Eğitim Bilimleri Enstitüsü / Education
Permanent URI for this collectionhttps://hdl.handle.net/11727/2910
Browse
2 results
Search Results
Item A cross-cultural comparison of the self-efficacy of middle-school mathematics teachers across Turkey and the United States(2021) Sevgi, Sevim; Berberoglu, Giray; Cobb, Paul; Smith, Thomas M.This study aims to compare teachers' self-efficacy across Turkish and American in-service middle-school mathematics teachers. The samples consist of 379 Turkish and 245 American in-service middle-school mathematics teachers. The self-efficacy questionnaire of the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) scale was used in the study. The exploratory factor analysis revealed two dimensions of the self-efficacy measures across the American and Turkish teachers, such as classroom management and student support strategies. The measurement invariance property of the scale was evaluated before comparing the means of the groups. Despite the differences between the education systems, teachers' efficacy beliefs function quite similarly across the countries. The statistically significant mean differences in the subscale scores of efficacy measures between Turkish and American samples have no practical value. In both countries, teachers reported high level of confidence in efficacy beliefs in classroom management and student support strategies.Item Exploring the relationship between teachers’ mindset and their technology self-efficacy among the secondary school efl teachers(Başkent Üniversitesi Eğitim Bilimleri Enstitüsü, 2019) Ergen, Seher; Ghorbandordinejad, FarhadTechnology integration plays an integral role in the English language teaching classrooms today, yet many factors other than having technical knowledge and accessing to digital devices contribute to teachers' success at technology integration in teaching. Among these are “teachers’ technology self-efficacy” and “teachers’ mindset”- the two variables of this study. The former is about their ability to use technology and the latter is about their understanding about where ability comes from. Research presents little reports on this topic. This quantitative study was conducted to examine the relationship between teacher’s mindset and their technology self efficay among the in-service English teacher (n=146) who completed three instruments including demographic questionnaire, Dweck’s Mindset Instrument (DMI) and Computer Technology Integration Survey (CTIS). As it is shown in data analysis there is a positive correlation between the variables of the research. Moreover, the mindset is a predictor of teachers’ technology use self-efficacy. According to the findings, technology integration is essential for English language teachers. Regarding that, English language teachers should internalize the variables of the examination to have a better teaching atmosphere. Günümüz İngilizce öğretiminde teknoloji entegrasyonu büyük rol oynamaktadır, fakat teknik bilgi sahibi olma ve dijital aygıtlara ulaşabilmenin ötesinde birçok farklı faktör öğretmenlerin, teknoloji entegrasyonundaki başarısını etkilemektedir. Bu faktörlerden “öğretmenlerin teknoloji öz-yeterlilikleri” ve “öğretmenlerin bilişleri” bu çalışmanın iki değişkenidir. Çalışma öncelikle teknolojiyi kullanabilme becerileri üzerine daha sonra da bu becerilerin nereden geldiği hakkındadır. Çalışma, bu konula hakkında bazı raporlar sunmuştur. Bu nicel çalışma,demografik anket, Dweck’s Mindset Instrument ve Computer Technology Integration Survey (CTIS)’i kapsayan 3 ölçeği cevaplayan İngilizce öğretmenlerinin (n=146) bilişleri ve teknoloji öz-yeterliliklerini incelemek için yapılmıştır. Data analizinde görüldüğü üzere çalışmanın değişkenleri arasında olumlu bir ilişki vardır. Ayrıca biliş, öğretmenlerin teknoloji kullanımı öz-yeterliliği için bir öngörücüdür. Bulgulara göre, teknoloji entegrasyonu İngilizce öğretmenleri için oldukça önemlidir. Bu sebeple İngilizce öğretmenleri daha iyi öğretme ortamı için çalışmanın değişkenlerini içselleştirmelidir