- Education, Teacher Education, Higher Education, Statistics, Learning and Teaching, Mathematics Education, and 17 moreCurriculum Design, Curriculum Studies, Learning Styles, Measurement and Evaluation, Effective Teaching, Educational Sciences, Curriculum & Instruction, Democratization, Existential Psychology, Parental Involvement in Education, Multivariate Statistics, Social Statistics, Structural Equation Modeling, Plagiarism studies, Democracy and Citizenship Education, Citizenship, and Education for Citizenshipedit
The education of teachers who can effectively respond to immigrant and refugee students’ needs has been a major issue in Türkiye and globally. Drawing on culturally relevant pedagogy, this phenomenological study explores the professional... more
The education of teachers who can effectively respond to immigrant and refugee students’ needs has been a major issue in Türkiye and globally. Drawing on culturally relevant pedagogy, this phenomenological study explores the professional needs of 24 elementary teachers in Türkiye who teach immigrant and refugee students in their classes and were selected purposefully through criterion and snowball sampling strategies. The results of the individual interviews showed that teachers experienced several difficulties in developing students’ academic achievement, cultural competence, and socio-political consciousness. The study provides insights for policymakers and teacher educators to develop and implement culturally relevant in-service and pre-service teacher education policies and practices in Türkiye and beyond to support immigrant and refugee students holistically, especially in a current time of war when refugee crises continue to be a major transnational concern.
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Turkey is currently home to the world's largest refugee population, with more than 3.7 million Syrians and around 322,000 refugees and asylum-seekers of other nationalities under international protection. Situated in a theory of teacher... more
Turkey is currently home to the world's largest refugee population, with more than 3.7 million Syrians and around 322,000 refugees and asylum-seekers of other nationalities under international protection. Situated in a theory of teacher education for social justice, the current study aims to illustrate the lessons and insights that teacher educators, who are critically engaged in preparing teachers to teach immigrant and refugee students, offer in reimagining preservice teacher education to prepare prospective teachers to teach all students, including refugee children. The study employed phenomenological research to investigate the perspectives and the lived experiences of 18 teacher educators who were purposefully selected through criterion, maximum variation, and snowball sampling strategies. The data were collected through semi-structured in-depth interviews with the participants. The findings revealed three key issues for a socially just teacher education system: “who should teach: teacher educator identities”, “teacher education curriculum and pedagogy”, and “contexts, structures, and collaborators in teacher education”. As a letter to educational stakeholders in general and to teacher educators specifically, the present study issues a call to action to revisit our roles and rethink the education of massive numbers of refugee students in Turkey and around the globe to advocate for and enact social justice in and through teacher education.
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This article has been republished with minor changes. These changes do not impact the academic content of the article.
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Teachers who attended urban schools as students are uniquely positioned to understand both the structural context that urban schools operate within and the many funds of knowledge that urban students bring to school. The purpose of this... more
Teachers who attended urban schools as students are uniquely positioned to understand both the structural context that urban schools operate within and the many funds of knowledge that urban students bring to school. The purpose of this study is to examine the funds of knowledge that individuals who have been students in urban schools and now wish to teach in a particular city in the northeastern United States bring to an urban teacher residency program. In this article, we describe these urban residents’ funds of knowledge, and argue that residents describe an emerging place-based pedagogical content knowledge.
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Through a systematic literature review on 87 articles, this study’s purpose is to gain insight into what the literature says about educating immigrant children through the lens of social justice in Hong Kong (HK), Turkey, and the United... more
Through a systematic literature review on 87 articles, this study’s purpose is to gain insight into what the literature says about educating immigrant children through the lens of social justice in Hong Kong (HK), Turkey, and the United States (U.S.), as each context presents a distinct case of immigration. In light of documented inequities experienced by immigrant children, we conduct our review within a framework of teaching immigrant students globally within, versus parallel to, the field of teaching for social justice.
