Mustafa Ulusoy

Turkish Preservice Teachers' Perceptions of Children's Picture Books Reflecting LGBT-Related Issues.

ABSTRACT This research study focuses on Turkish preservice teachers’ perceptions of childrens picture books containing lesbian, gay, bisexual, and transgender issues to lend support to encouraging diversity in teacher education programs and elementary school classrooms. The authors proposed that reading, listening, and responding to diverse childrens picture books within reader response theories and critical literacy have the potential to help preservice teachers develop a deeper understanding of themselves and of others. In the written responses, the authors examined teacher education students’ responses to 2 childrens picture books: And Tango Makes Three and Mollys Family.

Field experiences in teacher education: the perceptions and qualities of written reflections

ABSTRACT This study aimed to evaluate the Pre-service Teachers’ (PSTs’) field experience-related perceptions and the qualities of their written reflections. Two thousand four hundred journal entries written by 75 teacher candidates were analyzed to classify their qualities. In addition, semi-structured interviews were conducted with all of the subjects. The results showed that the largest proportion of the written entries was classified as technical. Only a small percentage of the subjects reached the highest level of reflection called as transformative. During the field experiences, the PSTs had mainly self, cooperating teachers, and student-related issues and perceptions. At the end of the field experiences, they recommended to start the practicum courses from the first year of the faculty and to increase the weekly hours of these courses. It is important to note that the PSTs need additional knowledge and practices about the reflection, reflective writing, and the qualities of reflection.

ÖĞRETMEN ADAYLARININ AKICI OKUMANIN ÖĞRETİMİ VE DEĞERLENDİRİLMESİ İLE İLGİLİ ALGILARI

Bu arastirmanin amaci, sinif ogretmeni adaylarinin, akici okumanin nasil ogretilecegi ve degerlendirilecegi ile ilgili algilamalarini belirlemektir. Bu amac dogrultusunda 180 sinif ogretmeni adayindan 5 adet acik uclu sorudan olusan anketler yardimiyla veriler toplanmistir. Anketler nitel olarak analiz edilmis ve bazi sorular frekans analizi ile cevaplanmaya calisilmistir. Sonuclar, en fazla sayida ogretmen adayinin akici okumayi, imla ve noktalama kurallarina dikkat ederek yapilan ve anlama ile sonuclanan bir surec olarak gordugunu ortaya cikarmistir. Ogrenciler icin model olma davranisinin, akici okumanin ogretiminde ve ogretmenlerden beklenen yeterliklerde katilimcilar tarafindan en fazla yazilan ifadeler oldugu ortaya cikmistir. Ogretmen adaylarinin cogunlugu akici okumanin degerlendirilmesinde yanlis analizi envanterinin kullanilmasi, hiz ve dogru okuma oraninin hesaplanmasi, anlamayi olcen soru-cevap yonteminin kullanilmasi ve sesli okumalarin kulaga hos gelme duzeyinin tespiti seklinde sadece bir yontemi esas alan degerlendirmelerin uygun oldugunu belirtmislerdir. Anahtar Kelimeler: Akici okuma, ogretmen adaylari, algi ve gorusler