The present study aimed to determine whether there is a correlation between the attitudes of music academicians who teach music remotely toward technology and their level of openness to innovation, and to examine if these attitudes and levels vary according to certain variables. The study sample was composed of a total of 74 music academicians working in the faculties of education, conservatories, and faculties of fine arts of universities in various regions in Turkey in the academic year of 2020-2021. Using relational screening model, the present study compiled data through the ‘Attitudes toward Technology Scale” by Akbaba Altun (2003), and the “Characteristics of Innovative Teachers Scale” of Kocasaraç (2018). Pearson Correlation Analysis was employed to determine the relationship between academicians’ attitudes toward technology and their levels of openness to innovation, and these attitudes and levels were analysed according to certain variables through t-test, Mann-Whitney U, Kruskal-Wallis, and ANOVA test methodologies. The findings indicated a high positive correlation between the attitudes toward technology and levels of openness to innovation of academics teaching music remotely. In addition, it was found that academicians’ levels of openness to innovation and attitudes toward technology did not significantly differ according to gender, level of education, and their fields of expertise

Keywords: Music education, Music educators, Openness to innovation, Attitude toward technology, Distance education

DOI : 10.16986/HUJE.2023.492 [HTML]

Dyslexia is a learning disability that has a high impact on students' academic achievement. The effects of dyslexia can be seen in many areas such as reading, writing, listening, speaking and mathematics. It is possible that teachers will encounter dyslexic students at all levels of education. Turkish teachers' awareness about dyslexia and the difficulties experienced by dyslexic students in teaching Turkish is the aim of the study. The study was carried out with the phenomenology pattern, which is one of the qualitative research methods. In the study, the opinions of 9 Turkish teachers who worked in public and private schools affiliated to the Ministry of National Education and who encountered students with dyslexia were taken. The analysis of the data collected using the Semi-Structured Teacher Interview Form was carried out using the descriptive analysis approach used in the analysis of qualitative data. In order to ensure the validity and reliability of the study, an interview form was created, the opinion of a doctor's lecturer and a teacher who has received training on dyslexia was sought. The data obtained through the Semi Dec Structured Teacher Interview Form were evaluated by another expert besides the researcher and a great deal of similarity was observed between the comments of the two evaluators. Turkish teachers' awareness about dyslexia is low according to the results of the study, and it is understood that Turkish teachers do not consider themselves fully adequate for the education of students with dyslexia. In addition, students with dyslexia have problems in reading, writing, speaking and listening in Turkish language teaching. Many problems that students with dyslexia will experience in the academic field also negatively affect their social life and future lives. Teachers also have a great influence on the ability of dyslexic students to be diagnosed early, reducing and eliminating problems that students will experience. For this reason, teachers should have knowledge about dyslexia and know the methods and techniques that they can use in the education of these students well. In order for teachers to have this equipment, it is important that they receive education during their higher education and when performing their profession.

Keywords: Dyslexia, teaching Turkish, Turkish teacher, reading, writing, speaking, listening.

DOI : 10.16986/HUJE.2023.495 [HTML]

This study explored the moderating role of effective counselor characteristics in the relationship between the behaviors of counselors’ supervisors and the professional pride and job satisfaction of counselors. The study group consisted of 661 counselors. The researchers used the “Supervision Questionnaire”, “Effective Counselor Characteristics Assessment Scale”, “Professional Pride Scale”, the “Job Satisfaction Scale”, and a “Personal Information Form” to collect the study data and Regression-Based Bootstrapping Technique for data analysis. The research results demonstrated a significantly positive relationship between counselors’ professional pride and job satisfaction on one hand and their effective counselor characteristics and supervisors’ behaviors on the other. The researchers found that the behaviors of counselors’ supervisors directly, positively, and significantly predicted their effective counselor characteristics. They also found that effective counselor characteristics directly, positively, and significantly predicted counselors’ professional pride and job satisfaction. Another finding was that effective counselor characteristics played a partial moderating role in the relationship between the behaviors of counselors’ supervisors and their professional pride. The results suggested that counselors’ job satisfaction is directly, positively, and significantly predicted by effective counselor characteristics. Effective counselor characteristics also played a partial moderating role in the relationship between the behaviors of counselors’ supervisors and their job satisfaction. The research results were discussed in the light of literature.

