Enhancing the Literacy of Pre-Service Classroom Teachers on the Türkiye Century Education Model

Ahmet Akif Erbaş

Makale detayları

Enhancing the Literacy of Pre-Service Classroom Teachers on the Türkiye Century Education Model

Yazarlar:

Ahmet Akif Erbaş

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Sınıf Eğitimi | Temel Eğitim (Diğer)

Dergi:

Yükseköğretim ve Bilim Dergisi Vol.15 Issue 2, pp.322-333

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357714

pISSN:

2146-5959

Anahtar kelimeler:

Özet:

 This study aims to examine the effect of a structured intervention program based on the Türkiye Century Education Model on the curriculum literacy levels of pre-service primary school teachers using both quantitative and qualitative data. Employing a mixed-method research design, a quasi-experimental pre-testpost-test design was used for the quantitative phase, while metaphorical perceptions of the participants regarding Türkiye Century Education Model were analyzed qualitatively. The study was conducted with 23 pre-service teachers enrolled in a primary education program at a public university during the 20242025 academic year. At the end of the 8-week intervention, the results of the dependent samples t-test indicated significant improvements in overall scale scores. Notably, significant increases were observed in the sub-dimensions of philosophical foundations, psychological foundations, objectives and content knowledge, and instruction and assessment processes. No significant difference was found in the socioeconomic foundations sub-dimension. The qualitative findings obtained through content analysis revealed that the metaphors generated by the participants regarding Türkiye Century Education Model were grouped under the themes of Guidance, Depth of Knowledge and Content, Growth and Transformation, Integrity, Uncertainty and Complexity, and Risks. Following the intervention, the number of positive metaphors increased while negative metaphors decreased. The findings suggest that structured education related to Türkiye Century Education Model enhances pre-service teachers understanding of the model and positively influences their perceptions.

 This study aims to examine the effect of a structured intervention program based on the Türkiye Century Education Model on the curriculum literacy levels of pre-service primary school teachers using both quantitative and qualitative data. Employing a mixed-method research design, a quasi-experimental pre-testpost-test design was used for the quantitative phase, while metaphorical perceptions of the participants regarding Türkiye Century Education Model were analyzed qualitatively. The study was conducted with 23 pre-service teachers enrolled in a primary education program at a public university during the 20242025 academic year. At the end of the 8-week intervention, the results of the dependent samples t-test indicated significant improvements in overall scale scores. Notably, significant increases were observed in the sub-dimensions of philosophical foundations, psychological foundations, objectives and content knowledge, and instruction and assessment processes. No significant difference was found in the socioeconomic foundations sub-dimension. The qualitative findings obtained through content analysis revealed that the metaphors generated by the participants regarding Türkiye Century Education Model were grouped under the themes of Guidance, Depth of Knowledge and Content, Growth and Transformation, Integrity, Uncertainty and Complexity, and Risks. Following the intervention, the number of positive metaphors increased while negative metaphors decreased. The findings suggest that structured education related to Türkiye Century Education Model enhances pre-service teachers understanding of the model and positively influences their perceptions.

 This study aims to examine the effect of a structured intervention program based on the Türkiye Century Education Model on the curriculum literacy levels of pre-service primary school teachers using both quantitative and qualitative data. Employing a mixed-method research design, a quasi-experimental pre-testpost-test design was used for the quantitative phase, while metaphorical perceptions of the participants regarding Türkiye Century Education Model were analyzed qualitatively. The study was conducted with 23 pre-service teachers enrolled in a primary education program at a public university during the 20242025 academic year. At the end of the 8-week intervention, the results of the dependent samples t-test indicated significant improvements in overall scale scores. Notably, significant increases were observed in the sub-dimensions of philosophical foundations, psychological foundations, objectives and content knowledge, and instruction and assessment processes. No significant difference was found in the socioeconomic foundations sub-dimension. The qualitative findings obtained through content analysis revealed that the metaphors generated by the participants regarding Türkiye Century Education Model were grouped under the themes of Guidance, Depth of Knowledge and Content, Growth and Transformation, Integrity, Uncertainty and Complexity, and Risks. Following the intervention, the number of positive metaphors increased while negative metaphors decreased. The findings suggest that structured education related to Türkiye Century Education Model enhances pre-service teachers understanding of the model and positively influences their perceptions.

 Bu araştırma, Türkiye Yüzyılı Maarif Modeli temelli yapılandırılmış müdahale programının sınıf öğretmeni adaylarının öğretim programı okuryazarlığına etkisini hem nicel hem de nitel verilerle incelemeyi amaçlamaktadır. Karma yöntem deseninin kullanıldığı çalışmada, nicel boyutta ön test-son test yarı deneysel desen uygulanmış, nitel boyutta ise öğretmen adaylarının Türkiye Yüzyılı Maarif Modeline ilişkin metaforik algıları analiz edilmiştir. Araştırma, 2024-2025 eğitim-öğretim yılında bir devlet üniversitesinde öğrenim gören 23 öğretmen adayı ile yürütülmüştür. 8 haftalık müdahale süreci sonunda yapılan bağımlı gruplar t-testi analizine göre, genel ölçek puanlarında ve özellikle felsefi temeller, psikolojik temeller, amaçlar ve içerik bilgisi ile öğretim ve ölçme değerlendirme süreçleri alt boyutlarında anlamlı düzeyde artışlar görülmüştür. Sosyoekonomik temeller alt boyutunda ise anlamlı fark tespit edilmemiştir. Nitel verilerde yapılan içerik analizleri sonucunda öğretmen adaylarının Türkiye Yüzyılı Maarif Modeline yönelik metaforları Rehberlik, Bilgi ve İçerik Derinliği, Gelişim ve Dönüşüm, Bütünlük, Belirsizlik ve Karmaşa ve Riskler gibi temalarda toplanmıştır. Müdahale sonrasında olumlu metaforların arttığı, belirsizlik ve risk temalı olumsuz metaforların ise azaldığı gözlenmiştir. Bu sonuçlar, Türkiye Yüzyılı Maarif Modeline ilişkin yapılandırılmış eğitimin öğretmen adaylarının kavrayışını derinleştirdiğini ve algılarını olumlu yönde etkilediğini göstermektedir.

Makale detayları

Enhancing the Literacy of Pre-Service Classroom Teachers on the Türkiye Century Education Model

Yazarlar:

Ahmet Akif Erbaş

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Sınıf Eğitimi | Temel Eğitim (Diğer)

Dergi:

Yükseköğretim ve Bilim Dergisi Vol.15 Issue 2, pp.322-333

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357714

pISSN:

2146-5959

Curriculum

Curriculum literacy

Türkiye century education model

MetaphorÖğretim programı

Okuryazarlık

Türkiye yüzyılı maarif modeli

Metafor

Sayı

Makale detayları

Yazarlar: Ahmet Akif Erbaş

Yayıncı: Zonguldak Bulent Ecevit University

Ana Başlıklar: Sınıf Eğitimi | Temel Eğitim (Diğer)

Dergi: Yükseköğretim ve Bilim Dergisi Vol.15 Issue 2, pp.322-333

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001357714

pISSN: 2146-5959

Sayı

Yazarlar:

Ahmet Akif Erbaş

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Sınıf Eğitimi | Temel Eğitim (Diğer)

Dergi:

Yükseköğretim ve Bilim Dergisi Vol.15 Issue 2, pp.322-333

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357714

pISSN:

2146-5959