Oner Uslu | Ege University (original) (raw)

Papers In English by Oner Uslu

Teachers are expected to update their instructional strategies. Teaching learning approaches and ... more Teachers are expected to update their instructional strategies. Teaching learning approaches and epistemological beliefs may affect teaching practices. The aim of this study is analyzing the relation of variables that effect epistemological beliefs and teaching learning approaches of teacher candidates on a statistical model. According to literature, self-efficacy perceptions, individual innovativeness positions, gender and English success levels, are expected to have direct or indirect effects on epistemological beliefs and teaching learning approaches. Many studies examined these relations, but there is not any study examining all of these relations on a statistical model. In addition, the effect of individual innovativeness on epistemological beliefs and teaching learning approaches was not examined on any model previously. A theoretical model established in line with the literature and has been tested with path analysis method. Results indicate that the model gave fit with the data within acceptable limits. According to the model, learning teaching approaches of individuals with sophisticated epistemological beliefs are more constructivist. In this case epistemological belief, individual innovativeness, general self-efficacy, gender, English success level and alma mater can be said to have direct or indirect effects on teaching learning approaches of teacher candidates.

Today, students are expected to access, analyse and synthesise information, and work cooperativel... more Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers’ instructional abilities through technology integration. To this end, data on variables that affect technology integration were collected from 600 teachers and analysed by using path analysis. The results revealed an acceptable fit between the model and the data. Technological Pedagogical Content Knowledge, attitude towards technology use in education, gender, frequency of computer use, seniority, duration of computer use, technical support, and individual innovativeness have direct or indirect effects on technology integration. The developed model can be considered original because it includes the variable of individual innovativeness. Based on the developed path model, some suggestions were presented to support the instructional abilities of teachers.

Learner-centered and constructivist instructional activities have been emphasized in Turkey' s cu... more Learner-centered and constructivist instructional activities have been emphasized in Turkey' s curriculum since 2005. However, teacher-centered activities are still seen in class. Professional development programs (PDP) are viewed as an important initiative for this paradigm shift, yet in most cases are inadequate at providing it. As such, evaluation studies on PDPs are important for improving their effectiveness. The aim of this research is to evaluate a course on educational technology by using the holistic evaluation model (HEM), which contains the dimensions of context, input, process, participants' learning, organizational culture and change, new knowledge and skills usage, student-learning outcomes, and cost analysis. Mixed method has been used, and data has been collected using interviews, questionnaires, pre/post-tests, and document analysis. The findings show important issues to exist in terms of both context and organizational support and change. Despite these problems, teachers improved their abilities and changed their in-class activities. However, new implementations were mainly based on teacher-centered instructional activities. Nevertheless, these new in-class implementations have a certain type of positive effect on students. Moreover, the HEM is acceptable as a useful and effective evaluation model.

The aim of this study is to evaluate the professional development program on web based content de... more The aim of this study is to evaluate the professional development program on web based content development (WBCD) designed by the Ministry of National Education (MoNE). Based on the theoretical CIPP model by Stufflebeam and Guskey’s levels of evaluation, the study was carried out as a case study. The study group consisted of the courses that opened in Izmir in the spring semester of 2009, in which 37 teachers and four trainers attended. Quantitative data for the study was collected by two separate questionnaire forms, while the qualitative data was gathered from focus group and individual interview forms. The quantitative data collected was analyzed using descriptive statistics, while content analysis was applied to the qualitative data. The results of the study showed that the program had been designed without a needs analysis, that teachers were reluctant to implement the program, and that at the end of the program implementation, teachers had not managed to prepare web based instructional materials despite the fact that they had been included in the objectives of the program. In addition, it was found that teachers did not develop web based instructional materials for such reasons as the frequency of changes in curriculum, the ease of use of the existing/ready materials, and the perception of developing web based materials as a challenging task requiring expertise and team work. The study showed that the WBCD program could not meet its objectives, and the program was therefore found to be inadequate in encouraging teachers to integrate their instructions with technology. It was recommended that professional development programs like WBCD should be ongoing in all areas of the profession, rather than at particular periods of time.

The purpose of this study is to analyze the impact of the professional development (PD) program o... more The purpose of this study is to analyze the impact of the professional development (PD) program on technologyintegration (TI) besides attitudes towards ICT in education of Turkish teachers. This study demonstrates theoutcomes of one group pre-test and post-test design based on data, collected before, just after and six weeks after the PD program. The results of the study revealed that, the PD program had a positive effect on TI continuingstill at the sixth week while little or no change was detected on the teachers’ attitudes towards ICT in education.

