Bu araştırmanın amacı, sınıf öğretmenlerinin değerlerin kazandırılması sürecinde yer verdikleri yöntem, teknik ve materyalleri incelemek ve konu ile ilgili öğretmen görüşlerini almaktır. Belirlenen amaç doğrultusunda nitel araştırma desenlerinden olgubilim deseni kullanılmıştır. Araştırmanın çalışma grubunu, 2020-2021 eğitim-öğretim yılında Çanakkale ili merkez ilçesinde devlete bağlı ilkokullarda görev yapan 22 sınıf öğretmeni oluşturmuştur. Araştırmanın verileri, araştırmacı tarafından hazırlanan açık uçlu sorulardan oluşan yarı yapılandırılmış görüşme formları ile toplanmıştır. Görüşmeler araştırmacı tarafından yüz yüze yapılmıştır. Araştırma kapsamında elde edilen veriler, betimsel analiz yoluyla çözümlenmiştir. Ulaşılan bulgular doğrultusunda; sınıf öğretmenlerinin değerler eğitiminde drama, animasyon, video, sunum, görsellerden yararlanma, edebi metinlerden yararlanma, model olma ve örnek olay, soru-cevap gibi yöntemleri kullandıkları görülmüştür. Değerler öğretiminde kullanılan materyallerin daha çok kitap, afiş, resim gibi görsel araçlar ile bilgisayar, akıllı tahta, video gibi görsel- işitsel araçlar olduğu sonucuna varılmıştır. Öğretmenler, değerlerin kazandırılması sürecinde öğrencilere iyi bir model olabildikleri yönünde görüş bildirmişlerdir. Bu kapsamda sınıf öğretmenlerinin öğrencilere tüm konularda model olduğunu ve olması gerektiğini ifade etmişlerdir.

The study assessed influence of internal quality mechanisms on acquisition of employability skills by business education students in tertiary institutions in Southwest, Nigeria. The target population comprised 189 business educators and 2,691 students offering business education. Multi-stage sampling procedure was adopted in selecting 357 final-year students and 127 business educators. Three specific objectives and research questions guided the study. Three null hypotheses were formulated and tested at a 0.05 level of significance. The study adopted a descriptive survey research design. The instrument went through the face and content validation by three experts. The reliability of the instrument was ensured using the Cronbach alpha method, and the result yielded a reliability coefficient of 0.83 which was high enough to be reliable. The mean and standard deviation were used to answer the research questions while the hypotheses were tested using t-test independent sampling at 0.05 level of significance. Findings revealed that there was a significant difference between the mean ratings of male and female respondents on the influence of internal quality mechanisms on the time management skills, teamwork skills and problem-solving skills of business education students.  It was recommended amongst others that lecturers should regularly give tasks to students, especially in practical-oriented courses with deadlines, to help them understand the importance of goal-setting and time management in their day-to-day activities. 

The general purpose of this research is to determine the relationship between the level of perception levels and 21st century teacher skills of primary school teachers (working in the city center of Çanakkale) in the primary institutions of the Ministry of National Education (MEB). The population of the research consists of 264 primary school teachers working in public and private primary schools affiliated to the Ministry of National Education in the city center of Çanakkale in 2018-2019. The sample of the study consisted of 214 primary school teachers who accepted to participate in the study from the population, but 33 teachers were not evaluated because they answered the questions incomplete and the research was conducted with 181 teachers. The research was carried out with relational screening model. In the study, a structured questionnaire consisting of three parts was used as data collection tool. In the first part of the questionnaire, there were multiple choice questions regarding demographic and professional characteristics, in the second part, the Technological Pedagogical Content Knowledge Scale (TPABÖ), and in the third part, the 21st century Teacher Skills Scale (ÖBÖ). SPSS 25.0 program was used in the analysis of the data collected from 181 teachers. While analyzing the data, frequency and percentage analyzes and average, standard deviation etc. are used to find answers to problem status and sub-problems. descriptive analysis, unrelated samples t-test, variance analysis (ANOVA) and Tukey HSD multiple comparison test, cohen d effect size index, Pearson correlation analysis and simple linear regression analysis were used. As a result of the research, the technological pedagogical content knowledge levels of the primary school teachers were 78.75% and the 21st century teacher skills levels were 79.50%. Accordingly, it can be said that primary school teachers’ technological pedagogical knowledge and 21st century teacher skills are at a “good” level. When the effect of demographic and professional characteristics on technological pedagogical content knowledge and 21st century teacher skills were examined, it was observed that the general averages did not differ significantly according to gender, age, educational status, marital status, graduated field and seniority (p> 0.05). In other words, none of these variables have a significant effect on differentiating teachers’ technological pedagogical content knowledge and 21st century teacher skills levels. It can also be said that none of the sub-dimensions of 21st century teacher skills were significantly affected by them.

Bu araştırmada ilkokul öğrencilerinin dinlediğini anlama puanlarının cinsiyet, sınıf düzeyi ve sosyo-ekonomik seviye açısından farklılaşması test edilmiştir. Betimsel tarama deseninde yürütülen bu araştırmaya İstanbul ilinde öğrenim görmekte olan ilkokul 2, 3 ve 4. sınıf düzeylerinden toplamda 785 öğrenci katılmıştır. Araştırmanın verilerinin toplanmasında araştırmacılar tarafından geliştirilen dinlediğini anlama testi ve demografik bilgi formu kullanılmıştır. Araştırmanın verileri 2021-2022 eğitim-öğretim yılı birinci ve ikinci döneminde olmak üzere iki farklı zaman diliminde elde edilmiştir. Verilerin analizi sonucunda birinci döneme ait dinlediğini anlama puanlarının cinsiyet, sınıf düzeyi ve sosyo-ekonomik seviye açısından anlamlı bir biçimde farklılaştığı gözlenmiştir. Buna göre dinlediğini anlama puanlarının kız öğrenciler lehine anlamlı bir biçimde farklılaştığı ve sınıf düzeyi ve sosyo-ekonomik seviyedeki artışa bağlı olarak anlamlı bir biçimde arttığı belirlenmiştir. Diğer taraftan ikinci dönem puanları açısından anlamlı bir farklılaşmaya ulaşılamamıştır. Elde edilen bu sonuçlar ilgili alanyazın ışığında tartışılmıştır.

This paper explores the ways in which socio-cultural and political identities are constructed and negotiated in the contemporary teacher education programs. It argues that the postmodern condition has had a profound impact on the way we understand and experience culture, making it more difficult to define one's socio-cultural and political identities. By using Intersectionality as an analytic framework, the paper begins by discussing the concept of socio-cultural identity and identity politics. It argues that socio-cultural identity is a dynamic and fluid construct that is constantly being negotiated and reshaped. The paper then examines the impact of postmodern condition on socio-cultural identity formation. It argues that information revolution have made it possible for people to connect with others from different cultures and backgrounds, which has led to a blurring of cultural boundaries. The paper then turns to the implications of these changes for teacher education. It argues that art educators need to be aware of the ways in which new media and information technologies are shaping socio-cultural identities. They need to create learning environments that allow students to explore and express their own socio-cultural identities. The paper concludes by discussing the ways in which critical perspectives and practices can be used to negotiate artistic and pedagogical identities in the context of changing socio-cultural identities. It argues that post-foundational critical perspectives can help students to critically examine the ways in which their own identities are shaped by culture.