Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Pre-service Early Childhood Teachers’ Views about Possible Influences of “The School Readiness and Transition to Elementary School” Course.
Date
2012-09-17
Author
Sicim, Berna
Olgan, Refika
Metadata
Show full item record
Item Usage Stats
202
views
0
downloads
Cite This
URI
https://hdl.handle.net/11511/88438
Collections
Unverified, Article
Suggestions
OpenMETU
Core
Pre-service early childhood teachers’ beliefs concerning parent involvement: the predictive impact of their general self-efficacy beliefs and perceived barriers
Alaçam, Nur; Olgan, Refika (Informa UK Limited, 2019-07-04)
This study aimed to investigate pre-service early childhood teachers’ beliefs regarding their competency in implementing parent involvement strategies as well as examining the predictive impact of variables on these implementations, namely general self-efficacy beliefs and parent involvement barrier perceptions. Data were collected from 601 third and fourth-year pre-service early childhood teachers using adapted versions of the General Self-Efficacy Scale, Assessment of Parent Involvement Efficacy Scale, an...
Pre-service early childhood educators’ working with families self-efficacy in relation to taking a parent education course
Işıkcı, Gözdenur; Demircan, Hasibe Özlen; Department of Early Childhood Education (2018)
The current study aims to investigate the content of Parent Education course given at universities and to examine the effects of Parent Education course on pre-service early childhood education teachers’ working with families self-efficacy. 223 senior pre-service early childhood education teachers from 8 universities were involved in the study. Data was collected in the fall semester of 2017-2018 academic year before and after participants took Parent Education course. Syllabuses of Parent Education course ...
Pre-service elementary mathematics teachers’ self-regulated learning strategies within the context of their teaching practices
Kurt, Gönül; Çakıroğlu, Erdinç; Haser, Çiğdem; Department of Elementary Education (2011)
The current study seeks to investigate pre-service elementary mathematics teachers’ (PEMTs’) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs’ SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-i...
Pre-service Mathematics Teachers’ Understanding of Rate of Change Throughout a Model Development Sequence
KERTİL, MAHMUT; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent (2022-01-01)
© 2022, National Science and Technology Council, Taiwan.This study examined a cohort of middle school pre-service mathematics teachers’ understanding of the rate of change as they engaged in a model development sequence. By adopting a design-based research perspective, a model development sequence on the concept of rate of change has been designed and implemented as part of a mathematical modeling course for pre-service teachers. The data were collected from twenty senior year middle school pre-service math...
Pre-service early childhood teachers’ beliefs on inclusive education with respect to their self-reported personality traits
İler, Celal; Olgan, Refika; Department of Early Childhood Education (2015)
The aims of this study were; (1) to examine the pre-service early childhood teachers’ beliefs on inclusion, their personality traits, (2) the relationship between the pre-service early childhood teachers’ beliefs on inclusion and their personality traits, and (3) whether the pre-service early childhood teachers’ beliefs on inclusive education differ with respect to participation a course on inclusive education. The participant of the study were 907 second, third and fourth year pre-service early childhood t...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
B. Sicim and R. Olgan, “Pre-service Early Childhood Teachers’ Views about Possible Influences of “The School Readiness and Transition to Elementary School” Course.,” 2012, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/88438.