Papers In Turkish by Oner Uslu

Öz: Bu çalışmanın amacı Okula Yönelik Güdü Envanterinin (OYGE) Türkçe'ye uyarlanmasıdar. Uluslara... more Öz: Bu çalışmanın amacı Okula Yönelik Güdü Envanterinin (OYGE) Türkçe'ye uyarlanmasıdar. Uluslararası alanda birçok kültüre uyarlanmış olan OYGÖ 43 madde, dört boyut her boyutun altında iki alt faktör olmak üzere toplam sekiz fatörden oluşmaktadır. Bu faktörler görev yönelimi, çaba, yarışma, sosyal güç, işbirliği, sosyal alaka, övgü ve ödüldür. Orijinal ölçek üç ayrı dil uzmanı tarafından İngilizceden Türkçeye çevrilmiş, başka üç uzman tarafından ise Türkçe çeviriler tekrar İngilizceye çevrilmiş, sonrasında araştırmacı ve başka bir dil uzmanı tarafından maddeler seçilmiştir. Daha sonra altı akademisyen, iki Türkçe öğretmeni ve altı lisans öğrencisinden uzman görüşü alınmıştır. Ölçeğin orijinal faktör yapısının Türkçe form için de geçerli olup olmadığının test edilmesi amacıyla 554 lisans öğrencisinden veri toplanmış, doğrulayıcı faktör analizi sonucu sekiz faktörlü yapının Türkçe form için de doğrulandığı görülmüştür. Ölçeğin faktörlerine ilişkin güvenirlik analizi sonuçları da yeterli bulunmuştur. Daha sonra ölçüt geçerliğinin incelenmesi amacıyla Okula Yönelik Tutum, Genel Özyeterlik ve OYGÖ 784 lisans öğrencisine uygulanmıştır. Bulgulara göre, okula yönelik güdü, okula yönelik tutum ve genel öz yeterlik arasında anlamlı ilişkiler bulunmaktadır. Sonuç olarak OYGÖ'nün Türkçe formunun lisans öğrencileri için geçerli ve güvenilir olduğu söylenebilir. Anahtar Kelimeler: Okula yönelik güdü, okula yönelik tutum, genel öz yeterlik, ölçek uyarlama Abstract: The aim of this study is adapting The Inventory of School Motivation (ISM) to. The ISM which is adapted to many cultures consists of 43 items, four dimensions, and eight sub-dimensions. This sub-dimensions are named as task involvement, effort, competition, social power, affiliation, social concern, praise and token. Firstly translation and re-translation were done by six experts. Then researcher and an expert selected the most eligible items and the selected items were sent to the expert review so the final form of Turkish version was prepared. The Turkish version of ISM was administered to 554 university students, and confirmatory factorial analysis (CFA) was conducted to test if the original factorial structure is also valid for Turkish version. The results show that the eight factored structure of ISM is also valid for Turkish version. The reliability coefficients were also found to be sufficient for all the sub dimensions. Then the criterion validity of ISM's Turkish version was tested by examining the correlation between ISM, Attitudes Towards School Scale (ATSS) and General Self-Efficacy Scale (GSES). The data were collected from 784 university students, who had not attended the first implementation of ISM, to test the correlations. The ISM has meaningful correlations with similar structured scales and it means that criterion-related validity of ISM was also confirmed. Consequently, the ISM was adapted to Turkish Culture by this study. The eight factored structure of the scale is also valid and reliable for Turkish Culture.

Bu araştırmada mesleki gelişim programlarının (MGP) değerlendirilmesinde kullanılabilecek Bütünse... more Bu araştırmada mesleki gelişim programlarının (MGP) değerlendirilmesinde kullanılabilecek Bütünsel Değerlendirme Modeli (BDM) önerilmiştir. BDM bağlam, girdi, süreç, katılımcı öğrenmesi, örgütsel destek-değişim, yeni bilgi-becerilerin kullanılması, öğrenciye yansıma ve maliyet analizi boyutlarından oluşmaktadır. Önerilen BDM’nin etkililiğinin ve kullanışlılığının denenmesi amacıyla Intel Öğretmen Programı (IÖP) adlı MGP değerlendirilmiştir. Değerlendirilen IÖP’de bağlam, girdi ve süreç açısından bazı problemler olduğu; IÖP’nin kursiyerlerin teknoloji kullanımı becerilerine katkı sağladığı, örgütsel destek ve değişim boyutunda sorunlar olduğu, öğrenilen bilgi ve becerilerin sınıfa yansımasının sınırlı düzeyde kaldığı ve programın öğrencilere kısıtlı katkılar sağladığı görülmüştür. Elde edilen bulgulara göre maliyet yarar analizi açısından sınıf içi yansımaların ve öğrenciye katkının sınırlı olması nedeniyle, maliyete karşılık yararın yeterli olmadığı söylenebilir. Sonuç olarak, alan yazın ışığında oluşturulan BDM’nin, öğretmenlere yönelik mesleki gelişim programlarını değerlendirmede hem etkili hem de kullanışlı olduğu, sorunların çözülmesi koşuluyla IOP’nin mesleki gelişime daha çok katkı getireceği ifade edilebilir.

