Soner Mehmet Özdemir

Bio: Soner Mehmet Özdemir is an academic researcher from Kırıkkale University. The author has contributed to research in topics: Faculty development & Teacher education. The author has an hindex of 9, co-authored 19 publications receiving 277 citations.

Sınıf Öğretmeni Adaylarının Öğretim Sürecine İlişkin Öz-Yeterlik İnançlarının Çeşitli Değişkenler Açısından İncelenmesi

Abstract: Bu arastirmada, sinif ogretmeni adaylarinin ogretim surecine iliskin oz-yeterlik inanclarinin cinsiyete, ogrenim gorulen universiteye, ogretim bicimine, mezun olunan liseye, bolumu tercih sirasina, tercih nedenine ve ogretmenlige yonelik tutuma gore farklilasip farklilasmadigi incelenmistir. Calismada betimsel tarama modeli kullanilmistir. Arastirmanin calisma grubunu 2005-2006 ogretim yilinda Hacettepe Universitesi, Gazi Universitesi ve Kirikkale Universitesinde ogrenim goren 223 sinif ogretmeni adayi olusturmustur. Calismada veriler “ogretmen adaylarinin ogretim surecine iliskin oz-yeterlik inanclari” olcegi ile toplanmistir. Calismanin sonuclari, ogretmen adaylarinin ogretim surecinin bazi boyutlarina iliskin oz-yeterlik inanclarinin cinsiyet, ogrenim gorulen bransi tercih sirasi, tercih nedeni ve ogretmenlik yapmaya istekli olmaya yonelik tutum degiskenlerine gore anlamli duzeyde farklilik gosterdigini, buna karsilik ogrenim gorulen universite, ogretim bicimi ve mezun olunan lise degiskenlerinin ise oz-yeterlik inanclarinda anlamli bir farkliliga neden olmadigi belirlenmistir. Calisma sonunda, ogretmen adaylarinin oz-yeterlik inanclarinin artirilmasi icin hizmet oncesi egitim surecinde kuramsal ve uygulamali derslerde ogretim surecini etkili bicimde planlama, uygulama ve degerlendirmeye yonelik bilgi ve becerilerin yani sira, ogretmen adaylarina alanlarina ve ogretmenlik meslegine iliskin olumlu tutum ve anlayislarin kazandirilmasi gerektigi onerilmistir.

The effect of drama education on prospective teachers' creativity ∗

Abstract: A number of studies of the effects of drama on individuals’ cognitive and affective characteristics have been carried out recently. These studies revealed that drama had positive impact on students’ development of communication skills, socialization levels, development of emotional intelligence, social skills, empathic skills and empathic tendencies regardless of the grade levels of the students. In the present study, the effect of drama education on creativity of prospective classroom teachers was examined. As the method of this study, experimental design, which is based on pre-test and post-test, was used. In the research the study group consisted of 78 the 4 th grade students (50 females and 28 males) who attended the Primary School Teacher Education Program at Elementary Education

An Investigation of Violence against Teachers in Turkey.

