TOJNED - Volume 15 - Issue 4 - October 2025
COMPARATIVE ANALYSIS OF PROVERB, IDIOM, AND SET PHRASE USAGE IN TURKISH AS A FOREIGN LANGUAGE TEXTBOOKS Kemal BAÅž, Mehmet Ä°ÄžNECÄ°OÄžLU
Abstract:
This study presents a comprehensive analysis of the use of proverbs, idioms, and set phrases in Turkish as a Foreign Language (TFL) textbooks. The main objective of the study is to determine the place of these vocabulary elements, which are fundamental elements of cultural transfer and communicative competence in language learning, in the existing materials.3 The research examined Gazi Turkish for Foreigners, Istanbul Turkish for Foreigners, and Yunus Emre Institute Seven Climates Turkish textbooks at different language proficiency levels (A1-A2, B1-B2, C1) using the document analysis method.
The findings reveal that idioms and set phrases appear with a certain frequency in the textbooks examined, but proverbs are almost non-existent, especially at basic levels, and remain quite limited even at advanced levels. This situation points to a potential systemic deficiency in YFL curriculum design. Although proverbs are fundamental elements reflecting a nation's culture, wisdom, and worldview, this obvious deficiency in textbooks may negatively affect the processes of foreign language learners' deep penetration into Turkish culture and development of their pragmatic competence. Students may face the risk of communicating in a culturally irrelevant or inappropriate manner, even if they can use grammatically correct expressions.
ENHANCING ELEMENTARY SCIENCE EDUCATION: A USER-CENTERED DESIGN CASE STUDY ON MOBILE AUGMENTED REALITY Tarane Yari
Abstract:
This paper presents a user centered design case study focused on enhancing elementary science education through a mobile augmented reality application (mAR). The study was conducted in two phases of user research. In the first phase, teachers of elementary school students were surveyed to gather insights on the use of technology in the classroom and its impact on student engagement and learning. Key findings from this phase informed the design requirements for the AR application, prioritizing simplicity, interactivity and student engagement. The second phase involved an evaluation with elementary students, where mid-fidelity prototypes were tested to assess usability and effectiveness. A combination of qualitative and quantitative feedback was collected to refine the design further. The study began with a comprehensive literature review, exploring the role of AR in education and concluded with the final design recommendations. The results highlight the potential of mobile AR applications to improve focus and motivation in young learners, as well as the importance of a user friendly interface tailored to their needs. This case study offers insights for educators and designers seeking to integrate AR into educational environments.
EXAMINING THE COMMITMENT OF TEACHER CANDIDATES TO THE TEACHING PROFESSION Cemre Bekir Mahmutlar, Şenay Mahmutlar, Osman Erbulak, Nilgün Erbulak
Abstract:
This study is based on an experimental model that examines pre-service teachers' commitment to the teaching profession. In the study, 150 students studying at universities in the Turkish Republic of Northern Cyprus and taking the Teaching Practice course were selected as the population. In the study, a personal information form including demographic information from the participants and the Commitment to Teaching Profession Scale developed by Yıldız (2020) were used. The findings obtained as a result of statistical analysis with SPSS 28.00 program provide important information about the level of professional commitment of pre-service teachers. According to the results of the study, the overall average score of the students in the Professional Identification dimension was determined as 3.23, which shows how much the students identify with their profession. In the Professional Value dimension, the average score was recorded as 4.07, which reflects that students show a high value and respect for their profession. In the Professional Effort dimension, the average score for students' professional development was 3.69.In the Professional Commitment dimension, the average score expressing how committed students are to their profession was found to be 3.77.In the Total Commitment to the Teaching Profession (TPC) Total) dimension, the average score expressing the general level of professional commitment was determined as 3.66.In the gender-based analyses, it was found that there were significant differences in favor of female pre-service teachers in the dimensions of Professional Identification, Professional Value, Professional Effort, Professional Dedication and SCT Total.It was observed that female pre-service teachers generally had higher levels of commitment. Especially in the Professional Identification dimension, it was observed that students in Preschool Teaching and Special Education Teaching departments had higher levels of commitment compared to other departments.
