Search Results

1 - 10 of 11 items :

  • "Turkish context" x
Clear All


Nowadays, teacher professionalization has been upgrading and the status, training and working conditions of teachers have received a great deal of interest for sustainable education. It is recognized that if teachers are equipped with adequate professional knowledge and personal practical knowledge, they will become active curriculum planners at schools - and will have the potentials to transform from “cook” to “chef” in teaching. Therefore, in-service training of teachers is one of the most effective ways of sharing professional experiences and a medium of sustainable education in the society. Based on the existing literature, the present study was conducted to investigate the preschool teachers’ needs about in-service training courses (INSET) to suggest an effective INSET model based on their INSET needs assessment for sustainable education in a Turkish setting. A questionnaire consisting of fixed-response, open-ended and Likertstyle questions was administered to preschool teachers (n=133) currently working in Tokat, one of the vicinities of Turkey, to obtain information about their background characteristics and to determine their conceptions and needs for INSET for sustainable education. The study comprises two steps. As a first stage, socio-demographic structures of the INSET participants are analyzed in respect to different variables. In the second stage, the preferences of the INSET participants are analyzed regarding before in-service training, while in-service training and after in-service training process.


This paper presents a content analytic approach on doctoral dissertations in the field of distance education in Turkish Higher Education context from the years of 1986 through 2014. A total of 61 dissertations were examined to explore keywords, academic discipline, research areas, theoretical/conceptual frameworks, research designs, research models, tests and analyses, data collection tools, participants, variables/research interests, and leading contributor institutions. It is believed that this study can be beneficial to the field of distance education in Turkish context to identify research trends and set a research agenda by exploring dissertations that were published between 1986 and 2014.

relationship between perfectionism and English achievement as mediated by foreign language classroom anxiety. Asia Pacific Education Review, 14 (4), 603-614. IBM Corp, Released. (2012). IBM SPSS Statistics for Windows, Version 21.0 . Armonk, NY: IBM Corp. Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 1 (7), 73-87. LoCicero, K. A., & Ashby, J. S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to the general cohort. Roeper

Cognition to Behaviour (pp.11-39). Heidelberg, NY: Springer. Çelik, H. (2011). Influence of social norms, perceived playfulness and online shopping anxiety on customers’ adoption of online retail shopping: an empirical study in the Turkish context. International Journal of Retail and Distribution Management , 39 (6), 390-413. doi: 10.1108/09590551111137967. Celik, H.E., & Yılmaz, V. (2011). Extending The Technology Acceptance Model For Adoption Of E-Shopping By Consumers In Turkey. Journal of Electronic Commerce Research , 12 (2), 152-164. Chin, W. (1998). The

:// Gregory, D., & Urry, J. (1985). Social relations and spatial structures. London: Palgrave Macmillan. Gvozdanović, J. (2010). Jezik i kulturni identiteti Hrvata. Kroatologija, 1(1), 39-57. Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 7, 73-87. Kobayashi, Y. (2002). The role of gender in foreign language learning attitudes: Japanese female students' attitudes towards English learning. Gender and Education, 14

). Learning Spanish as a second language: Learners orientations and perceptions of their teachers’ communication style. In Z. Dornyei (Ed.), Attitudes, orientations, and motivations in language learning (pp. 97–136). Blackwell: Oxford. Oz, H., & Bursali, N. (2018). The relationship between L2 motivational self-system and willingness to communicate in learning English as a foreign language. Journal of Language and Linguistic studies , 14 (4), 1–11. Oz, H., Demirezen, M., & Pourfeiz, J. (2014). Willingness to communicate of EFL learners in Turkish context. Learning and

culture require different management practices [ Pasa et al., 2001 ]. This study also provides a contribution to the existing literature by examining leadership practices of the IT industry in Turkey. Furthermore, this research contributes to the literature by conducting an investigation on various aspects affecting IT professionals employed in various industries. In the Turkish context, there has been very little research covering the various industries in which IT professionals are employed. It should also be noted that the Turkish IT market is one of the fastest

Climate That Motivates Staff and Improves Performance. Management Sciences for Health , 11 (3), 1–22. Jung, D.I., Chow, C. and Wu, A (2003). The role of transformational leadership in enhancing organizational innovation: Hypotheses and some preliminary findings. Leadership Quarterly , 14 (1), 525–544, . Kalay, F. (2016). The Impact of Organizational Justice on Employee Performance: A Survey in Turkey and Turkish Context. International Journal of Human Resource Studies , 6 (1), 1–20,

.006 Provinces and herd seropositivity 8.864 0.545 Discussion The number of human outbreaks has drawn attention to Q fever and the disease has been jeopardising human and animal health as a re-emerging zoonosis ( 4 , 6 , 11 , 25 ). According to the annual Q fever epidemiological report for 2017, 1,023 human cases were reported in the EU/EEA, 932 (91%) of which were confirmed. As in previous years, the highest numbers of confirmed cases were reported by Spain, France, and Germany ( 7 ). In a recent study carried out on the at-risk groups in the Turkish context, 25.6% of

, the Court noted that it was based in particular on the principles of secularism and equality. The Court considered that, ‘when examining the question of the Islamic headscarf in the Turkish context, there had to be borne in mind the impact which wearing such a symbol, which was presented or perceived as a compulsory religious duty, may have on those who chose not to wear it.’51 The Court did not lose sight of the fact that there were extremist political movements in Turkey, which sought to impose on society as a whole their religious symbols and conception