Abstract: This study seeks to investigate violence against teachers. A total of 902 teachers working at the elementary schools and at secondary schools located in the center of Kirikkale, Turkey were enrolled in the study. Data were gathered by an instrument designed by the researcher and aiming to measure violence against teachers. Analyses included descriptive statistics and the Chi-Square Test of Independence. The results of the study revealed that teachers often experienced emotional (24.1%), followed by verbal (14.7%), physical (6.3%) and sexual (4.6%) violence. The results also indicated that male teachers were exposed to physical violence while female teachers were mostly facing verbal and emotional violence. Besides, it has been found that secondary school teachers were experienced violence acts more than elementary school teachers do. Key Words: Violence, elementary and secondary students, violence against teachers ********** Today violence has turned into a serious social problem and expanded to affect educational institutions and staff, too. In a general sense, violence may be defined as a forceful act, or behaviors such as assault, physical force, physical or psychological abuse or torture, hitting or injury (Koknel, 1996). According to the definition by the World Health Organization (WHO), violence is "the intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment or deprivation" (Krug, Dahlberg, Mercy, Zwi & Lozano, 2002). Violence should not be seen as mere acts causing physical injury or death. Indeed, violence may also leave permanent psychological damages in individuals or the society. Studied from a formal perspective, violence is associated with many physical, emotional-psychological, verbal, sexual and economic behaviors (Atman, 2003). School Violence Aggressive behavior and violence in schools affect the educational efforts negatively. It also jeopardize the students' need of a safe learning place (Ogulmus, 1995). Aggressive behaviors and violence in and around the schools not only affect students' and school staff's feeling of being safe but also affects the quality of educational outcomes. Violence acts in schools, especially in high schools, have become one of the crucial social problems during last decades. Newspapers and TV programs report hundreds of violent acts which affect both students and teachers every academic year. Amsler and Sadella (1987) noted that while the most common discipline problems of fifty years ago were running in halls, talking out of turn, and chewing gum, today's problems include physical and verbal violence, incivility, and in some schools, drug abuse, robbery, assault and murder. As a result, many school teachers spend an inordinate amount of time and energy managing classroom conflicts (As cited in Johnson and Johnson, 1995). According to Astor and Meyer (2001), school violence covers a wide array of intentional or reckless physical and psychological behaviors, which range from murder, the presence of weapons, sexual harassment, school fighting, bullying, verbal threats and intimidation, corporal punishment, gang violence, rape, hate crimes, vandalism, verbal or physical harassment on the way to and from school and dating violence. Serious acts of school violence are endemic throughout the world. This is evident from news reports which appear in the print media, as well as studies conducted by various institutions and researchers .According to the findings of these studies (Chen& Astor, 2009; Cinkir & Kepenekci, 2003; Egitim-Sen, 2006; Kapici, 2004; Nolle, Guerino & Dinkes, 2007; Turk-Egitim Sen, 2004; Yavuzer, Gundogdu & Dikici, 2009; Zeira, Astor & Benbenishty, 2003), examples of the serious acts of violence experienced in and around schools by teachers and school staff were "armed or unarmed threats, homicide, injuries, jostling, swearing or using bad words, teasing, name-calling, excluding from the group, racist-ethnic tensions, theft of personal belongings, sexual harassment, carrying sharp objects, and alcohol and substance use". …

Üni̇versi̇te öğrenci̇leri̇ni̇n eleşti̇rel düşünme beceri̇leri̇ni̇n çeşi̇tli̇ deği̇şkenler açisindan değerlendi̇ri̇lmesi̇

Abstract: Bu calisma, universite ogrencilerinin elestirel dusunme becerilerinin ne duzeyde oldugu ve cinsiyete, dogum yerine, anne ve baba ogrenim durumuna ve gelir durumuna gore farklilasip farklilasmadigini ortaya koymaya yonelik olarak gerceklestirilmistir. Calismada survey modeli kullanilmis ve veri toplama araci olarak bir tutum olcegi gelistirilmistir. Arastirmanin orneklemini Gazi Universitesi, Gazi Egitim Fakultesinde okuyan 128 ogrenci olusturmustur. Toplanan verilerin analizi SPSS-11 istatistik programinda gerceklestirilerek yorumlanmistir. Elde edilen verilerin yorumlanmasinda su istatistik analizler yapilmistir: 1.Ogrencilerin elestirel dusunme beceri duzeylerini ortaya koymaya yonelik “ortalama” ve “standart sapma”, 2.Ogrencilerin elestirel dusunme becerilerinin cinsiyete ve alanlarina gore farklilik olusturup olusturmadigina iliskin bagimsiz gruplar t testi (independent samples-t test) analizi, 3.Ogrencilerin elestirel dusunme becerilerinin dogum yerine, anne baba ogrenim durumuna ve gelir durumuna gore farkliliga yol acip acmadigina iliskin ANOVA (tek yonlu varyans) analizi gerceklestirilmistir. Calismanin amaci dogrultusunda gelistirilen ve uygulanan olcekten elde edilen bulgular sonucunda, ogrencilerin elestirel dusunme becerisi bakimindan orta duzeyde olduklari ve elestirel dusunme becerisine sahip olma durumlarinin cinsiyet, dogum yeri, anne baba ogrenim durumu ve gelir durumu degiskenlerine gore anlamli duzeyde farklilik gostermedigi ortaya cikmistir.

