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Taibe Kulaksiz

Bio: Taibe Kulaksiz is an academic researcher. The author has contributed to research in topics: Mathematics education & Psychology. 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

Journal ArticleDOI
TL;DR: In this paper , the authors used the praxeological approach as a method and learning approach to reveal the reflections of the instructional technologies course of pre-service early childhood education teachers and found that three main themes emerged as initial challenges, learning process, and learning outcomes during enhancement of early childhood teachers' technology integration knowledge and skills.
Abstract: How to improve and what should be carried out for pre-service teachers' technological competencies for teaching purposes is still an important issue on the agenda of the higher education field. In light of this, we aimed to reflect the individual and collective technology integration knowledge and skills construction process of pre-service early childhood education teachers with democratic participation. We utilized the praxeological approach as a method and learning approach to reveal the reflections of the instructional technologies course. The participants in this study were 52 sophomore pre-service teachers in the early childhood education department. We collected the data from various sources such as interviews, portfolios, researchers' field notes, e-mails, online course evaluation form. We carried out the thematic analysis method to analyze the data. The findings indicated that three main themes emerged as initial challenges, learning process, and learning outcomes during enhancement of pre-service early childhood teachers' technology integration knowledge and skills. As a result, the praxeological approach used in instructional technologies courses in teacher education programs leads to a crucial digital transformation to be ready to become future teachers.The online version contains supplementary material available at 10.1186/s41239-022-00344-8.

2 citations

Journal ArticleDOI
05 Jun 2022
TL;DR: In this article , a case study on science teachers' technology-based lesson practices in terms of contextual factors influencing TPACK is presented, which reveals the sub-themes of the context and in-depth examination of context factors for future studies.
Abstract: Background One of the important elements of teachers’ technology integration is Technological Pedagogical Content Knowledge (TPACK). Though there are studies on TPACK, limited information exists about its context element. This gap causes context-isolated studies for TPACK-related research.Purpose The aim of this research is to elaborate on science teachers’ technology-based lesson practices in terms of contextual factors influencing TPACK.Sample The study participants consisted of 12 science teachers and 7 educational technologists by using snowball sampling.Design and method The case study design method was used in this study within the qualitative research paradigm. The data was collected with semi-structured interviews by following the protocol for strategic performance problems. The interviews were examined employing content analysis to reveal the themes.Results and conclusions The findings of the study indicated that TPACK is not only a stand-alone knowledge and skills, but also it is context-oriented. The multifaceted factors represent components of a multi-layered structure of the context. These factors can be perceived by the teachers at different levels according to school types. Furthermore, sub-themes of the contextual factors showed complex interrelationships. This study contributes to the literature by revealing the sub-themes of the context and in-depth examination of contextual factors suggested for future studies.

2 citations

Journal ArticleDOI
TL;DR: In this article , the role of technology-enhanced learning (TEL) in the education of oncology medical professionals is examined in a systematic review of 34 articles published between 2012 and 2022 in EBSCO and PubMed databases.
Abstract: As cancer continues to be a significant global health challenge, the education of oncology professionals plays a crucial role in providing quality cancer care and achieving optimal patient outcomes. In order to meet the growing need for flexible, accessible, and effective training, this study examines the role of technology-enhanced learning (TEL) in the education of oncology medical professionals. Following the PRISMA guidelines, this systematic review included 34 articles published between 2012 and 2022 in EBSCO and PubMed databases. Findings reveal a diverse range of digital tools being used in oncology training, despite a shortage of advanced educational technologies and limited functional improvement compared to traditional instruction. Since the training primarily targeted at multiple professions in the medical expert role, with radiation oncologists being overrepresented, other oncology domains should be examined more thoroughly in the future, taking into account distinct professional abilities, e.g. communication, collaboration, and leadership skills with reference to the CanMEDS framework. Although the training programmes generally resulted in positive outcomes according to the Kirkpatrick evaluation model, experimental research designs were rather limited. Therefore, the substantial contribution and limitations of TEL in oncology education need to be clarified. Precise reporting of digital tools and instructional processes, as well as challenges encountered, is highly recommended to increase transparency and replicability. Research methodology in digital oncology education remains a major concern and should be addressed accordingly in future research.

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
TL;DR: In this paper , the authors present an overview of challenges and demands related to teachers' digital skills and technology integration into educational content and processes, arguing that technologies should be viewed both as the field where new competences should be developed and at the same time as the method used in developing learning environments for teacher students.
Abstract: The paper presents an overview of challenges and demands related to teachers' digital skills and technology integration into educational content and processes. The paper raises a debate how technologies have created new skills gaps in pre-service and in-service teacher training and how that affected traditional forms of teacher education. Accordingly, it is discussed what interventions might be applicable to different contexts to address these challenges. It is argued that technologies should be viewed both as the field where new competences should be developed and at the same time as the method used in developing learning environments for teacher students.

2 citations