Yaşadıkça Eğitim Dergisi [YED] Cilt 29, Sayı 2, (2015) Makale Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/11413/5511

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    Okul Öncesi Öğretmenlerinin Oyun Öğretimine İlişkin Özyeterlik Düzeylerinin İncelenmesi
    (İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2015-12-01) Piştav Akmeşe, Pelin; Kayhan, Nilay; Şimşek, Hasan; Hacıfazlıoğlu, Özge
    Okul öncesi eğitim 36-60 ay aralığındaki çocukların gelişim düzeyleri ile bireysel özelliklerine uygun eğitim ortamlarında motor, sosyal ve duygusal, bilişsel, dil ve özbakım becerilerinin desteklendiği bir süreçtir. Bu çalışmada okul öncesi öğretmenlerinin oyun öğretimine ilişkin mesleki özyeterliklerinin incelenmesi amaçlanmıştır. Betimsel tarama yönteminde gerçekleştirilen araştırmada veriler ''Kişisel Bilgi Formu” ve Kadim (2012) tarafından geliştirilen “Okul Öncesi Dönemde Oyun Öğretimi Özyeterlik Anketi” ile toplanmıştır. Öğretmenlerin yaşlarına bağlı olarak oyun öğretimi etkinliklerini planlama, değerlendirme alt boyutu puanları ile oyun öğretimi mesleki özyeterlik puanları arasında anlamlı bir farklılık olduğu bulunmuştur. Eğitim sisteminin ilk basamağını oluşturan okul öncesi eğitimde oyun ile eğitim-öğretimin bir bütün olarak düşünülmesi ve etkinliklerin oyun temelli düzenlemesi son derece önemlidir.
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    Teachers’ Metaphors on a School Organization
    (İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2015-12-01) Erim Eker, Bengi; Hacıfazlıoğlu, Özge; Şimşek, Hasan
    As part of the late interest in the symbolic-interpretive approach to organizations, metaphors have attracted the attention of organization scientists in terms of their potential value in organizational analysis. Consistent with this, the purpose of this study was to identify the perceptions and descriptions of teachers on present and desired organizational structure and processes in a school in Turkey by using metaphors. In examining the organizational structure and processes, metaphors were used as an analysis technique. The results indicate that there seems to be a widely shared dissatisfaction among the teachers about the school which is, from the teachers’ point of view, largely structured on mechanistic assumptions ignoring the needs of the teachers. Metaphors are very powerful analysis tools in capturing the various domains of a single organization (structural, human resources, sysmbolic/cultural) in a single study.
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    Using Humor in the EFL Context to Enhance Language Teaching Effectiveness
    (İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2015-12-01) Akalın, Nahide; Akbarov, Azamat; Şimşek, Hasan; Hacıfazlıoğlu, Özge
    As soon as benefits of humor are known, lecturers’ tendency and thoughts about humor in foreign language education is object of interest. At this master thesis, it was investigated that thoughts of lecturers who work in Pamukkale University School of Foreign Languages about benefits and drawbacks of humor in English teaching, if they use humor in their classes, they feel they are sufficient regarding use of humor or not and how they improve themselves, which types of humor they prefer and their reasons. In addition, course materials’ adequacy of humor was questioned. Basic qualitative research design was used in this study. Data was collected from 10 lecturers’ interviews. Descriptive data analysis method was applied to obtained results. In this study, it was understood that all lecturers have a positive opinion about the role of humor in English language teaching. Lecturers mentioned that humor has psychological, social and cognitive benefits. Most of the lecturers said that they use humor in the courses, but they do not see this sufficient and they want to improve themselves about effective humor use. It was also revealed that they prefer humorous comment and visual humor most. It was understood that most of them are in agreement about humor is not sufficient in course materials. Lecturers shared their ideas about the harmful use of humor.
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    Education and Educational Research: Blind Men, Elephant, Crisis of Identity
    (İstanbul Kültür Üniversitesi / Eğitim Fakültesi, 2015-12-01) Şimşek, Hasan; Şimşek, Hasan; Hacıfazlıoğlu, Özge
    Educational research is found to be problematic by some prominent education scholars. Major weaknesses of the field are supposed to be stemming from seven primary sources: The scientific, academic and disciplinary standing of education as a field of study; being somewhat an extension of other more established disciplines leading to mixed identities in the field; easy infiltration to the field by other disciplines and researchers; ambiguous standing of school as an institution in the society that creates a rather elusive context for solid theory and research; the field’s oversensitivity to larger external forces such as economic and political transformations; the concept of science in the eyes of policy-makers and funders that dictate certain forms of knowledge production, that is usually positivist; profile of practitioners and prestige of profession in education that is gender, pay and socio-economic structure of the profession. At the end, major proposals are presented to get the educational research out of this problematic status.