Mesleki gelişim programlarının geliştirilmesine katkı sağlayabilecek bilgilere ulaşmak üzere bu a... more Mesleki gelişim programlarının geliştirilmesine katkı sağlayabilecek bilgilere ulaşmak üzere bu araştırmada, Milli Eğitim Bakanlığı (MEB) tarafından düzenlenen, web tabanlı içerik geliştirme (WTİG) mesleki gelişim programı ve uygulamasının değerlendirilmesi amaçlanmıştır. Kuramsal olarak Stufflebeam’in CIPP modeli ve Guskey’nin değerlendirme aşamalarına dayandırılan araştırma, durum çalışması ile yürütülmüştür. Çalışma grubunu, 2009’un bahar döneminde, İzmir’de açılan ve 37 öğretmen ile dört eğiticinin katıldığı kurslar oluşturmuştur. Araştırmanın nicel verileri, iki ayrı anket formundan; nitel verileri ise odak grup ve bireysel görüşme formlarından elde edilmiştir. Nicel veriler betimsel istatistikle, nitel veriler ise içerik analiziyle çözümlenmiştir. Araştırmanın sonuçları, program tasarısının gerçekçi gereksinim çözümlemeleri yapılmadan hazırlandığını, öğretmenlerin program uygulamalarına isteksiz katıldığını ve program hedefleri arasında yer almasına rağmen öğretmenlerin program uygulamaları sonunda web tabanlı eğitim materyali hazırlayamadıklarını göstermiştir. Ayrıca, öğretim programının sıklıkla değişmesi, var olan/hazır materyalleri kullanma kolaylığı, web tabanlı materyal hazırlamanın zor, uzmanlık ve ekip çalışmasını gerektiren iş olarak algılanması gibi nedenlerle öğretmenlerin web tabanlı öğretim materyalleri hazırlamadıkları belirlenmiştir. Araştırmada, WTİG programının hedeflerine ulaşmadığı, teknolojiyle bütünleşen öğretmenleri yetiştirmede yetersiz kaldığı ortaya konulmuş; WTİG gibi kısa süreli mesleki gelişim programlarının belli zaman dilimlerinde değil, mesleğin her anında ve her alanında sürekli gerçekleştirilen etkinlikler olması gerektiği önerilmiştir.

Öğretmenlerin teknolojiyle bütünleşme seviyelerinin belirlenmesi hem teknolojiye yapılan yatırıml... more Öğretmenlerin teknolojiyle bütünleşme seviyelerinin belirlenmesi hem teknolojiye yapılan yatırımların işe yararlığını sorgulamada hem de öğretmenlere verilmesi gereken destek ve eğitim çalışmalarının planlanmasında önemli veriler sağlayacaktır. Bu doğrultuda, öğretmenlerin teknolojiyle bütünleşme durumlarını belirleyebilecek geçerli ve güvenilir ölçme araçlarına ihtiyaç duyulmaktadır. Bu araştırmayla, öğretmenlerin teknolojiyle bütünleşme durumlarını belirleyebilecek bir ölçme aracının geliştirilmesi amaçlanmıştır. Bu amaç doğrultusunda, alanyazın taraması yapılarak taslak madde havuzu hazırlanmış, öğretmenlerle görüşmeler yapılmış, uzman görüşü alınarak deneme uygulamaları yapılmıştır. İlk deneme uygulamasında, açıklayıcı faktör analizi sonuçları kabul edilebilir sınırlar içerisinde olsa da, doğrulayıcı faktör analizi sonuçları kabul edilebilir sınırlar içerisinde olmadığından ölçek geliştirme adımları tekrar edilmiştir. İkinci deneme uygulamasından elde edilen veriler kullanılarak yapılan açıklayıcı ve doğrulayıcı faktör analizlerinde ise elde edilen değerler kabul edilebilir sınırlar içerisindedir. Bu bulgular ışığında öğretmenlerin bilgi ve iletişim teknolojileriyle bütünleşme durumlarını belirleyebilecek geçerli ve güvenilir bir ölçme aracı geliştirildiğini söylenebilir. Bu bulgular alan yazın ışığında tartışılarak rapor edilmiştir.

