Edutech Research Current Issue

Professional competences of teachers related to inclusive education can affect the student-teacher relationship. One of the most important factors in the effective continuation of inclusive education practices is the professional competences of teachers working with inclusive students. Teachers' perceptions of professional competence are generally shaped within specific domains, with perceptions of teacher competence standing out among these areas. Teacher competence perceptions have been recognized as an essential component in teacher education. it was aimed to reveal the professional competence perceptions of teachers with inclusion students towards inclusive education in terms of various variables. In this study, the relational screening model, one of the descriptive screening models, was used as the research model. 258 teachers with mainstreaming students participated in the study. The data were collected with the scale of professional competence development for inclusive education developed by Karaca and Sarı (2018), which consists of 38 items in 7 different dimensions. Data analysis was carried out using the statistical package programme. Independent groups t-test was used to determine the differences based on variables such as inclusion education and gender status; one-way analysis of variance was used for age group and graduated department variables. In cases where differences were observed, Tukey and Games-Howell tests were applied to determine and control the differences between averages. The results of this study highlight the need for continuous and targeted professional development to enhance teachers' competencies in inclusive education. The results of the study showed that teachers' perceptions of professional competence related to inclusive education differed in terms of variables such as gender, inclusive education status, age and graduation field. Seminars, workshops and in-service training programmes should be organised to increase teachers' knowledge and skills about inclusive education. Inclusion education programmes should be designed for teachers of various age groups and teachers graduated from different departments.

Mükerrem Kâmil Su is among the first generation of women writers of the Republic. Although the artist wrote popular novels, her identity as a teacher was also reflected in her works. For this reason, it is of great importance to evaluate the novels in question in terms of the educational elements they contain. The artist has twenty-one novels for adults. These novels were published between 1934-74. The author's novels have not been examined in detail within the framework of education. Because popular literature research is quite limited in the field of New Turkish Literature. The characters in the novels are teachers, doctors and lawyers. Although there are also characters who work in a government office or are businessmen, the majority of the novel characters are primarily teachers, then doctors and lawyers. Female teachers are mostly idealistic characters. They always want to work in Anatolia. However, they can never find peace in these towns and villages and have to struggle with the bigotry and immorality of these places. Finally, they return to their hometown, the big city. The female teachers in the novels bear traces from Mükerrem Kâmil Su's life. Writing books after retiring from teaching or while they were still teaching, and the fact that the triangle of Balıkesir, Ankara and Istanbul constitute the main locations in the novels are just a few of these traces. When her novels are read and examined in chronological order, her success in reflecting the perception of family and women and the understanding of education of her time is remarkable. In addition, the artist tried to fill the "modern woman" perception that emerged in the years when women began to appear in the public sphere; she created characters who worked in the public sphere but maintained the traditional female role within the family.

Development is a lifelong process involving prospective and systematic changes in physical, cognitive, emotional, social and motor skills of individuals. This process accelerates during critical periods such as the transition from childhood to adolescence, as well as growth and maturation. Adolescence is a dynamic period of transition from childhood to young adulthood, characterized by rapid physical growth and development. Individual's developmental process varies. Anthropometric measurements performed during this period provide important data for monitoring the changes in the body structure of individuals and evaluating the performance capacity of young athletes. In this study, it was aimed to investigate various anthropometric characteristics such as upper and lower extremity lengths, circumference and width of male and female students aged 12-14 years, who were involved in sports and who were not involved in sports. The frequency, ratio, mean and standard deviation of the individuals in the groups according to the variables were evaluated with descriptive statistics. Normality of the data was tested with skewness and kurtosis values. Independent groups t test was used for intergroup comparisons and paired groups t test was used for intra-group comparisons, and the significance level was determined as p <0.05. Analyses were performed using SPSS 25 software. No significant difference was observed between female athlete and sedentary groups in terms of length, circumference and width measurements (p > 0.05). Significant differences were found between the male athlete and sedentary groups in the measurements of right and left upper leg length, right upper arm circumference and left ankle width (p < 0.05), while no significant differences were found in the other measurements (p > 0.05). In conclusion, this study shows that there is no significant difference in anthropometric measurements between 12-14 age group female athletes and sedentaries, but there are differences in some measurements between male athletes and sedentaries.

The aim of this study is to investigate the effects of folk dances as a recreational activity on the health outcomes and happiness levels of university students. The research group consists of 304 students, 226 (%74.3) female and 78 (%25.7) male, studying at Necmettin Erbakan University, KTO Karatay University and Selçuk University in Konya province. In the study, a “Descriptive” research model was used in accordance with the research objectives. Participant Form, Oxford Happiness Scale and Recreation Perceived Health Outcomes Scale were used as data collection tools. 315 students were reached within the scope of the research and it was determined that 11 students made more than one code. 11 forms were eliminated and 304 data were analyzed with SPSS 23.0 program. According to the Skewness and Kurtosis test results performed to determine whether the data showed normal distribution, it was determined that the data showed normal distribution. After determining that the data showed normal distribution, independent samples t-test was performed for independent variables with 2 options, and one-way analysis of variance (Anova) was performed for variables with more than two options. “Pearson Correlation” analysis was performed to determine the relationship between the relevant scales. A statistically significant difference was found between the Oxford Happiness Scale and the Recreation Perceived Health Outcomes Scale applied to the research group. As a result, no significant result was reached according to the gender variable, while significant differences were detected in age, participation in leisure activities, income status, daily free time, duration of participation in folk dances, and faculty variables.

This research aims to reveal the concept images that high school mathematics teachers have about derivative at a point and derivative function. For this reason, the study is a special case study where qualitative data will be used and in such studies, an event or situation is focused on individuals and groups and investigated in depth. In the research, a study was conducted with 30 teachers working in the Ministry of National Education in order to understand the concept images of high school mathematics teachers about derivative and derivative function. It was taken into account that 15 of them had been working for 1 to 5 years and the other 15 had been working for more than 5 years. Teachers participated in the study voluntarily and data were collected through observation, application form and clinical interviews. In the clinical interviews, interview questions were used to reveal the concept images of teachers. Data were obtained based on the concept image and concept definition structure developed by Tall and Vinner (1981). In the study, teachers' concept definitions related to the concept of derivative, concept images related to the concept of derivative and concept images about the derivative function were examined. According to the analysis results, it was determined that most teachers' knowledge about derivative was limited and they usually answered with memorized formulas or clichéd expressions. This result shows that these teachers do not have sufficient knowledge about the concept of derivative and the derivative function. In addition, according to the research results, it was seen that teachers generally had difficulty in providing information about derivative and tried to explain derivative at some point.