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This study aims to investigate the effectiveness of the pre-service elementary teacher education program in Turkey. The study aims to explore how well, as perceived by graduates who have begun working as beginning elementary teachers, the... more
This study aims to investigate the effectiveness of the pre-service elementary teacher education program in Turkey. The study aims to explore how well, as perceived by graduates who have begun working as beginning elementary teachers, the program develops the essential qualities for elementary teachers in the 21st century. Employing criterion and maximum variation sampling strategies, 22 in-service elementary teachers participated in the study. Using phenomenological research design, the data were collected through semi-structured in-depth individual interviews, and this process was supported by a document analysis of the elementary teacher education curriculum. The data were analyzed through content analysis method with the help of NVivo 10 software. Regarding the effectiveness of the program, the participants indicated that the program was relatively ‘less adequate’, ‘somewhat adequate’, or ‘more adequate’ for developing the different domains of certain qualities (e.g., students with special needs, differentiation, and professional development, respectively). The results of the study provide policymakers, curriculum developers, and teacher educators with essential insights into how to improve elementary teacher education to better prepare elementary teachers in the search of raising the quality of teachers and improving teacher education.
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This study aims to examine the role of community service practices in developing teacher candidates' active citizenship characteristics based on the perspectives of preservice teachers and teacher educators. Designed as a case study, the... more
This study aims to examine the role of community service practices in developing teacher candidates' active citizenship characteristics based on the perspectives of preservice teachers and teacher educators. Designed as a case study, the study includes 39 teacher candidates and three teacher educators selected through criterion sampling strategy. The data were collected through 10 focus group interviews with the teacher candidates, and three individual interviews with the teacher educators conducted semi-structured and face-to-face. Based on the results of the study, both groups of participants thought that engaging in community service practices was conducive to foster prospective teachers' (1) civic knowledge and awareness concerning active citizenship, (2) civic skills concerning active citizenship, (3) civic attitudes and values concerning active citizenship, and (4) self-concept and self-identity concerning active citizenship, as well as it had profound effects on (5) bridging the teacher candidates' civic and professional identities concerning active citizenship.
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Bu araştırmanın amacı Türkiye, Singapur ve Hong Kong'da belirlenen öğretmenlik mesleği genel yeterliklerini karşılaştırmaktır. Nitel araştırma ilkelerine dayalı olarak yürütülen bu araştırma kapsamındaki üç ülke, amaçlı örnekleme... more
Bu araştırmanın amacı Türkiye, Singapur ve Hong Kong'da belirlenen öğretmenlik mesleği genel yeterliklerini karşılaştırmaktır. Nitel araştırma ilkelerine dayalı olarak yürütülen bu araştırma kapsamındaki üç ülke, amaçlı örnekleme yöntemlerinden aşırı veya aykırı durum örneklemesi yoluyla seçilmiştir. Bu çerçevede, öğretmen başarısının göstergelerinden biri olarak kabul edilen öğrenci başarısı ölçüt alınarak PISA (Uluslararası Öğrenci Değerlendirme Programı) ve TIMSS (Uluslararası Matematik ve Fen Eğilimleri Araştırması) gibi uluslararası öğrenci değerlendirme sınavlarında son yıllardaki ülke sıralamalarına dikkat edilmiştir. Veri kaynağı olarak dokümanlar incelenmiş ve seçilen dokümanların her ülkedeki öğretmen yeterlikleri ile ilişkili birincil kaynak (kurum) tarafından yayımlanmış temel dokümanlar olmasına dikkat edilmiştir. Betimsel analiz yöntemi ile elde edilen bulgular ışığında, her ülke için ortak bir öğretmen niteliğinin belirlenmesinin olanaklı olmamasına karşın öğretmenlerden beklenen yeterliklerde bazı önemli benzerliklerin olduğu söylenebilir. Diğer yandan, her ülkenin kendi sosyal, kültürel ve ekonomik şartlarına, tarihsel bağlamına ve eğitim felsefesine göre yapılanabilecek kendi öğretmen yetiştirme sistemi içerisinde öğretmenlerden beklentilerin şekillendiği ve bu nedenle incelenen ülkelerin genel yeterlikleri arasında farklılıkların da bulunduğu sonucuna ulaşılabilir. Araştırmadan elde edilen sonuçlar, eğitim sistemlerindeki başarıları ile ön plana çıkan bu iki ülkede öğretmenlerden beklenen genel yeterliklerin analiz edilerek taklit edilmeden ülkemizdeki öğretmenlik mesleği genel yeterliklerinin geliştirilmesine katkıda bulunabilir ve ülkemizde öğretmen eğitimi sisteminin çeşitli bileşenlerinin daha etkili politikalarla güçlendirilmesi için bir temel oluşturabilir. Anahtar sözcükler: Öğretmen yeterlikleri, genel yeterlikler, öğretmen eğitimi, Türkiye, Singapur, Hong Kong.