Extended Abstracts of Turkish Papers by Oner Uslu

The aim of this study is adapting The Inventory of School Motivation (ISM) to. The ISM which is a... more The aim of this study is adapting The Inventory of School Motivation (ISM) to. The ISM which is adapted to many cultures consists of 43 items, four dimensions, and eight sub-dimensions. This sub-dimensions are named as task involvement, effort, competition, social power, affiliation, social concern, praise and token. Firstly translation and re-translation were done by six experts. Then researcher and an expert selected the most eligible items and the selected items were sent to the expert review so the final form of Turkish version was prepared. The Turkish version of ISM was administered to 554 university students, and confirmatory factorial analysis (CFA) was conducted to test if the original factorial structure is also valid for Turkish version. The results show that the eight factored structure of ISM is also valid for Turkish version. The reliability coefficients were also found to be sufficient for all the sub dimensions. Then the criterion validity of ISM's Turkish version was tested by examining the correlation between ISM, Attitudes Towards School Scale (ATSS) and General Self-Efficacy Scale (GSES). The data were collected from 784 university students, who had not attended the first implementation of ISM, to test the correlations. The ISM has meaningful correlations with similar structured scales and it means that criterion-related validity of ISM was also confirmed. Consequently, the ISM was adapted to Turkish Culture by this study. The eight factored structure of the scale is also valid and reliable for Turkish Culture. Extended Abstract Introduction The motivation is defined as the inner drive that stimulates many effects such as persistence required to engage in, maintain and complete a task. People who have high motivation can concentrate on the task intensively and determinedly, and without hesitation. Determining students' motivational levels and analyzing the dependent variables that my affect the motivation can contribute to our understanding of students' current situation. So, valid and reliable scales are needed to determine students' school motivation. However, there aren't any valid and reliable scales that can determine university students' school motivation in Turkish Culture. The Inventory of School Motivation (ISM) was mostly used to determine students' school motivation in many studies in different cultures. The aim of this study is adapting the ISM to Turkish and analyzing the relations between school motivation, attitudes towards school and general self-efficacy.

Determination of the teachers’ technology integration levels gives important information about no... more Determination of the teachers’ technology integration levels gives important information about not only investigating the usefulness of educational technologies but also deciding how to plan the support and training activities for teachers. At this study, it is aimed to develop an instrument that can determine teachers’ ICT integration levels. For this aim, a draft item pool is prepared, interviews with teachers are made and the draft instrument is implemented after asking the experts’ opinion. At the first trial implementation, although the results of the exploratory factor analysis were acceptable, the results of the confirmatory factor analysis were not at the acceptable level. So instrument development steps were repeated. After the second implementation the exploratory and confirmatory factor analysis results were between acceptable levels. In light of the foregoing, it can be said that a valid and reliable instrument, which can be used to determine teachers ICT integration levels is developed with this study. These findings are discussed with the light of literature.
Key Words: ICT integration in education, development of instrument, ICT usage at education

At this study Holistic Evaluation Model (HEM), which can be used for evaluating teachers’ profes... more At this study Holistic Evaluation Model (HEM), which can be used for evaluating teachers’ professional development programs, is proposed. This model is based on context, input, process, participants’ learning, organizational support and change, participants’ use of new knowledge and skills, student learning outcomes and cost effectiveness analysis. To test HEM Intel Teach Program (ITP) is evaluated. ITP has some problems about context, input and process, ITP supports teachers technology usage skills, there are problems at organizational support and change level, teachers’ new knowledge and skills limitedly used at classroom levels and there are very little change at students after ITP. There is little change at class level implementations. So, it can be said that the professional development program could not achieve its goals, and also it can be said that evaluated ITP courses were not cost effective. Consequently, HEM is useful to evaluate the professional development programs for teachers.