EXAMINING THE LEVELS OF OPENNESS TO CHANGE IN PRIMARY SCHOOLS Osman Erbulak, Cemre Bekir Mahmutlar, Nilgün Erbulak, Şenay Mahmutlar
Abstract:
This study aims to examine the openness to change levels of primary school teachers working in the Turkish Republic of Northern Cyprus within the framework of teacher, principal and school environment dimensions. The study, which was designed on the basis of quantitative research methods, was carried out in line with the relational survey model. The population of the study consists of primary school teachers working in the TRNC and the sample group consists of 301 teachers. ‘Schools' Openness to Change Scale’ developed by Smith and Hoy (2007) and adapted into Turkish by the researcher was used as a data collection tool. The data obtained through the scale were analysed through SPSS software; the relationships between variables and differences between groups were evaluated by statistical methods.
According to the descriptive findings, teachers' level of openness to change is low, principals' openness is at medium level, and the pressure for change felt from the school environment is at high level. According to the gender variable, female teachers had significantly higher perceptions than male teachers in all dimensions. No significant difference was found depending on the age variable. As the duration of professional seniority increased, it was observed that the scores of openness to change increased significantly especially in the dimensions of teacher and principal. According to the working time in the institution, a significant difference was found only in the principal dimension. Finally, in the correlation analysis between the scale dimensions, strong and significant positive relationships were found between all variables. These findings reveal that openness to change exhibits an interactive structure between school actors and environmental factors.
KNOWLEDGE ABILITY OF PRIMARY SCHOOL TEACHERS ON SCHOOL MANAGEMENT Cemre Bekir Mahmutlar, Osman Erbulak, Nilgün Erbulak, Şenay Mahmutlar
Abstract:
The aim of this study is to examine the views of primary school teachers working in TRNC on the effectiveness of school management processes. The study, which was conducted based on quantitative research approach, was designed according to the general survey model. The population of the study consists of primary school teachers in TRNC and the sample consists of 289 teachers working in different schools. ‘Management Process Effectiveness Scale’ developed by Gül (2017) was used as a data collection tool. The scale includes teachers' demographic information and their evaluations of school administrators' management processes. SPSS 25.0 software was used to analyse the data; in addition to descriptive statistics, analysis techniques such as t-test and ANOVA were used. According to the research findings, teachers' perceptions of school management processes differ significantly according to gender, professional seniority and length of service in school. Female teachers evaluated the administrative processes more positively than their male colleagues. Teachers with longer professional and institutional experience had more positive perceptions of administrative processes. No significant difference was found depending on the age variable. In general, teachers stated that school administrators fulfil basic administrative functions effectively; especially participation in decision-making processes was evaluated at a high level.
