Browsing by Author "Kozikoğlu, İ."

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The Investigation of the Relationship Between Pre-Service Teachers' Opinions Concerning Critical Pedagogy and Beliefs of Educational Philosophies
(Ankara University, 2018) Kozikoğlu, İ.; Erden, R.Z.
The purpose of this research is to examine the relationship between the educational philosophical beliefs of the pre-service teachers and their opinions concerning the principles of critical pedagogy. This research was designed in a correlational survey model and was carried out with 341 pre-service teachers studying at Van Yüzüncü Yıl University, Faculty of Education. 'Educational Beliefs Scale' and 'Critical Pedagogy Principles Scale' were used as data collection tools in the research. Descriptive statistics, t test, ANOVA, Pearson Product Moments Correlation Coefficient and stepwise regression analysis were used in the analysis of the data. As a result of the research, it was determined that the educational philosophies mostly adopted by the pre-service teachers are existentialism, progressivism, reconstructionism, perennialism and essentialism, respectively and their opinions concerning the principles of critical pedagogy are at moderate level. In this study, it was determined that there is a positive and significant relationship between pre-service teachers' concerning principles of critical pedagogy and their educational philosophies. It was also concluded that the pre-service teachers' educational philosophies of existentialism, progressivism and reconstructionism explain 12.8% of the variance in the opinions of the pre-service teachers concerning the principles of critical pedagogy. It is considered that this study will contribute to the target literature in determining the relationship between the educational philosophical beliefs of the pre-service teachers and their opinions concerning the principles of critical pedagogy. © 2019, Ankara University. All rights reserved.
Teachers' Attitudes and the Challenges They Experience Concerning Individualized Education Program (Iep): a Mixed Method Study
(Ozgen Korkmaz, 2022) Kozikoğlu, İ.; Albayrak, E.N.
In this study, it was aimed to examine teachers' attitudes and challenges they experience concerning Individualized Education Program (IEP). Explanatory sequential design, one of the mixed methods, was used in this study. The study group of this study consists of 100 teachers working in the central districts of Van, Turkey within 2019-2020 academic year. In data collection, the scales of “Determining the Attitudes towards IEP Preparation Process”, “Determining the Challenges Concerning IEP Preparation Process” and a semi-structured interview form were used. Findings demonstrated that teachers have positive views about the IEP process, and the implementation of IEP is useful and essential. Concerning the challenges they experience during the IEP process, the teachers think that they do not have sufficient information about the planning, implementation and assessment/evaluation processes of IEP, the school/classroom is physically inadequate, and the classes are crowded in the implementation of IEP. In addition, it was found that as the positive attitudes of the teachers towards IEP increased, the challenges they encountered during the IEP process decreased. Based on the results of this study, it can be suggested that teachers should receive in-service training, physical conditions should be improved, the class size should be reduced, and cooperation should be provided between the family, classroom teachers and guidance counselor in order to conduct IEP in a healthier way. © 2022, Ozgen Korkmaz. All rights reserved.
The Investigation of the Relationship Between Turkish Efl Teachers' Technological Pedagogical Content Knowledge Skills and Attitudes Towards Technology
(Selcuk University, 2019) Kozikoğlu, İ.; Babacan, N.
The technology has entered our life day by day and the effects of this are felt in English language teaching and learning, as well as it does in the education. This study aims to investigate the relationship between Turkish EFL teachers' technological pedagogical content knowledge (TPACK) skills and attitudes towards technology. This research also examined whether Turkish EFL teachers' TPACK skills and their attitudes towards technology differs according to the gender, FATIH project training and professional experience. This research was conducted with 721 Turkish EFL teachers working in 81 provinces of Turkey. Correlational survey model was used in this study. "TPACK Implementation Scale" and "Attitude Scale towards Technology" were used as data collection tools. Arithmetic mean, standard deviation, t test, ANOVA and Pearson Product Moment Correlation Coefficient were used in data analysis. As a result of the study, it was determined that Turkish EFL teachers' TPACK skills and attitudes towards technology were at high level. While the attitudes of Turkish EFL teachers towards technology did not show a significant difference according to gender, FATIH project training and professional experience, the female teachers and the teachers who got the FATIH Project training had higher TPACK skills. However, it was found that TPACK skills of the teachers did not differ significantly according to the professional experience. In addition, it was concluded that there is a low, positive and significant relationship between teachers' TPACK skills and attitudes towards technology. © 2019 JLLS and the Authors - Published by JLLS.
Investigating Critical Thinking in Prospective Teachers: Metacognitive Skills, Problem Solving Skills and Academic Self-Efficacy
(Association for Social Studies Educa, 2019) Kozikoğlu, İ.
The aim of this study is to determine the extent to which prospective teachers' metacognitive skills, problem solving skills and academic self-efficacy explain their critical thinking tendencies. This study, designed as correlational survey method, was conducted with 229 prospective teachers studying at Van Yüzüncü Yıl University, Faculty of Education. “Critical Thinking Disposition Scale”, “Metacognitive Skills Scale”, “Problem Solving Inventory” and “Academic Self-efficacy Scale” were used for data collection. Data were analyzed using descriptive statistics, Pearson Product-Moment Correlation Coefficient and stepwise regression analysis. As a result of the study, a positive, moderate level and significant relationship was found between prospective teachers’ critical thinking tendencies and metacognitive skills, problem solving skills, academic self-efficacy perceptions. This study concluded that prospective teachers' metacognitive skills, problem solving skills and academic self-efficacy perceptions together can explain about half of the variance (39.5%) in their critical thinking tendencies. However, this study revealed that problem solving skills doesn't make a meaningful contribution to the total variance and cannot explain prospective teachers' critical thinking tendencies to a significant extent. © 2019, Association for Social Studies Educa. All rights reserved.
Interactions Between Refugee and Local Preschool Children and Prejudice or Discriminatory Behaviors: Teachers’ Observations
(Duzce University, Faculty of Education, 2021) Kardeş, S.; Kozikoğlu, İ.
This study is designed to identify the prejudice or discriminatory behaviors towards refugee children that can be observed in children in early childhood and to determine the extent of the interaction of refugee children with other children. It is a case study which is one of the qualitative research methods. In this study, face-to-face interviews were conducted with 15 pre-school teachers, who had refugee children in their class, through the semi-structured interview form developed by the researchers. Descriptive analysis was used to analyze the data. As a result of the study, it was concluded that although there is no complete integration in the classes with refugee children, children do not have any prejudice or discriminatory behaviors towards refugee children, and even Turkish children cooperate with refugee children. In the education and adaptation of refugee children, it was concluded that the failure in speaking the Turkish language is an important obstacle, and the way in which children are raised in the family and cultural differences cause disciplinary problems in refugee children in some cases. It suggests that provision in the classroom of language and adaptation training for the integration of refugee children will help to integrate the cultural differences of children into the classroom environment. © 2021, Duzce University, Faculty of Education. All rights reserved.