Talks by Oner Uslu

The conception of teaching and learning can be described as the beliefs about what teaching and l... more The conception of teaching and learning can be described as the beliefs about what teaching and learning means. This conception includes the meaning of teaching and learning and the roles of teachers and students. Mostly, researchers describe teaching and learning in two classes. The one is traditional and the other is constructivist. Traditional approach mostly use teacher centered teaching and learning applications while constructivist approach mostly use student centered teaching and learning applications. The aim of this study is to examine teaching and learning conceptions of pre-service teachers based on different variables. In accordance with this aim, 506 pre-service teachers, who were studying at Ege University, participated in the study. Data were collected by the teaching learning conceptions scale and demographic characteristics form. The mean scores indicate that pre-service teachers' constructivist approach scores (M: 4.4) are higher than their traditional approach scores (M: 2.5). There is no meaningful difference between teaching learning conceptions scale scores of the students who have been studying at the faculty of education and the students who have studying in the pedagogical certificate program. Regarding to gender, the constructivist approach scores of women have been higher than men (Mean Difference: 0, 24). This difference is statistically meaningful and the effect size (d:0.52) is at the moderate level. Teaching and learning conceptions haven't differed according to teacher candidates' English level. When examined according to grade point average, there has been no statistically significance relation between constructivist approach and grade point average; however, as grade point average has decreased, traditional approach grades have increased in a statistically significant way. There are many researches that indicate pre-service teachers prefer constructivist approach over traditional approach. However, some researchers indicate that sometimes pre-service teachers couldn't understand the constructivist approach completely and they may confuse constructivism with behaviorism. Some researchers indicate that teaching learning conceptions of pre-service teachers haven't differed according to gender, however some researchers indicate that gender affects pre-service teachers 'teaching and learning conceptions. There are some limitations of this study. Firstly, all of the data were collected by self-report questionnaires. Real implications may differ from self-report questionnaires. Therefore, for future studies; it is better to observe pre-service teachers' school practices to check if they will be able to conduct lessons based on constructivist approach. As second limitation, pre-service teachers' teaching learning conceptions may change after they start working as teachers, so change in their teaching learning conceptions may be followed by longitudinal studies.

The change is an important part of education as well as in all life stages. Teachers are expected... more The change is an important part of education as well as in all life stages. Teachers are expected to use new teaching materials, technologies, teaching methods and techniques. Teachers’self efficacy and burnout are the main variables these may affect change tendencies. Teachers’ self-efficacy may affect their ability to implement their skills. Burnout is defined as a situation which emaciating teachers, drain their energy, reducing their interest towards the occupation.
The aim of this study is determined as examining the relation between teachers’ level of burnout, self-efficacy beliefs and change tendencies. The study is designed in order to examine the relation between variables according to correlative survey model. The population is formed with high school and elementary school teachers in Izmir. The sample is formed with 331 teachers by purposive sampling method. It is aimed to provide geographical region, school type and branch diversities on determining sample. In the study, change tendency scale (Büyüköztürk, Uslu ve Akbaba-Altun, 2017), self-efficacy scale (Çapa, Çakıroğlu ve Sarıkaya, 2005) and Maslach burnout inventory (Ergin, 1992) are used in order to collect data. Change tendencies scale has 43 items and 4 sub-scales (usefulness of change, entrepreneurship, resistance to change and keeping status). Teachers’ self-efficacy scale has 24 items and three sub-scales (student engagement, instructional strategies and classroom manegement). Lastly burnout inventory has 22 items and three subscales (emotional exhaustion, depersonalization, personal accomplishment).
After correlation analysis, the maximum relation was found between depersonalization and resistance to change (r=0,541,p<.01). %29 of total variance in the resistance to changing is explained through subscale of depersonalization of burnout. Next highest relation is between emotional exhaustion and resistance to change (r=0,497,p<.01). It may be said that %25 of total variance in the resistance to change comes from emotional exhaustion. It is observed that the relation between teachers’ self-efficacy and entrepreneurship. The maximum relation is between student attendance and entrepreneurship on the basis of subscales (r=0,32,p<.01). %10 of total variance in entrepreneurship is explained by the subscale of student attendance. However it is also observed that there is not significant relation between the resistance to change with personal accomplishment (r=-0,106,p>.05) and keeping the status (r=.59,p>0.5). Except for these two relations, there are significant relations in different levels between all subscales of burnout and all subscales of change tendencies and teachers’ self-efficacy scale.
Consequently, it is observed that there is a high relation between teachers’ level of burnout, self-efficacy and change tendencies. There is a positive relation between the points of teachers’ emotional exhaustion level and the points of keeping the status. There is also a positive relation between the dimensions of entrepreneurship with personal accomplishment points and belief in the usefulness of change. These findings are parallel with many researches in the literature. In the light of these findings, testing the relations between teachers’ level of burnout, self-efficacy and change tendencies with bigger samples by structural equation model could be useful.

Türkiye'de İngilizce eğitiminin yeterli düzeyde olmadığı Education First kurumunun hazırladığı 20... more Türkiye'de İngilizce eğitiminin yeterli düzeyde olmadığı Education First kurumunun hazırladığı 2013 İngilizce Yeterlik Endeksinde belirtilmekte, Türkiye, 60 ülke arasında 41. sırada yer almakta ve “düşük yeterlik” kategorisinde gösterilmektedir (EPI, 2013). Verilen eğitimin kalitesi öğretmenlerin mesleki gelişimleri yoluyla arttırılabilir (Guskey, 2000). Ancak öğretmenlerin mesleki gelişimi ve amaçlanan değişimler her zaman başarılı olamamaktadır (Fragkouli & Hammond, 2007; Glazer, Hannafin, Polly, & Rich, 2009; Skoretz, 2011). Bu bildiri, bahsedilen problemlerden yola çıkılarak hazırlanmış ve Avrupa Komisyonu tarafından desteklenmeye hak kazanmış bir Marie Curie Kariyer Entegrasyon Fonu (CIG) projesinin ihtiyaç analizi kısmına ait nitel bir çalışmanın sonuçlarını sunmaktadır.