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This study aimed to explore the essential qualities for elementary teachers specifically in the 21 st century based on the perspectives of teacher educators, pre-service and in-service elementary teachers, and the authorities of the... more
This study aimed to explore the essential qualities for elementary teachers specifically in the 21 st century based on the perspectives of teacher educators, pre-service and in-service elementary teachers, and the authorities of the Ministry of National Education and the Council of Higher Education in Turkey. Designed as phenomenological research, the participants included 58 teacher educators, 29 pre-service elementary teachers, 28 in-service elementary teachers, four authorities from the Ministry of National Education and one authority from the Council of Higher Education, who were selected through criterion sampling, maximum variation sampling, and snowball sampling strategies. The data were collected through semi-structured face-to-face interviews, and analyzed by content analysis method. The participants reported that elementary teachers needed to possess certain qualities that include the essential knowledge, skills, and attitudes in the following domains: (1) information and communication technologies, (2) higher-order thinking skills, (3) autonomy and collaboration, (4) flexibility, (5) adaptation, (6) culturally responsiveness, (7) local and universal issues, (8) personal and professional development, (9) students with special needs, (10) differentiation, and (11) effective communication. The study does not only reflect the evolving needs of elementary teachers along with the changing characteristics of the societies in the 21 st century, but it also offers a ground for the future directions of elementary teacher admission, preparation, certification, evaluation, and appointment policies.
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This study describes the expectations of undergraduate students regarding the characteristics of a democratic university environment. It then goes on to explore whether there are any significant differences among the dimensions of... more
This study describes the expectations of undergraduate students regarding the characteristics of a democratic university environment. It then goes on to explore whether there are any significant differences among the dimensions of democratic university environment, namely respect for ideas, participation in decision-making, and promotion of tolerance. Last, it examines the effects of certain variables (gender, student club attendance, newspaper reading, and home residence) on student perceptions of their university environment. The results showed that there was a significant difference among three dimensions of democratic university environment. In addition, gender, student club attendance, and home residence had significant effects on differing dependent variables.
