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Ozge Kelleci

Bio: Ozge Kelleci is an academic researcher. The author has contributed to research in topics: Multimethodology & Educational technology. The author has an hindex of 1, co-authored 1 publications receiving 5 citations.

Papers
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Journal ArticleDOI
TL;DR: In this paper, the effects of social network-supported microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers were found out using mixed research model.
Abstract: To train qualified teachers, it is important to use methods that employ theory and practice together in teacher training. For microteaching to be more effective, supporting it with online environments is essential. This study aims to find out the effects of social network-supported microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. The SNSM process took place in two stages. Firstly, Pre-service teachers were asked to respond to Teacher Self-efficacy Scale prior to SNSM. Then, the open-ended interview questionnaire and opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data also support the results of quantitative data.

7 citations


Cited by
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Journal ArticleDOI
TL;DR: In this paper, a test-son test kontrol gruplu deneysel desen kullanilmistir, on (KR-20=0.74) ve son (KR20= 0.75) basari testleri gelistirilmirmir.
Abstract: Sosyal ag destekli bilisim teknolojileri egitiminin ortaokul ogrencilerinin akademik basarilarina etkisini degerlendirmeyi amaclayan bu calismada, on test-son test kontrol gruplu deneysel desen kullanilmistir. Arastirmanin calisma grubu, 32 ogrenci deney ve 32 ogrenci kontrol grubu olmak uzere toplam 64 ogrenciden olusmaktadir. Veri toplama araci olarak, on (KR-20=0.74) ve son (KR-20=0.75) basari testleri gelistirilmistir. Deney grubuna, bilisim teknolojileri egitimi yuz yuze ve sosyal ag destekli ogrenme ortami ile butunlestirilerek verilmistir. Kontrol grubuna ise, sadece yuz yuze bilisim teknolojileri dersi verilmistir. Sonuc olarak, sosyal ag destekli bilisim teknolojileri egitiminin, deney grubu ogrencilerinin akademik basarilarinda olumlu yonde anlamli bir fark yarattigi gorulmustur.

5 citations

Journal ArticleDOI
06 Apr 2022
TL;DR: In this paper , penelitian ini bertujuan untuk mendeskripsikan kinerja, kesulitan, and tantangan calon guru matematika dalam microteaching berbasis video.
Abstract: Microteaching adalah kegiatan belajar dan mengajar bagi calon guru untuk mengembangkan ketrampilan mengajar dan sebagai media latihan untuk berinteraksi dengan siswa. Microteaching memberikan pengalaman mengajar kelas dalam skala kecil sebelum mengajar kelas yang sesungguhnya. Namun, karena situasi pandemi COVID-19 saat ini, pelaksanaan microteaching bergeser dari mode tatap muka di laboratorium microteaching ke mode pembelajaran jarak jauh dari rumah. Penelitian ini bertujuan untuk mendeskripsikan kinerja, kesulitan, dan tantangan calon guru matematika dalam microteaching berbasis video. Penelitian ini merupakan penelitian deskriptif kualitatif dengan melibatkan 54 calon guru matematika di IAIN Kediri. Pengumpulan data melalui observasi, dokumentasi, dan wawancara yang dilakukan pada bulan Februari-April 2021. Berdasarkan hasil penelitian, 24,07% calon guru matematika menunjukkan kinerja dalam kategori sangat baik, 20,37% dalam kategori baik, 29,63% dalam kategori sedang, dan 25,93% dalam kategori kurang baik. Terindikasi bahwa kesulitan kinerja hampir ditemukan pada semua aspek observasi, namun paling banyak ditemukan pada aspek pemberian apersepsi dan motivasi, penerapan pendekatan saintifik, dan penutupan pembelajaran, dan. Lebih lanjut terungkap bahwa calon guru matematika mengalami 3 tantangan besar, yaitu pedagogis dan psikologis, infrastruktur, dan teknis dalam membuat rekaman video microteaching.

3 citations

Journal ArticleDOI
23 Aug 2020
TL;DR: In this paper, the authors focused on the need for constant training and education of the university teacher regarding the knowledge of specific aspects related to the management of technology, related to resources and strategies of microlearning; it was developed on the basis of sections interconnected to the mentioned tool, distinguished as microlearning: innovative pedagogy; social learning as the core of micro-learning, aspects of interest of micro learning for the teacher and conclusions.
Abstract: The events that characterize microlearning, are constituted in representative priorities of the dynamics that dominates the need for updating, innovation and better performance profiles within the surrounding reality of technology and super-information, in which education cannot be distanced. The present essay aimed to reflect on the need for constant training and education of the university teacher, regarding the knowledge of specific aspects related to the management of technology, related to the resources and strategies of microlearning; it was developed on the basis of sections interconnected to the mentioned tool, distinguished as microlearning: innovative pedagogy; social learning as the core of microlearning, aspects of interest of microlearning for the teacher and conclusions. Among the latter, it was identified the fact that microlearning allows university teachers to transcend in an intelligent, creative and motivating way in front of their academic activities, adjusting their activities to digital environments, where the need for self-management in educational processes is evident.

1 citations