Üni̇versi̇te öğrenci̇leri̇ni̇n eleşti̇rel düşünme beceri̇leri̇ni̇n

Abstract: Bu cal ma, universite o rencilerinin ele tirel du unme becerilerinin ne duzeyde oldu u ve cinsiyete, do um yerine, anne ve baba o renim durumuna ve gelir durumuna gore farkl la p farkl la mad n ortaya koymaya yonelik olarak gercekle tirilmi tir. Cal mada survey modeli kullan lm ve veri toplama arac olarak bir tutum olce i geli tirilmi tir. Ara t rman n orneklemini Gazi Universitesi, Gazi E itim Fakultesinde okuyan 128 o renci olu turmu tur. Toplanan verilerin analizi SPSS-11 istatistik program nda gercekle tirilerek yorumlanm t r. Elde edilen verilerin yorumlanmas nda u istatistik analizler yap lm t r: 1.O rencilerin ele tirel du unme beceri duzeylerini ortaya koymaya yonelik “ortalama” ve “standart sapma”, 2.O rencilerin ele tirel du unme becerilerinin cinsiyete ve alanlar na gore farkl l k olu turup olu turmad na ili kin ba ms z gruplar t testi (independent samples-t test) analizi, 3.O rencilerin ele tirel du unme becerilerinin do um yerine, anne baba o renim durumuna ve gelir durumuna gore farkl l a yol ac p acmad na ili kin ANOVA (tek yonlu varyans) analizi gercekle tirilmi tir. Cal man n amac do rultusunda geli tirilen ve uygulanan olcekten elde edilen bulgular sonucunda, og encilerin ele tirel du unme becerisi bak m ndan orta duzeyde olduklar ve ele tirel du unme becerisine sahip olma durumlar n n cinsiyet, do um yeri, anne baba o renim durumu ve gelir durumu de i kenlerine gore anlaml duzeyde farkl l k gostermedi i ortaya c km t r. Anahtar sozcukler : Ele tiri, ele tirel du unme, ele tirel du unme becerileri.

Blended Learning or E-Learning?

Abstract: ICT or Information and Communication Technology has pervaded the fields of education. In recent years the term “e-learning” has emerged as a result of the integration of ICT in the education fields. Following the application this technology into teaching, some pitfalls have been identified and this have led to the “Blended learning” phenomenon. However, the preference on this new method has been debated quite extensively. The aim of this paper is to investigate the advantages of blended learning over face-to-face instruction through reviews of related literature. The present survey revealed that blended learning is more favorable than pure e-learning and offers many advantages for learners like producing a sense of community or belonging. This study concludes that blended learning can be considered as an efficient approach of distance learning in terms of students’ learning experience, student-student interaction as well as student-instructor interaction and is likely to emerge as the predominant education model in the future.