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Bu araştırmanın amacı 2006 yılı veya sonrasında kurulmuş Türkiye’deki çeşitli üniversitelerin eğitim fakültelerinde lisansüstü öğrenimlerine devam eden öğretmenlerin bilimsel araştırma bilgi, beceri ve tutumlarının geliştirilmesini... more
Bu araştırmanın amacı 2006 yılı veya sonrasında kurulmuş Türkiye’deki çeşitli üniversitelerin eğitim fakültelerinde lisansüstü öğrenimlerine devam eden öğretmenlerin bilimsel araştırma bilgi, beceri ve
tutumlarının geliştirilmesini amaçlayan bir proje bağlamında, projenin eğitim alanında araştırma yapmak için gerekli temel nitelikleri ne düzeyde geliştirdiğini katılımcıların bakış açılarına dayalı olarak
incelemektir. Nitel araştırma desenlerinden durum çalışması olarak tasarlanan bu araştırmanın örneklemini amaçlı örnekleme yöntemlerinden ölçüt örnekleme ve maksimum çeşitlilik örneklemesi ile
seçilen ve araştırmanın gerçekleştirildiği projede yer alan 27 katılımcı oluşturmuştur. Veriler yüz yüze gerçekleştirilen beş odak grup görüşmesi ile toplanmış ve verilerin analizi içerik analizi yöntemi ile
gerçekleştirilmiştir. Araştırmadan elde edilen bulgular katılımcıların bu eğitimi etkili bulduklarını ve projenin bilgi, beceri ve tutum-inanç olmak üzere üç temel boyutta kendilerinin bilimsel araştırma yapma
yeterliklerini çeşitli açılardan geliştirdiğini ortaya koymuştur. Bu bakımdan, araştırmadan elde edilen sonuçlar hizmet öncesi öğretmen eğitiminde, hizmet içi öğretmen eğitiminde ve lisansüstü eğitimde
bireylerin bilimsel araştırma becerilerinin güçlendirilmesine ışık tutabilecek öneriler sunmaktadır.
tutumlarının geliştirilmesini amaçlayan bir proje bağlamında, projenin eğitim alanında araştırma yapmak için gerekli temel nitelikleri ne düzeyde geliştirdiğini katılımcıların bakış açılarına dayalı olarak
incelemektir. Nitel araştırma desenlerinden durum çalışması olarak tasarlanan bu araştırmanın örneklemini amaçlı örnekleme yöntemlerinden ölçüt örnekleme ve maksimum çeşitlilik örneklemesi ile
seçilen ve araştırmanın gerçekleştirildiği projede yer alan 27 katılımcı oluşturmuştur. Veriler yüz yüze gerçekleştirilen beş odak grup görüşmesi ile toplanmış ve verilerin analizi içerik analizi yöntemi ile
gerçekleştirilmiştir. Araştırmadan elde edilen bulgular katılımcıların bu eğitimi etkili bulduklarını ve projenin bilgi, beceri ve tutum-inanç olmak üzere üç temel boyutta kendilerinin bilimsel araştırma yapma
yeterliklerini çeşitli açılardan geliştirdiğini ortaya koymuştur. Bu bakımdan, araştırmadan elde edilen sonuçlar hizmet öncesi öğretmen eğitiminde, hizmet içi öğretmen eğitiminde ve lisansüstü eğitimde
bireylerin bilimsel araştırma becerilerinin güçlendirilmesine ışık tutabilecek öneriler sunmaktadır.
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This qualitative study analyzes the retention data of an urban teacher residency program, a recent approach to developing quality teachers. The authors identify patterns of movers, leavers, and stayers and draw on interview data to better... more
This qualitative study analyzes the retention data of an urban teacher residency program, a recent approach to developing quality teachers. The authors identify patterns of movers, leavers, and stayers and draw on interview data to better understand residents’ (program graduates) perspectives on ways the program informs their practice after graduation. Using the university conceptual framework of curriculum, inquiry, and social justice, the authors examine how residents might demonstrate retention and practice of key concepts and principles that undergirded their residency program. This study furthers our understanding of how residencies support the preparation of new teachers in high-needs schools and shortage areas.
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Promoting active citizenship is seen as invaluable for educational practices in schools particularly in existing social, political, economic, and cultural context of Turkish society. The present study is part of a Euro-pean Union project... more
Promoting active citizenship is seen as invaluable for educational practices in schools particularly in existing social, political, economic, and cultural context of Turkish society. The present study is part of a Euro-pean Union project that aimed to help students develop knowledge, skills, attitudes and values to actively participate in democratic life, mainly by learning and exercising their rights and responsibilities as citizens both at school and also in their community. The study explored the knowledge, skills, attitudes and values developed by students through the project which are considered to be necessary for active citizenship. Employing qualitative multiple case research design, the sample consisted of 82 eight-grade students and 3 social studies teachers from three different middle schools in Ankara. The data were collected during and after the implementation of activities through observation, formative evaluation forms, student focus group discussions, teacher interviews, and the project evaluation form. The data were analyzed by content analysis method. The findings portrayed that the project activities were conducive to develop the characteristics of active citizenship in students in terms of the knowledge, skills, attitudes and values.
