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    The adaptation of the pedagogical knowledge and skills survey into Turkish: Validity and reliability study
    (Mehmet Tekerek, 2019) Gokcek, Tuba; Yilmaz, Aynur
    This research aims to adapt the Pedagogical Knowledge and Skills in Teaching (PKST) survey developed by Wong, Chong, Choy and Lim (2012) to Turkish. The participants of the study are 830 4th year students of education faculty studying at two different public universities. Explanatory Factor Analysis (EFA) was conducted with total 205 pre-service teachers in which 110 (53. 6%) of female and 95 (46,4 %) of male. Confirmatory Factor Analysis (CFA) was also carried out with total 625 preservice teachers in which 330 (52. 8 %) of them are female, 295 (47. 2 %) of them are male. Back translation was used to ensure language validity. EFA and CFA were conducted for the construct validity and to ensure psychometric characteristics of measurement tool. EFA show that survey has six factors and 37 items. Coefficient was 0.94 for the survey whereas it ranged between 0.70 and 0.88 for its factors. The analyses and findings show that the survey is a valid and reliable data collection tool.
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    A meta-synthesis study of research on mathematics textbooks
    (PEGEM AKAD YAYINCILIK EGITIM DANISMANLIK HIZMETLERI TIC LTD STI, 2020) Gokcek, Tuba; Celik, Sedef
    This research aimed to investigate studies examining mathematics textbooks in depth. To this end, specific keywords and criteria were entered into Google's advanced search engine and the Council of Higher Education national thesis center to obtain articles and theses related to mathematics textbooks. The research investigated a total of 114 studies on mathematics textbooks published between 2005 and 2019. The data obtained were firstly subject to a descriptive analysis. A meta-synthesis method was then used to evaluate the studies included in this research. To analyze the objectives of the studies included in this research, we used the theoretical framework developed by Fan, Zhu and Miao (2013) to create an original classification. Results showed that studies examining opinions on mathematics textbooks (41.00%) were less than studies analyzing mathematics textbook (59.00%). Moreover, surveys were found to be the most frequentlyy used data collection tool in studies collecting opinions on mathematics textbooks, with teachers being the most commonly used participants subject to this data collection method. Additionally, the meta-synthesis analysis indicated that studies analyzing mathematics textbooks generally focused on topics specific to mathematics and on a specific section of a textbook (e.g. activities, problems) whereas those investigating opinions on mathematics textbooks concentrated on studies emphasizing the features of mathematical textbooks and the role of textbooks in learning-teaching.
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    Pedagogic Formation Students' Views on Ethics of Teaching Profession and Their Suggestions
    (Cukurova Univ, 2018) Gokcek, Tuba
    This study was carried out to explore views of students on professional ethics and the ways it can be established and promoted in schools. The research conducted with undergraduate students who are enrolled in the Pedagogical Formation Education Certificate program and who signed up for elective course of professional ethics. A form consisting open-ended question was used to collects data. This form was distributed to 112 university students and included questions on the necessity of professional ethics, major ethical principles, and the awareness of professional ethics in teaching. The results show that students have associated the concept of "ethics" with morality, justice, norm-based rules, and concepts of good-bad, right-wrong, respect-love and equality. Moreover, students emphasized that teachers should obey the ethical principles such as justice, equality, professionalism. A large majority of participants said that there should be a professional ethics code for teachers in Turkey, but stressed that teachers do not have sufficient knowledge about ethics; they act in favour of their personal interests; they discriminate and do not have a sense of responsibility. In addition, the participants addressed the need for in-service training and seminars in order to promoted importance of ethical behaviours in teaching profession. They further suggested that professional ethics should be taught as a course in schools and there is need to reward ethical behaviours and punish unethical behaviours to establish a culture based on ethics and morality.