Journal of Qualitative Research in Education

Teachers’ Perspectives on the Science Curriculum According to Tyler's Program Evaluation Approach

Ahmet Taşdere, İclal Ayvar, Cengiz Tüysüz — Fri, 31 Jan 2025 00:00:00 +0300

This research aimed to evaluate the 6t grade Science Course (SC) curriculum based on Tyler's objective-based evaluation model according to teacher opinions. The study, which was designed as a case study within the scope of qualitative research approach, was attended by 30 Science Teachers (ST) working in schools affiliated to the Ministry of National Education (MoNE) and determined according to the convenience sampling method. The data were collected through a semi-structured interview form consisting of open-ended questions and subjected to descriptive data analysis. According to the findings, within the scope of the goal dimension of Tyler's model, teachers think that the SC outcomes are clear and understandable and contribute to students becoming science literate individuals. They expressed partially differentiated opinions about the relationship of SC with other curricula and the appropriateness of the outcomes to the level of the students. In the learning experiences dimension, the majority of teachers think that inquiry-based and student-centered teaching methods and techniques are adopted in the SC. On the other hand, they have partially differentiated opinions about the use of these methods and techniques in the lessons and their level of achievement of the outcomes. In the evaluation dimension, teachers presented differentiated views on whether the measurement and evaluation approach in the SC provides the quality of probe-assessment, the aspect of supporting learning, and whether it provides opportunities for process evaluations. Considering these findings, suggestions were presented for curriculum development experts, teachers and new science curriculum evaluation studies.

Influential Educators of the History of Turkish Education through the Evaluations of the Pre-service Teachers: A Profile Study

Sibel Yazıcı — Fri, 31 Jan 2025 00:00:00 +0300

The study aimed to examine the leading educators of the History of Turkish Education and their influential characteristics through the evaluations of teachers and to reveal an educator profile on a historical basis. With reference to the qualitative research, a/the phenomenology design pursuing to understand human experience was used in the study. The study group was determined using criterion sampling related to purposive sampling as 36 pre-service teachers who took the History of Turkish Education course from the researcher and prepared the reports in accordance with the criteria in the fall semester of the 2022-2023 academic year. The pre-service teachers’ reports including information about the phenomenon that had aimed to be investigated were used as the data collection tool. The data were analysed through the content analysis method. When the pre-service teachers’ evaluations were examined, properties were revealed. They were their personality, educator qualifications, level of recognition, ideas beyond the time, scientific aspects, being well known and guiding, religious qualifications, political aspects, farsightedness, and being progresivve. These properties contributed to presenting an influential educator profile during the historical process.

Analysis in Phenomenological Design of the Experiences of Psychological Counselors in the Earthquake Region

Ahmet KESKİN, Ramazan ÇOK, Prof. Dr. Meral ATICI — Fri, 31 Jan 2025 00:00:00 +0300

The aim of this study is to examine the motivations of psychological counselors to go to the earthquake zone, the work they did there and their feelings about it, the ways to ensure psychological resilience and their suggestions on this issue. The study included 14 psychological counselors who provide psychological first aid (PFA) and psychosocial support (PSS) services in disaster settings. Semi-structured interview method was used to collect the data and content analysis was used to analyze the data. When the motivations of the psychological counselors participating in PFA and PSS services for going to the disaster area and working there were examined, it was seen that two different themes emerged: personal motivation and professional motivation sources. Psychological counselors reported that they conducted artistic activities, PFA and PSS activities in the disaster zone. Psychological counselors stated that they tried to protect their psychological resilience by doing emotional, cognitive and physical activities in the earthquake zone. Psychological counselors emphasized the importance of factors such as expectations from the psychosocial support team, personal coping resources, cognitive and emotional readiness, and physical health protection to protect the psychological resilience of field experts who will work in the disaster zone. Participants categorized their feelings about their experiences in the earthquake zone as pleasant emotions and unpleasant emotions. This study reveals findings that can inform social welfare interventions and policies that can be designed to address the nature of disasters, including activities carried out in disaster zones, personal characteristics, social/environmental interactions, and demands for protection and recovery. Strategies for maintaining mental strength in disaster situations include maintaining self-care, having critical coping skills, seeking professional psychological support or supervision when needed, and ensuring high levels of motivation and collaboration, maintaining professional boundaries and continuity.

Decoding Teachers' Dilemma: Unveiling the Real Obstacles to Implementing Formative Assessment in the Classroom

Yeşim Özer Özkan, Metin OZKAN — Fri, 31 Jan 2025 00:00:00 +0300

This study aims to explore the barriers that prevent teachers from frequently and effectively using formative assessment approaches in classroom practices. The study employs a phenomenological design, as it seeks to reveal the current state of formsative assessment practices in classrooms based on teachers' experiences and perspectives. The group consists of 24 teachers selected through purposive sampling. Data were collected through semi-structured interview forms. Thematic analysis was employed to analyze the qualitative data. The findings indicate that teachers use formative assessments to monitor student progress, improve the instructional process, provide feedback, and identify learning deficiencies. However, factors such as large class sizes, time constraints, an overloaded curriculum, student diversity, outcome-oriented educational programs, and lack of technological infrastructure hinder the effective use of formative assessment.While some of the challenges are organizational, teachers can overcome these barriers through individual efforts such as conducting research, utilizing educational technologies, attending in-service training, and continuously updating their knowledge. It is recommended that teachers, in general, receive training in measurement and evaluation, with a particular focus on formative evaluation.