Eğitim Bilimleri Fakültesi

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Browsing Eğitim Bilimleri Fakültesi by Publication Category "Diğer"

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    Pre-service elementary teachers' motivations to become a teacher and its relationship with teaching self-efficacy
    (ELSEVIER SCIENCE BV, SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS, 2014) Bilim, Ibrahim; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Bilim, Ibrahim
    This study investigated 341 pre-service elementary teachers' motives to become a teacher using Factors Influencing Teaching Choice (FIT-Choice) theory as a basis. It then investigated how these motivations change as candidates follow their training and these motivations' relationship with teaching self-efficacy. The results suggests that Altruistic motives (make social contribution, shape future of children and enhance social equity) were the most influential followed by prior teaching and learning experiences, work with children/adolescents, and job security. Intrinsic motives (perceived teaching ability and intrinsic career value) came next. ANOVA results suggest that the motivations for choosing this profession remain stable between Freshman, Sophomore and Junior candidates. Teaching self-efficacy was positively related to intrinsic motives and negatively related to "fallback career" motives of elementary teacher candidates. Implications of the results are further discussed. (C) 2014 The Authors. Published by Elsevier Ltd.
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    Student EFL Teachers' Receptive Vocabulary Size
    (ELSEVIER SCIENCE BV, SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS, 2016) Ozonder, Ozgul; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Ozonder, Ozgul
    This study reports the results of a study investigating the receptive vocabulary size of student EFL teachers. The study also examined the relationship between the participants' academic achievement (departmental GPA) and their receptive vocabulary size and the existence of any gender-related difference. The study was carried out in English Language Teaching (ELT) Department of a major state university in Turkey. A total of 104 undergraduate students (females: 76 and males: 28) enrolled in the department voluntarily participated in the study, took the Version 2 of the Vocabulary Levels Tests (Schmitt, Schmitt & Clapham, 2001) and responded to a survey investigating their GPA scores and genders. The results revealed that student EFL teachers have a high level of total receptive vocabulary capacity size in their foreign language (M=103.82). Learners' academic achievement (GPA) is treated as an indicator of their language proficiency level in many studies of English Language Teaching (ELT) field. However, the results of this study revealed that there was not any statistically significant correlation between academic achievement (GPA) and their receptive vocabulary size. Although GPA may be a sign of academic achievement (GPA) and successful studentship, it may not readily one's actual English language proficiency. The results also indicated that there was no significant difference between males and females regarding their receptive vocabulary size. (C) 2016 The Authors. Published by Elsevier Ltd.
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    Turkish English Teachers' Professional Teacher Self as One of the Possible Selves
    (ELSEVIER SCIENCE BV, SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS, 2016) Demirezen, Mehmet; Ozonder, Ozgul; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü;
    This study reports the results of a study exploring Turkish English teachers' professional self in relation to teacher education. The study also examines the relationship between the participants' educational background, teaching experience and their professional self The study was carried out in Ankara, Turkey. The participants of the study were English language instructors of Hacettepe University, School of Foreign Languages. A total of 43 English instructors (females: 36 and males: 7) voluntarily participated in the study, responding to a questionnaire composed of 40 items regarding teacher professional self. The results of the Professional Self Questionnaire revealed that the rate of Turkish English teachers' professional self was very high (81%, M=4.09). Also, there was a significant difference in participants' professional self depending on their educational background. The results indicated that the participants' professional self did not differ significantly in relation to their teaching experience. (C) 2016 Published by Elsevier Ltd.