Keywords: Supervision, Supervisor Behaviors, Effective Counselor Characteristics, Professional Pride, Job Satisfaction

DOI : 10.16986/HUJE.2023.489 [HTML]

This study investigated lexical bundle overuse-underuse patterns of English as a Foreign Language (EFL) learners. The functional analysis identified the frequencies, overuse-underuse patterns of the lexical bundles from L2 English expository argumentative and academic essays. The analysis was done with the first most frequent 100 lexical bundles. The cut-off point of frequency was ten times per million. The normalized frequencies of each bundle were tabled, and their log-likelihood scores were calculated and given in the subsequent tables. Functional analysis was done in all categories. Findings indicated not only homogeneous use in academic and expository texts, but also non-native learners used a restricted number of bundles, and finally, underuse and overuse patterns were noted. In other words, EFL learners avoided using common bundles and their usage patterns were limited to a few but repeated patterns. Explicit teaching of the most common lexical bundles should be integrated into the curriculum and writing instructors and material writers (developers) should emphasize these word groups in courses and coursebooks.

Keywords: Corpora, word patterns, functional categories, academic, argumentation, EFL

DOI : 10.16986/HUJE.2023.494 [HTML]

This study aims to make a bibliometric analysis in terms of the research trends, trendsetter institutions and staff in physics education departments in Turkey. The papers published by staff in physics education departments indexed in Web of Science (WoS) and Education Resources Information Center (ERIC) databases between 2010 and 2020 were examined. 286 articles by 91 academic staff were included in the study. The information obtained from the databases was analysed descriptively. Paper statistics, statistics on preferred journals, statistics on institutions have been analysed. In addition, research trends are determined. As a result, it is concluded that the quantity of the researchers' papers is affected by the important social events in the country, and the quality by the academic promotion criteria. The proficiency of English and the publishing policies of the journals are influence in the preferences of the journal. Institutions that set research trends tend to focus more on misconception, learning difficulties and conceptual learning. These trends are in line with trends in the world in physics education.

Keywords: bibliometrics; physics education; research trends

DOI : 10.16986/HUJE.2023.493 [HTML]

This study investigates the mediating role of teachers’ subjective well-being in the relationship between empowering leadership and the organizational resilience of schools. The sample consists of 410 teachers working in Kocaeli province. Participants were reached by a convenient sampling method. Data were collected with the "Empowering Leadership Scale", "Teacher Subjective Well-being Scale" and "Organizational Resilience Scale". The validity and reliability of the scales were tested within the scope of the current study, which yielded satisfactory results. Before the data analysis, the distribution of the data and whether there was a multicollinearity problem among the predictor variables were tested. Path analysis was used to test the research hypotheses. The findings suggested that the participants' perceptions of the variables were relatively positive. There were statistically significant, positive associations between the variables. On the other hand, empowering leadership significantly predicted teacher subjective well-being and organizational resilience, and teacher subjective well-being significantly predicted organizational resilience. Lastly, teachers’ subjective well-being had a mediating role in the relationship between empowering leadership and organizational resilience. Drawing on these findings, it can be concluded that empowering teachers positively contribute to their subjective well-being (engagement in school and teaching efficacy) which in turn increases schools’ organizational resilience.

Keywords: Teacher, empowering leadership, organizational resilience, subjective well-being.

DOI : 10.16986/HUJE.2023.491 [HTML]

The study tested a model of the mediating role of autonomous learning, creative cognition and problem-solving. The autonomous learning scale, the creative cognition scale, and the problem-solving scale were administrated to a sample of 443 gifted-talented students. The present study showed that autonomous learning and creative cognition were positively related to problem-solving. The result of the mediation analysis showed that autonomous learning significantly predicts both problem-solving and creative cognition. Problem-solving significantly predicted creative cognition, and autonomous learning decreased the effect of problem-solving on creative cognition. Finally, the relationship between problem-solving and creative cognition was partially mediated by autonomous learning. These findings suggested that problem-solving had both direct and indirect effects on Creative Cognition.