Predictive Power of the Sources of Primary School Students' Self-Efficacy Beliefs on Their Self-Efficacy Beliefs for Learning and Performance

Abstract: The purpose of this study is to reveal the extent to which the sources of 6th- 8th grade students' self-efficacy beliefs predict their self-efficacy beliefs for learning and performance. The study is correlational and was con- ducted on a total of 1049 students during the fall term of the educational year 2010-2011. The data of the study were collected through "The Scale of Determining the Sources of Self-Efficacy" and "The Scale of Self-Efficacy for Learning and Performance". The data were analyzed on the basis of the arithmetic mean, standard devia- tion, Pearson product-moment correlation coefficient and stepwise regression. The students stated that their self-efficacy beliefs were developed mostly by verbal persuasion and performance accomplishments. They also noted that psychological states and vicarious experiences develop their self-efficacy beliefs at a lower level. It is the factor "performance accomplishments" that is correlated with the students' self-efficacy beliefs and pre- dicts them in the strongest way. Apart from performance accomplishments, the factors "vicarious experiences" and "verbal persuasion" predict the students' self-efficacy beliefs for learning and performance.

Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success.

Abstract: This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable exploratory correlations were identified using the Pearson product-moment correlation coefficient, and path analysis was used to examine the direct and indirect predictive powers of these factors on teacher self-efficacy and perceived success. The research findings reveal positive and significant relationships among teacher self-efficacy, perceived success, academic optimism, hope and zest for work and that these factors positively predict teacher self-efficacy. Furthermore, academic optimism, hope and zest for work positively predict teachers' perceived success. These factors were also shown to indirectly predict self-efficacy through perceived success. Discussion of the findings is provided within the context of improving teachers' self-efficacy and positive psychological state.Keywords: Self-efficacy * Perceived success * Academic optimism * Hope * Zest for workIn recent years, positive psychology concepts such as self-efficacy, psychological well-being, performance, stress, burnout, depression and anxiety have been a major focus of research (Meyers, Woerkom, & Bakker, 2013; Peterson, 2009; Seear & Vella-Brodrick, 2013). To Seligman (2002), positive psychology aims to better the quality of life rather than solve existing problems; likewise, Kurz (2006) stated that positive psychology focuses on proper concentration of competences and capacities rather than problems. Positive psychology is an aggregate term that covers well-being, satisfaction, happiness, emotional satisfaction, optimism, faith and zest for work, which all concern subjective positive experiences (Hoy & Tarter, 2011; Seligman, 2002; Seligman & Csikzsentmihalyi, 2000). Specifically, self-efficacy is believed to be a positive feature that should be explored in educational research (Hoy & Tarter, 2011).The self-efficacy level is considered as an important indicator of a successful teaching career. Previous research has uncovered a positive relationship between self-efficacy and success (Bandura, 1977, 1993; Mills, Pajares, & Heron, 2007; Zeldin, Britner, & Pajares, 2008). Bandura (1993) further stated that teachers' mission to set proper learning environments is highly dependent on their teaching capability and self-efficacy. The literature indicates a relationship between self-efficacy and attitude toward the teaching profession (Duban & Gokcakan, 2012; Ozdemir, 2008), educational leadership (Calik, Sezgin, Kavgaci, & Kilinc, 2012; Kurt, 2009), student success (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Usher & Pajares, 2006) and job-related stress and burnout (Schwarzer & Hallum, 2008).In addition to self-efficacy and perceived success, positive beliefs are also considered to influence the professional success of teachers. Within this context, this study focuses on academic optimism, hope and zest for work and how they may be linked to teacher self-efficacy and perceived success. Research findings show a correlation between academic optimism and organizational commitment (Coban & Demirtas, 2011; Kurz, 2006) and student success (Fahy, Wu, & Hoy, 2010; Hoy, Tarter, & Hoy, 2006; McGuigan & Hoy, 2006; Smith & Hoy, 2007). In addition, hope was found to be related to anxiety (Nolan & Stitzlein, 2011), life satisfaction (Brdar & Kashdan, 2010; Chan, 2009; Park, Peterson, & Seligman, 2004; Peterson, Ruch, Beermann, Park, & Seligman, 2007; Peterson, Park, Hall, & Seligman, 2009) and organizational commitment (Bullough & Hall-Kenyon, 2012). Conversely, little research has focused on zest for work, though one study identified a negative relation between this factor and job stress (Josepshon & Vingard, 2007). …