PRE-SERVICE TEACHERS' PERCEPTION OF CYBER BULLYING: A QUALITATIVE ANALYSIS

Pre-service science teachers perceptions and practices related to history of science instructions Hacıeminoğlu, Esme; Ertepınar, Hamide; Yılmaz Tüzün, Özgül (2012-01-01) The purposes of this study were to describe pre-service science teachers’(PTs) perceptions and practices about using history of science(HOS) in their instructions and their experiences as in-service teachers(ITs) and to determine the relationship between PTs perceptions and practices about using HOS in their classrooms. The HOS Instructional Survey was administered to 68 PTs in two different universities in Turkey. After these students had graduated, some questions were asked about their views about practic...
Pre-service and in-service preschool teachers' views regarding creativity in early childhood education Alkuş, Simge; Olgan, Refika (2014-01-01) This research investigated the views of pre-service and in-service preschool teachers concerning the developing of children's creativity in early childhood education by determining the similarities and/or differences among their views. The data were gathered from 10 pre-service and 11 in-service teachers through focus group meetings, and then from the participants' views four basic themes were constituted consisting of their opinions on ‘creativity’, ‘creative people’, ‘importance of creativity in early chi...
Pre-service math teachers' professional identity development through online anticipatory reflections: An intervention study Ercan , Amine Merve; Akkuş Çakır, Nur; Yıldırım, Ali; Department of Curriculum and Instruction (2020-10-22) This was an intervention study aimed to gain insight into the development of teacher identity during pre-service education by online anticipatory reflections. With this aim, the following research questions were examined; (1) How do pre-service math teachers perceive their professional identity? (2) What effect do weekly online anticipatory reflections have on pre-service teachers’ professional identity development? (3) How does reflecting online on “professional self” impact pre-service math teachers’ prof...
Prospective elementary mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in mathematics education Alpaslan, Mustafa; Işıksal Bostan, Mine; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2011) The aim of this study was to investigate the roles of year in teacher education program and gender on prospective elementary mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers’ knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtai...
Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01) This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...

Citation Formats

C. TOPCU and Ö. Erdur Baker, “PRE-SERVICE TEACHERS’ PERCEPTION OF CYBER BULLYING: A QUALITATIVE ANALYSIS,” 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53073.