İngilizce Öğretmenliği Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933

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Browsing İngilizce Öğretmenliği Koleksiyonu by Department "Eğitim Fakültesi, İlköğretim Matematik Öğretmenliği Bölümü"

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    Conference Object
    Evaluating a Model From Two Perspectives: Teachers and University Scholars
    (2016) Aktekin, Nafiye Çiğdem
    Productive strategies for evaluating outcomes are becoming increasingly important for the improvement of teacher education [1] and for any model that claims to offer the best practice. The University within School (UwS) model suggests that teacher education must be done through collaboration between universities and schools. According to Ozcan [2], the model combines two models of professional education: one is the traditional "apprenticeship-journeyman-master's" model, which is practice-based; the other is modern professional education, which is mostly based on theoretical knowledge and is implemented through formal schooling. Students and academicians of an education faculty of a foundation university have been practicing to this end in a workplace for two years. Teachers of the partner school have been part of this model as mentor teachers, role models, and participants. This study aims to evaluate the model from the perspectives of teachers and college faculty since the model aims to prepare the conceptual framework of teacher education through the participation of all partners. The perceptions of two faculty members and three teachers were investigated through interviews. The evaluation of the model will help to design the model more effectively.
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    Okulda Üniversite Modeli Çerçevesinde Matematik Öğretimi: Öğrencilerin Derse Katılımının Artırılması
    (Sabancı Üniversitesi, 2015) Tunç-Pekkan, Zelha; Aydın, Utkun; Taylan, Rukiye Didem; Birgili, Bengi; Özcan, Mustafa; Akbal, Kenan; Mermer, Ata
    Çalışmanın amacı, öğrencilere daha fazla olanak sağlayarak Matematik derslerinde tartışma ortamı yaratmak, matematiği sevdirmek, Matematik derslerine duyulan korku ve endişeyi azaltmak ve “Matematik dersinde başarılı olabilirim” düşüncesini aşılamaktır. Bu proje kapsamında dersler için bir tartışma kültürü yaratma programı geliştirilmiş ve uygulanmış, çocuklardan haftalık matematik dersi ile ilgili yansıtıcı düşüncelerini yazdıkları matematik günlükleri istenmiş, ayrıca başarısı düşük ve/veya istekli öğrencilere üniversite öğrencilerinden oluşan bir ekip de birebir ek ders vererek her yönden çocuklar desteklenmiştir. Projede yer alan dört araştırmacı öğretmen ortak haftalık ders planlaması yapıp, bu planları uygulayarak sonrasında ders akışı, içeriği ve sınıf yönetimi hakkında değerlendirme yapmıştır.
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    Article
    Citation - WoS: 78
    Citation - Scopus: 111
    The Trends and Outcomes of Flipped Learning Research Between 2012 and 2018: a Descriptive Content Analysis
    (Springer, 2021) Oğuz, Ebru; Seggie, Fatma Nevra; Birgili, Bengi
    As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.