In this presentation, the results of a small-scale study conducted as part of a 4-year Marie Curi... more In this presentation, the results of a small-scale study conducted as part of a 4-year Marie Curie Career Integration Grant will be shared. One of the objectives of this project is to investigate foreign language teachers’ professional development activities in Turkey in order to identify any needs for new professional development programs. This aim initially requires a closer look into English as foreign language (EFL) teachers’ individually guided activities to maintain their fluency in English.

... İnternet bankacılığı ve internet üzerinden alışveriş yapmak öğretmenlerin bilgisayarı en az k... more ... İnternet bankacılığı ve internet üzerinden alışveriş yapmak öğretmenlerin bilgisayarı en az kullandıkları amaçlar arasındadır. ... Online research, preparing materials used in the class, and reading news are the most common purpose of computer usage. ...

It is frequently expected from teachers to change their instructional techniques in line with the... more It is frequently expected from teachers to change their instructional techniques in line with the innovations in education. However, change is a painful process. Developing or adapting a scale to measure teachers’ tendencies toward change may contribute to possible future studies about teacher change. Therefore, this study is aimed to investigate the psychometric characteristics of school administrators’ Change Tendencies Scale (CTS) for teachers. The analyses were conducted through the data obtained from 850 teachers who had participated in the study voluntarily. The four-factor structure of CTS was examined by first and second level Confirmatory Factor Analysis (CFA).

Journal of Education and Training Studies, 2013

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Oct 17, 2018

Gunumuzde bilim ve teknolojideki hizli degisimle birlikte ogretmenlerden de ogrenme ogretme surec... more Gunumuzde bilim ve teknolojideki hizli degisimle birlikte ogretmenlerden de ogrenme ogretme sureclerinde onemli degisimler beklenmektedir. Kuresel olcekli bu degisim akimina paralel olarak Turk egitim sisteminde de onemli degisim girisimlerinin oldugu gorulmektedir. Ogretim programlari 2002 yilinda yapilandirmaci anlayis dogrultusunda degistirilmistir. Ayrica FATIH projesiyle birlikte ogretim teknolojilerine odaklanma giderek artmakta ogretmenlerden teknolojiyi ogrenme ogretme surecleriyle butunlestirmeleri beklenmektedir. Ancak, arastirmalarda siklikla ogretmenlerin ogretmen merkezli geleneksel anlayisi surdurdukleri, teknolojiyi de ya ise kosmadiklari ya da ogretmen merkezli ogretim anlayisini desteklemek amaciyla kullandiklari gorulmektedir. Bu nedenle ogretmelerin degisim egilimlerinin ve bu egilimlerini etkileyen degiskenlerin incelenmesi oldukca onemlidir. Bu arastirma ogretmenlerin oz yeterlilik algilari ve tukenmislik duzeylerinin degisim egilimlerini yordama gucu incelenmistir. Ogretmenlerin degisim egilimlerinin butun boyutlarinin ogretmen oz yeterligi ve tukenmisligin kisisel basari boyutu disindaki butun boyutlari ile anlamli korelasyona sahip olduklari gorulmektedir. Bununla birlikte ogretmen oz yeterliligi ve tukenmisligin alt boyutlari birlikte ele alindiginda degisimde girisimcilik, degisimin yararina inanma, degisime direnc ve statukoyu koruma boyutlarinin yordanmasinda istatistiksel olarak anlamli etkiye sahiptir. Alanyazinda tukenmislik ya da oz yeterligin degisim egilimleri uzerindeki etkisini ayri ayri inceleyen cok sayida arastirma olmakla birlikte bu iki bagimsiz degiskenin birlikte degisim egilimleri uzerindeki etkisini inceleyen bir arastirmaya rastlanmamistir. Bu bakimdan arastirmanin alanyazina katki sundugu soylenebilir.