LIVED EXPERIENCE OF TEACHERS ENGAGED IN EARLY CHILDHOOD CARE AND EDUCATION POLICY IMPLEMENTATION IN PREPRIMARY SCHOOLS IN HADIYA ZONE, CENTRAL ETHIOPIA REGIONAL STATE Morka Mogiso, Dawit Negassa, Garkebo Basha, Yirgalem Alemu
Abstract:
The purpose of this study was to explore the lived experience of teachers who experienced the Early Childhood
Care and Education (ECCE) policy implementation in preprimary schools of Hadiya Zone, Central Ethiopia
Regional State. The research was employed by qualitative approach 'with phenomological design. Six preprimary
teachers were involved in the study. Both participants and study area were selected by using purposefully sampling
technique. Well performed and rewarded primary schools and preprimary teachers were selected from each
district/town administration. The qualitative data obtained through semi-structured interview were analyzed by
transcribing and then, by developing to interpretive meanings and developed in to themes. Finally, the result was
compared 'with the ECCE policy guideline to ascertain whether the policy is implemented accordingly. The results
revealed that there is a big disparity between what is stipulated in the policy document and what is being practiced
in the ground. Findings also showed that preprimary lacks facilities, poor teaching methodologies, insignificant
participation of parents and community and improper assessment techniques. Lastly, Hadiya zone department of
education, health and women’s
MANAGING MULTI-GRADE CLASSROOMS FOR FOSTERING SCHOOL EFFECTIVENESS IN NIGERIA Alakuasheotsala Amina, Uduak Sunday Isim
Abstract:
The article Examined the issues in the multi-grade classroom management for fostering school effectiveness in Nigeria. Since multi-grade classroom is regarded as a classroom that accommodate more than one classes in a class during the teaching-learning process. The persistence of such situation therefore called for management concern in the interest of ensuring school effectiveness. It is therefore inevitable for the educational managers to make investigation into the situation in Nigeria. The paper therefore examined the concepts and strategies for managing multi-grade classroom, the indicators of school effectiveness required by effective multi-grade classroom management, the problems militating against multi-grade classroom management and the ways forward. It was however, concluded that the integration of multi-grade classrooms with the school situations need to be discouraged in Nigeria in the interest of fostering effectiveness in the school system.
PERSPECTIVES ON HIGH-IMPACT PRACTICES FOR AN EXCITING EDUCATIONAL EXPERIENCE B.H.S. Thimmappa
Abstract:
ABSTRACT
The collective future of humanity depends on focusing on the meaningful pursuit of new knowledge created from higher-order thinking skills learned from high-impact teaching strategies (HITS) adapted by the best teachers. Engaging the learners in the learning process through innovative teaching-learning methodologies, reinforcing the core concepts via active learning, and adapting tools, techniques, and ideas to comprehend domain-specific knowledge makes the classes more interesting and productive, and makes a paradigm shift in the teaching-learning process. This paper emphasizes the importance of implementing alternate HITS in higher education across multiple disciplines while conducting interactive sessions to have a substantially higher effect on student results. It will boil down to a direct interaction of the learner with the subject to a large extent to improve upon the student’s performance.
STUDENTS’ PREFERENCE OF LEARNING MODALITY IN DATA SCIENCE COURSES—A CASE STUDY Galkande Iresha Premarathna, Thanaa Ghanem, Yue Zhang, David Jacobson, Ismail Bile Hassan, Simon Jin, Wei Wei
Abstract:
Since the pandemic, students have experienced different learning modalities—in-person, online synchronous, online asynchronous, and hybrid. This paper studies students’ attitude and preferences towards these learning modes. We collected data over four semesters on students’ preferences toward the learning modalities of their previously taken and future courses.
We found that students preferred online synchronous offerings more than the other learning modes throughout the four semesters, based on both their previously taken and future courses. Overall, the order of preferences from the most to the least favorable are online synchronous, online asynchronous, in-person, and hybrid. In addition, we found that the preference towards synchronous courses over asynchronous courses was greater for upper-division than lower-division courses.
TEACHERS' PERSPECTIVES ON TECHNOLOGY USE AT THE CIU ENGLISH PREPARATORY SCHOOL: A QUALITATIVE STUDY Bahaa Alarameen
Abstract:
This study aims to examine the perspectives of teachers on the use of technology at the English Preparatory School at Cyprus International University (CIU). Six teachers from CIU’s English Preparatory School were interviewed. The data were obtained through qualitative research, and thematic analysis method was used to analyze the teachers’ perspectives. The findings revealed that the participants generally hold a positive perspective towards integrating technology tools in their classrooms. The teachers mentioned some challenges and technical issues they face, such as the slowness of some tech devices and problems with the speed of the internet. They also mentioned things that could be improved. Regarding AI tools, the teachers said that it is possible to integrate AI tools into the teaching and learning process, with some limitations that do not give direct answers to the students. Additionally, this study discussed the role of robots in education, and the findings showed that the majority of the English Preparatory School teachers believe that robots will not take over their jobs in the future.