Research Interests:
Promoting active citizenship is seen as invaluable for educational practices in schools particularly in existing social, political, economic, and cultural context of Turkish society. The present study is part of a European Union project... more
Promoting active citizenship is seen as invaluable for educational practices in schools particularly in existing
social, political, economic, and cultural context of Turkish society. The present study is part of a European
Union project that aimed to help students develop knowledge, skills, attitudes and values to actively
participate in democratic life, mainly by learning and exercising their rights and responsibilities as citizens
both at school and also in their community. The study explored the knowledge, skills, attitudes and values
developed by students through the project which are considered to be necessary for active citizenship.
Employing qualitative multiple case research design, the sample consisted of 82 eight-grade students and 3
social studies teachers from three different middle schools in Ankara. The data were collected during and
after the implementation of activities through observation, formative evaluation forms, student focus group
discussions, teacher interviews, and the project evaluation form. The data were analyzed by content analysis
method. The findings portrayed that the project activities were conducive to develop the characteristics of
active citizenship in students in terms of the knowledge, skills, attitudes and values.
social, political, economic, and cultural context of Turkish society. The present study is part of a European
Union project that aimed to help students develop knowledge, skills, attitudes and values to actively
participate in democratic life, mainly by learning and exercising their rights and responsibilities as citizens
both at school and also in their community. The study explored the knowledge, skills, attitudes and values
developed by students through the project which are considered to be necessary for active citizenship.
Employing qualitative multiple case research design, the sample consisted of 82 eight-grade students and 3
social studies teachers from three different middle schools in Ankara. The data were collected during and
after the implementation of activities through observation, formative evaluation forms, student focus group
discussions, teacher interviews, and the project evaluation form. The data were analyzed by content analysis
method. The findings portrayed that the project activities were conducive to develop the characteristics of
active citizenship in students in terms of the knowledge, skills, attitudes and values.
Research Interests:
Article Info Abstract This study aimed to investigate the effect of certain background variables (gender, attending student club, newspaper reading, home residence, level of mother education, and level of father education) on university... more
Article Info Abstract This study aimed to investigate the effect of certain background variables (gender, attending student club, newspaper reading, home residence, level of mother education, and level of father education) on university students' level of civic engagement in university setting. The study also aimed to explore if there were any significant differences among the three dimensions of civic engagement: students' activism, exercising rights, and interest in politics. The study employed causal comparative design and the sample involved 1074 undergraduate students who were selected by stratified sampling from all faculties of a Turkish public university. The data were collected by a self-developed Civic Engagement Scale and analyzed by Two-Way MANOVA and One-Way Repeated ANOVA analyses. One-Way Repeated ANOVA results indicated that there was a significant difference between the mean scores of three dimensions of civic engagement. More specifically, the level of students' activism was significantly lower than the level of students' exercising their rights and the level of their interest in politics. On the other hand, there was no significant difference between the level of students' exercising their rights and interest in politics. Moreover, Two-Way MANOVA results showed that all selected variables had a significant effect on the three dimensions of students' civic engagement. Bu çalışmanın amacı, çeşitli demografik değişkenlerin (cinsiyet, öğrenci