Turkish Online Journal of Educational Technology, Jul 1, 2012

The purpose of this study is to analyze the impact of the professional development (PD) program o... more The purpose of this study is to analyze the impact of the professional development (PD) program on technology integration (TI) besides attitudes towards ICT in education of Turkish teachers. This study demonstrates the outcomes of one group pre-test and post-test design based on data, collected before, just after and six weeks after the PD program. The results of the study revealed that, the PD program had a positive effect on TI continuing still at the sixth week while little or no change was detected on the teachers' attitudes towards ICT in education.

Teacher Development, 2021

ABSTRACT Curriculum adaptation portrays the way teachers ‘tweak’ the curriculum. The findings of ... more ABSTRACT Curriculum adaptation portrays the way teachers ‘tweak’ the curriculum. The findings of related studies are based solely on qualitative data, and there is no instrument that can determine curriculum adaptation patterns. Based on this gap, the aim of this study is to develop the Curriculum Adaptation Patterns Scale (CAPS). After examining the qualitative studies, 113 draft items were created in eight adaptation patterns. Drawing on the experts and discussions, the dimensions and number of items were reduced. In the first pilot study (n = 322), a three-dimensional structure explaining 52% of the total variance was obtained. CAPS was re-applied on 361 teachers for confirmatory factor analysis and the fit indices corresponded to sufficient. The three emerging factors are named as ‘omitting’, ‘extending’ and ‘replacing or revising’. The reliability coefficients for these factors are also adequate (0.87, 0.72 and 0.85, respectively). The analyses indicate that the CAPS can be used for examining teachers’ curriculum adaptation patterns.

Egitim alanindaki yeniliklere paralel olarak ogretmenlerden siklikla kullandiklari yontemleri deg... more Egitim alanindaki yeniliklere paralel olarak ogretmenlerden siklikla kullandiklari yontemleri degistirmeleri beklenmektedir. Ancak degisim sancili bir surectir. Ogretmenlerin degisime yonelik egilimlerini belirleyebilecek olcme araclari gelistirmek ya da uyarlamak ogretmenlerin degisimiyle ilgili yapilacak olan calismalara katki getirebilir. Bu nedenle bu arastirmayla okul yoneticilerine yonelik gelistirilmis olan Degisim Egilimleri Olceginin (DEO) psikometrik niteliklerinin ogretmenler icin incelenmesi amaclanmistir. Analizler calismaya gonullu olarak katilan 850 ogretmen uzerinden gerceklestirilmistir. DEO’nin dort faktorlu yapisi birinci ve ikinci duzey Dogrulayici Faktor Analiziyle (DFA) incelenmistir.

Mersin Üniversitesi Eğitim Fakültesi Dergisi, Apr 20, 2018

At this study Holistic Evaluation Model (HEM), which can be used for evaluating teachers' pro... more At this study Holistic Evaluation Model (HEM), which can be used for evaluating teachers' professional development programs, is proposed. This model is based on context, input, process, participants' learning, organizational support and change, participants' use of new knowledge and skills, student learning outcomes and cost effectiveness analysis. To test HEM Intel Teach Program (ITP) is evaluated. ITP has some problems about context, input and process, ITP supports teachers technology usage skills, there are problems at organizational support and change level, teachers' new knowledge and skills limitedly used at classroom levels and there are very little change at students after ITP. There is little change at class level implementations. So, it can be said that the professional development program could not achieve its goals, and also it can be said that evaluated ITP courses were not cost effective. Consequently, HEM is useful to evaluate the professional developm...

TED EĞİTİM VE BİLİM, 2021

* Bu makale Şerife Ardıç'ın Öner Uslu danışmanlığında yürüttüğü "İlkokul öğretmenlerinin öğretme ... more * Bu makale Şerife Ardıç'ın Öner Uslu danışmanlığında yürüttüğü "İlkokul öğretmenlerinin öğretme öğrenme anlayışlarını etkileyen değişkenlerin yapısal eşitlik modeliyle incelenmesi" başlıklı yüksek lisans tezinden üretilmiştir.

International Journal of Research in Education and Science, 2018

This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Australian Journal of Teacher Education, 2018

Today, students are expected to access, analyse and synthesise information, and work cooperativel... more Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers' instructional abilities through technology integration. To this end, data on variables that affect technology integration were collected from 600 teachers and analysed by using path analysis. The results revealed an acceptable fit between the model and the data. Technological Pedagogical Content Knowledge, attitude towards technology use in education, gender, frequency of computer use, seniority, duration of computer use, technical support, and individual innovativeness have direct or indirect effects on technology integration. The developed model can be considered original because it includes the variable of individual innovativeness. Based on the developed path model, some suggestions were presented to support the instructional abilities of teachers.

