participated in the study. Turkish versions of the Almost Perfect Scale-Revised, the Self-Compassion Scale, and the Satisfaction with Life Scale were used as data collection tools. Using structural equation modeling, the results show that self-compassion fully mediates the relationship between maladaptive perfectionism and life-satisfaction. On the other hand, there is no significant relationship between adaptive perfectionism and life-satisfaction. The Bootstrap Method that was used to assess the magnitude of the indirect effects indicates that the indirect effect of self-compassion on the relationship between maladaptive perfectionism and life-satisfaction is significant. The implications of these findings for research and practice are discussed in line with the related literature.
Serdar Malkoç, Ankara University, Serdar Malkoç & Fatih Ozturk, Recep Tayyip Erdoğan University
International Journal of Progressive Education, Volume 17, pp 144-157; https://doi.org/10.29329/ijpe.2021.382.10

Abstract:
Patriotism is an important and well-accepted value in educational institutions. As a civic virtue, it has always been included in education/training programs. This study aims to compare research articles on teaching of patriotism that were conducted in the last 20 years. The document analysis method was employed in the study for this purpose. The data were collected through the international databases e.g. Wiley, Jstore, Elsevier, Taylor&Francis. 218 articles were found by searching the keywords “patriotism”, “patriotic education”, and “teaching of patriotism”. Upon initial analysis, it was decided that 110 articles would serve the purpose of this study. Content analysis technique was employed to reveal patterns of the selected articles. The number of articles published on patriotic education in each countries, the publication dates of these articles and the comparison of these articles according to countries, purposes, is presented in this study. The paper at hand shows that only some articles have a critical perspective on patriotism. Implications is made based on results.
Hülya Kasapoğlu, Trabzon University, Hülya Kasapoğlu & Bilal Karaca
International Journal of Progressive Education, Volume 17, pp 66-82; https://doi.org/10.29329/ijpe.2021.382.5

Abstract:
Contemporary theories emphasize the importance of teacher leaders who can impress and sincerely value the student and become a model and guide in the process of learning and production in order to be successful in the transformation and development of the educational organizations. The purpose of this study is to investigate the phenomenon of teacher leadership from the teachers' perspective and raise the awareness of teachers on their teacher leadership level. In that sense, the teachers were asked about the qualities a teacher leader must have, the obstacles to become a teacher leader, and the ways to improve leadership skills. The study group consists of 40 teachers who serve in primary, secondary, high school, and private schools in Trabzon province of Turkey. A semi-structured interview form was used to collect the research data, and the data were analyzed manually by using the content analysis technique. As a result of the research, key characteristics of teacher leaders were found to be being fair and reliable as a person, self-developing and a role model as a professional, and having effective communication skills as a social person. The emerging results from the views of the teachers showed that administration, colleagues and hierarchical structure of the system pose crucial obstacles for teacher leaders, and in order to nurture teacher leadership in schools teachers should be provided with professional development opportunities especially through with trainings focusing on improvement of leadership skills.
Fidan Geçici, Afyon Kocatepe University Faculty of Education, Fidan Geçici & Aliye Ilkay Yemenici
International Journal of Progressive Education, Volume 17, pp 309-323; https://doi.org/10.29329/ijpe.2021.382.21

Abstract:
This study aims to reveal the self-efficacy perception levels of pre-service Turkish language teachers towards critical reading and to determine whether these levels vary by various variables. This study draws on a general survey model, which is one of the descriptive research methods. The study group of this research consists of a total of 210 freshman, sophomore, junior, and senior level pre-service Turkish language teachers studying at the Department of Turkish Language Education in the faculty of education at a state university. To collect data, “The Critical Reading Self-Efficacy Perception Scale” developed by Karabay (2013) is used. The findings of this study indicate that the self-efficacy perception levels of the pre-service Turkish language teachers towards critical reading are moderate. Furthermore, the pre-service Turkish language teachers’ self-efficacy perception levels towards critical reading do not significantly vary between the groups in the total score and in the sub-dimensions by variables of gender and academic achievement. Yet, there is a significant difference between the groups in the total score and in the sub-dimensions by variables of grade level and reading frequency. Based on these findings, this study also offers some insights and suggestions for researchers and teaching staff.
Elife Nur Saydam, Sakarya University, Elife Nur Saydam & Muhammet Baştuğ, Istanbul Universıty-Cerrahpasa
International Journal of Progressive Education, Volume 17, pp 168-182; https://doi.org/10.29329/ijpe.2021.382.12

Abstract:
This study’s aim was to determine the factors affecting Turkish children's reading- writing achievements in the first grade in the preschool period. The prediction level of attention, visual perception (VP), rapid automatic naming (RAN), writing development (WD), and phonological awareness (PA) of the children in the preschool on their success in reading, reading comprehension (RC), and writing in the first grade was investigated longitudinally. In the preschool, 269 kindergarden students participated in the research, 187 out of those who proceeded to the first grade participated the second year of the study. The study was carried out in the screening design. As the result of research, it has been established that VP, PA, RAN, and WD predict the reading rate in the first grade, and that PA and RAN predict the reading accuracy. It has been found out that PA predicts RC and that VP, WD, and PA predict writing.
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