kulüplerine katılım, gazete okuma, çocukluğun geçtiği yaşam yeri, anne eğitim düzeyi ve baba eğitim düzeyi) üniversite öğrencilerinin üniversite ortamındaki sivil katılım düzeyine etkisini incelemektir. Ayrıca bu çalışma, öğrencilerin (1) aktifliği, (2) haklarını kullanması ve (3) politikaya ilgileri olmak üzere sivil katılımın üç boyutu arasında anlamlı bir fark olup olmadığını ortaya çıkarmayı amaçlamaktadır. Nedensel karşılaştırma deseninde tasarlanan bu araştırmanın örneklemi Türkiye'deki bir devlet üniversitesinin tüm fakültelerinden tabakalı örnekleme yoluyla seçilmiş olan 1074 lisans öğrencisinden oluşmaktadır. Sivil Katılım Ölçeği ile toplanan veriler iki yönlü çok değişkenli varyans analizi ve tek yönlü tekrarlı ölçümler varyans analizi ile analiz edilmiştir. Araştırma sonuçlarına göre sivil katılım ölçeğinin üç boyutu arasında ortalama puanları açısından anlamlı bir farklılık olduğu görülmüştür. Öğrencilerin aktiflik ortalama puanının, haklarını kullanma ve politikaya ilgi ortalama puanlarından anlamlı bir şekilde daha düşük olduğu anlaşılmıştır. Diğer taraftan, öğrencilerin haklarını kullanma ve politikaya ilgi duyma ortalama puanları arasında anlamlı bir farklılık olmadığı ortaya çıkmıştır. Son olarak, sivil katılımın üç boyutu üzerinde tüm demografik değişkenlerin anlamlı bir etkisinin olduğu görülmüştür.
Research Interests:
Article Info Abstract This study aimed to investigate the effect of certain background variables (gender, attending student club, newspaper reading, home residence, level of mother education, and level of father education) on university... more
Article Info Abstract This study aimed to investigate the effect of certain background variables (gender, attending student club, newspaper reading, home residence, level of mother education, and level of father education) on university students' level of civic engagement in university setting. The study also aimed to explore if there were any significant differences among the three dimensions of civic engagement: students' activism, exercising rights, and interest in politics. The study employed causal comparative design and the sample involved 1074 undergraduate students who were selected by stratified sampling from all faculties of a Turkish public university. The data were collected by a self-developed Civic Engagement Scale and analyzed by Two-Way MANOVA and One-Way Repeated ANOVA analyses. One-Way Repeated ANOVA results indicated that there was a significant difference between the mean scores of three dimensions of civic engagement. More specifically, the level of students' activism was significantly lower than the level of students' exercising their rights and the level of their interest in politics. On the other hand, there was no significant difference between the level of students' exercising their rights and interest in politics. Moreover, Two-Way MANOVA results showed that all selected variables had a significant effect on the three dimensions of students' civic engagement. Bu çalışmanın amacı, çeşitli demografik değişkenlerin (cinsiyet, öğrenci kulüplerine katılım, gazete okuma, çocukluğun geçtiği yaşam yeri, anne eğitim düzeyi ve baba eğitim düzeyi) üniversite öğrencilerinin üniversite ortamındaki sivil katılım düzeyine etkisini incelemektir. Ayrıca bu çalışma, öğrencilerin (1) aktifliği, (2) haklarını kullanması ve (3) politikaya ilgileri olmak üzere sivil katılımın üç boyutu arasında anlamlı bir fark olup olmadığını ortaya çıkarmayı amaçlamaktadır. Nedensel karşılaştırma deseninde tasarlanan bu araştırmanın örneklemi Türkiye'deki bir devlet üniversitesinin tüm fakültelerinden tabakalı örnekleme yoluyla seçilmiş olan 1074 lisans öğrencisinden oluşmaktadır. Sivil Katılım Ölçeği ile toplanan veriler iki yönlü çok değişkenli varyans analizi ve tek yönlü tekrarlı ölçümler varyans analizi ile analiz edilmiştir. Araştırma sonuçlarına göre sivil katılım ölçeğinin üç boyutu arasında ortalama puanları açısından anlamlı bir farklılık olduğu görülmüştür. Öğrencilerin aktiflik ortalama puanının, haklarını kullanma ve politikaya ilgi ortalama puanlarından anlamlı bir şekilde daha düşük olduğu anlaşılmıştır. Diğer taraftan, öğrencilerin haklarını kullanma ve politikaya ilgi duyma ortalama puanları arasında anlamlı bir farklılık olmadığı ortaya çıkmıştır. Son olarak, sivil katılımın üç boyutu üzerinde tüm demografik değişkenlerin anlamlı bir etkisinin olduğu görülmüştür.