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 2019

Bu çalışmanın amacı Woodrow'un (2006) geliştirdiği (İkinci Dil) İngilizce Konuşma Kaygısı Ölçeği'... more Bu çalışmanın amacı Woodrow'un (2006) geliştirdiği (İkinci Dil) İngilizce Konuşma Kaygısı Ölçeği'ni Türkçeye uyarlamaktır. Ölçeğin dilsel eşdeğerliği için, Ege Üniversitesi Yabancı Diller Yüksek Okulu'nda orta düzeyde İngilizce öğrenmekte olan bir öğrenci grubuna (n=54) 15 gün ara ile İngilizce ve Türkçe form çevrimiçi olarak uygulanmıştır. Bu uygulamada pozitif ve anlamlı bir ilişki elde edilmiş (.882, p<.01), Türkçe form aynı üniversitede farklı düzeylerde İngilizce öğrenen 778 öğrenciye uygulanarak açımlayıcı faktör analizi yapılmış, toplam varyansın %64.14'ünü açıklayan iki faktörlü bir yapı elde edilmiştir. Ölçeğin ölçüt bağıntılı geçerliği için yapılan korelasyon analizleri sonucunda anlamlı ilişkiler saptanmıştır. Doğrulayıcı faktör analizi yapmak üzere aynı okulda orta düzeyde İngilizce öğrenen farklı bir gruba (n=455) ölçek yeniden uygulanmıştır. Orijinal ölçeğin iki faktörlü yapısı doğrulanmış, elde edilen uyum indekslerinin mükemmel uyum sınırları içerisinde olduğu görülmüştür. Bu çalışmadaki ölçümlere ilişkin güvenirlik katsayıları sınıf içinde konuşma kaygısı boyutunda .83, sınıf dışında ise .85 olarak hesaplanmıştır. Yapılan analiz sonuçları, ölçeğin Türkiye'de kullanılabileceğini göstermektedir.

Bu calisma Osman ve Warner (2020) tarafindan gelistirilen, ogretmenlerin mesleki gelisim programl... more Bu calisma Osman ve Warner (2020) tarafindan gelistirilen, ogretmenlerin mesleki gelisim programlarinda ogrendiklerini siniflarinda uygulama motivasyonlarina yonelik bir olcme aracinin Turkceye uyarlanmasini ve psikometrik ozelliklerinin incelenmesini amaclamaktadir. Bu amacla oncelikle orijinal olcek Turkceye cevrilerek dil gecerligi calismalari yapilmis, elde edilen Turkce form cesitli mesleki gelisim etkinliklerine katilan 1192 ogretmene cevrimici olarak uygulanmistir. Veri seti rastgele secimle iki parcaya bolunerek acimlayici (n=596) ve dogrulayici faktor analizleri (n=596) yapilmis, yakinsama ve iraksama gecerligi degerlendirilmis, olcut gecerligi incelenmistir. Yapilan analiz sonuclari olcegin uc boyut ve dokuz maddeden olusan orijinal yapisini dogrulamistir. Bu kapsamda, olcegin Turkce formunun alt boyutlari orijinal forma uygun olarak; basari beklentisi, gorevin degeri ve odenecek bedel seklinde isimlendirilmistir. Turkce formun uygulanmasiyla elde edilen ic tutarlik katsay...

Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2018

Ogrencilerin derse katilimini saglamak ve gudusel yonelimlerini kendi ders alanlarina cekebilmek ... more Ogrencilerin derse katilimini saglamak ve gudusel yonelimlerini kendi ders alanlarina cekebilmek ogretmenlerin mesleki yeterlilik alanlarindan birisidir. Dolayisiyla ogretmenlerin bu yeterlilik alanlarinin gecerli ve guvenilir olcme araclariyla sinanabilmesi gerekir. Ogretmen adaylarina yonelik Gudulenmis Ogrenmeyi Destekleme Oz Yeterlik Olcegi’nin (GODOO) psikometrik ozelliklerinin ogretmenler icin de gecerli olup olmadiginin incelenmesi bu acidan onem tasimaktadir. Bu yolla hem ogretmenlerin ogrencileri guduleme yeterlilik algilari belirlenebilecek hem de bu algilarin diger degiskenlerle iliskisi analiz edilebilecektir. Bu calismada ilk olarak ogretmen adaylari icin Turkceye uyarlanmis olan “ Gudulenmis Ogrenmeyi Destekleme Oz Yeterlik Olcegi”nin (GODOO) psikometrik ozelliklerinin ogretmenler icin de gecerli olup olmadigi incelenmistir. Arastirmada ikinci olarak GODOO ile kollektif yeterlilik, tukenmislik ve teknolojiyle butunlesme arasindaki korelasyon, son olarak da bu uc degisk...

Mersin Universitesi Egitim Fakultesi Dergisi, 2013