Pre-Service Math Teachers' Professional Identity Development Through Online Anticipatory Reflections

Date

2021-09-06

Author

Ercan, Amine Merve
Çakır, Nur

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https://eera-ecer.de/ecer-programmes/conference/26/contribution/51446/
https://hdl.handle.net/11511/94355

Conference Name

European Conference on Educational Research (ECER 2021)

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Graduate School of Social Sciences, Conference / Seminar

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Pre-service Math Teachers' Professional Identity Development Through Online Anticipatory Reflections Ercan, Amine Merve; Çakır, Nur; Yıldırım, Ali (2021-09-06)
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...
Pre-service teachers' achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes ÖZÜDOĞRU, MELİKE; Aksu, Meral (Australasian Society for Computers in Learning in Tertiary Education, 2020-01-01) The aim of this study was to investigate whether flipped learning affects pre-service teachers' achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017-2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning grou...
Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations Semiz, Kıvanç; İnce, Mustafa Levent; Department of Physical Education and Sports (2011) The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among “TPACK”, “TISE” and “ITOE”, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on “TPACK”, “TISE”...
Pre-service physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations Semiz, Kivanc; İnce, Mustafa Levent (2012-01-01) The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on TPACK, TISE, and ITO...

Citation Formats

A. M. Ercan and N. Çakır, “Pre-Service Math Teachers’ Professional Identity Development Through Online Anticipatory Reflections,” presented at the European Conference on Educational Research (ECER 2021), Geneve, İsviçre, 2021, Accessed: 00, 2021. [Online]. Available: https://eera-ecer.de/ecer-programmes/conference/26/contribution/51446/.