Keywords: Creative Cognition, autonomous learning, problem solving

DOI : 10.16986/HUJE.2023.490 [HTML]

Augmented reality is presented as a new technology that offers a different way of teaching in an effective and attractive way, allowing the enrichment of educational scenarios by providing complementary virtual information. This study aims to know the notions that teachers in training have about augmented reality in terms of its conception, its potential and its possible didactic application in primary education classrooms. For this purpose, a questionnaire has been developed from a previous study which, after being validated, has been passed on to a sample of 239 Primary Education students. The SPSS statistical package (v25) was used for the analysis of the data and among the results of the dimensions studied; it should be noted that Augmented Reality is perceived as a very useful educational resource. It also has great potential for primary school student learning, since it helps to promote the development of curricular content, being an attractive, fun, dynamic and versatile tool, among other characteristics. It is concluded that, although augmented reality is a technology that helps and facilitates the understanding of curricular content, it is necessary to train teachers to use it correctly, and the use of these tools continues to be a challenge for educators.

Keywords: Augmented reality, Didactic resource, Teacher training, Primary education.

DOI : 10.16986/HUJE.2023.488 [HTML]

The international activities of Higher Education Institutions (HEIs) are considered an element of soft power in inter-state relations and are included within the scope of education diplomacy in the literature. States such as the United States of America (USA) and the United Kingdom (UK), which are among the pioneers of education diplomacy, shape their international activities within this framework through international education as well as international research. The main adaptive stakeholders of academic and administrative activities in both fields include universities as well as various state institutions, NGOs and think tanks. This study examines the relationship between think tanks and education diplomacy, the role of Turkish and US HEIs in education diplomacy, and whether international student organizations of universities can be considered think tanks. Literature review and content analysis methods were preferred as methods in the study. Within the scope of the literature review, education diplomacy and think tanks, and within the scope of content analysis, existing administrative regulations and publications were examined, taking into account the structures of Turkish and US HEIs on the axis of education diplomacy. The conclusion of the study is that the international student management preferences of Turkish and US HEIs have similar outputs with think tanks by assuming a kind of central role in the contribution of countries to education diplomacy, thus gaining the ability to become a more active, institutional and sustainable stakeholder in education diplomacy and this situation provides various advantages to higher education.

Keywords: Education Diplomacy, Soft Power, Turkish Higher Education, US Higher Education, Think Tanks, International Student Centers, International Students in Higher Education

DOI : 10.16986/HUJE.2023.496 [HTML]

This study was designed as a school-university collaboration application for the professional development of pre-service teachers studying in the Department of Computer Instructional Technologies (CEIT) and meeting the educational needs of teachers who want to use technology in their classrooms. The study has the characteristics of an intergenerational mentoring practice since mentors and mentees include different age groups and interdisciplinary since the pre-service teachers are educated in a technology-oriented department and they worked with teachers from different branches. The aim of the research is to determine the opinions and experiences of pre-service teachers regarding the technology trainings for teachers and the microteaching processes carried out before the trainings. The research was designed as a case study. Online interview forms, pre-service teacher diaries, group reports, microteaching observations and classroom observations were used to collect research data. In the microteaching phase of the study, pre-service teachers prepared lesson plans for the technologies they would teach teachers and gave lectures. Teacher training phase, they provided training to the teachers for the technologies they could use in their classes. After this phase, they observed teacher’s classroom applications using technology. The results of the research show that contribute to the deepening of pre-service teachers' field and professional knowledge, improve their effective presentation and communication skills, gain teaching experience and gain self-confidence towards the profession.

Keywords: School-University Collaboration, Intergenerational Mentoring, Reverse Mentoring, Micro Teaching, Teacher Training

DOI : 10.16986/HUJE.2023.497 [HTML]