Research Interests:
This study aims to explore Turkish elementary teachers’ (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The... more
This study aims to explore Turkish elementary teachers’ (1) perceptions of classroom management, (2)
classroom management problems they experience, (3) factors causing these problems, and (4) their classroom
management practices. The study employed phenomenological research design in the qualitative tradition.
The participants included 15 elementary teachers who were selected purposefully through maximum
variation sampling. The data were collected through semi-structured interviews and analyzed through content
analysis. Teachers reported classroom management problems in relation to physical environment, planning,
time management, relationship management, and behavior management that have a connection to students,
teachers, schools, classes, curricula, courses, and parents. Teachers described practices they employed to deal
with these problems in relation to physical environment (e.g., seating arrangement), planning (e.g., developing
effective lesson plans), time management (e.g., preparation for the class beforehand), relationship management
(e.g., encouraging team spirit), and behavior management (e.g., assigning responsibilities to students). The
sources of classroom management problems and potential solutions employed provide an insight into teachers’
classroom management practices as well as implications for improving their classroom management skills.
classroom management problems they experience, (3) factors causing these problems, and (4) their classroom
management practices. The study employed phenomenological research design in the qualitative tradition.
The participants included 15 elementary teachers who were selected purposefully through maximum
variation sampling. The data were collected through semi-structured interviews and analyzed through content
analysis. Teachers reported classroom management problems in relation to physical environment, planning,
time management, relationship management, and behavior management that have a connection to students,
teachers, schools, classes, curricula, courses, and parents. Teachers described practices they employed to deal
with these problems in relation to physical environment (e.g., seating arrangement), planning (e.g., developing
effective lesson plans), time management (e.g., preparation for the class beforehand), relationship management
(e.g., encouraging team spirit), and behavior management (e.g., assigning responsibilities to students). The
sources of classroom management problems and potential solutions employed provide an insight into teachers’
classroom management practices as well as implications for improving their classroom management skills.
Research Interests:
The purpose of this study was to analyze and synthesize national research studies on drama in preservice teacher education and primary or secondary schools in terms of their purpose, methodology, and findings. Considerable part of 42... more
The purpose of this study was to analyze and synthesize national research studies on drama in preservice
teacher education and primary or secondary schools in terms of their purpose, methodology, and findings.
Considerable part of 42 studies demonstrated that they mainly aimed to investigate the effects of drama on
mathematics, science and technology, social sciences, and languages. On the other hand, a small number of them
were carried out with pre-service teachers, revealing that they primarily focused on the attitudes and views of preservice
teachers and their improvement through drama. Majority of the research employed quantitative
methodologies. Based on the findings and international research on drama, implications were discussed for further
research and practice.
Keywords: Drama, instructional method, education, Turkey
teacher education and primary or secondary schools in terms of their purpose, methodology, and findings.
Considerable part of 42 studies demonstrated that they mainly aimed to investigate the effects of drama on
mathematics, science and technology, social sciences, and languages. On the other hand, a small number of them
were carried out with pre-service teachers, revealing that they primarily focused on the attitudes and views of preservice
teachers and their improvement through drama. Majority of the research employed quantitative
methodologies. Based on the findings and international research on drama, implications were discussed for further
research and practice.
Keywords: Drama, instructional method, education, Turkey