The purpose of this study was to investigate the cognitive modelling competencies of sixth-grade middle school students and to identify the difficulties they encountered during this process. The research was conducted with 50 sixth-grade students attending a public middle school located in eastern Turkey. Data were collected through the Modelling Competency Form developed by the researchers. The research was conducted as a case study, and it was based on a qualitative research approach. The obtained qualitative data were analyzed via descriptive analysis. The results revealed that students experienced cognitive deficiencies in the mathematical modelling process, particularly in the stages of validation and interpretation. Based on the results, a list of students' cognitive difficulties in the modelling process was compiled, and several recommendations were proposed to address these challenges.
This study aimed to examine the development of preservice primary school teachers' readiness for teaching, teaching motivation and mathematics teaching competencies throughout their four-year undergraduate education, and to explore the relationships among these variables over time. The study employed a longitudinal research design in which data were collected at four measurement points corresponding to each year of the teacher education program. The sample included 46 preservice primary school teachers enrolled in a faculty of education in Istanbul, T & uuml;rkiye Data were collected using the Readiness for Teaching Scale, Correlational analyzes were conducted to examine the relationships among the variables across study years. The results revealed a positive moderate correlation between readiness for teaching and mathematics teaching competencies in the first, second and fourth year, and a strong positive correlation in the third year. Overall, significant positive relationships were identified among readiness for teaching, teaching motivation and mathematics teaching competencies across the four-year period. These results indicate an increase in professional readiness.
The paper examines primary school teachers' self-assessment of their competencies in teaching physical education (PE), with an emphasis on identifying the main dimensions and factors that shape professional self-confidence. The results indicate that teachers generally rate their abilities highly, particularly in motivating students and organising activities. Two fundamental dimensions were identified: the educational dimension, related to lesson planning and implementation, and the evaluative dimension, focused on monitoring and assessing motor development. Professional development and personal involvement in sports contribute to a higher self-assessed competencies, whereas age and years of service show no significant influence. Teachers who are active in sports display greater confidence in teaching, which emphasises the importance of personal engagement in physical activity. The lowest self-assessed competencies are in test design and assessment criteria, indicating a need for additional professional development. The results underscore the importance of strengthening evaluative competencies and enriching initial teacher education in order to ensure high-quality and motivating physical education classes.
This study examined the potential of the GROW (Goal, Reality, Options, Will) coaching model for developing teachers' and principals' competencies through a scoping review approach. Using the PRISMA framework, 20 peer-reviewed studies published between 2015 and 2022 were analysed to identify trends in research focus, methodological approaches and competency domains addressed through GROW-based coaching. The findings indicate that the GROW coaching model is predominantly applied to the development of teachers' pedagogical competencies, particularly in relation to instructional planning, teaching strategies and reflective practice. For school principals, the model is mainly associated with the development of managerial and supervisory competencies. A closer analysis revealed that different stages of the GROW model correspond to specific competency domains, with setting goals and reflecting on situations that support pedagogical development, while strategic decision-making and action commitment support leadership-related competencies. Overall, the results suggest that the GROW coaching model functions as a structured reflective mechanism rather than a prescriptive training approach, which makes it suitable for competency-based professional development in education. However, the review also highlights gaps in the development of personal competencies and emerging digital competencies, which indicates directions for future research and practice.
The research analyzes professional stress and work motivation among educators in preschool institutions in the Republic of Croatia. An online survey study was conducted with a sample of 130 educators from 18 Croatian counties. The aim was to examine the relationship between the frequency of stress and work motivation, as well as to determine the correlation between years of work experience and motivation. The results indicate an exceptionally strong negative correlation between the frequency of stress and work motivation (r = -.94), with stress accounting for 88.1 % of the variance in motivation. A linear increase in motivation was confirmed with years of work experience. Educators contemplating a career change exhibit significantly lower motivation (Cohen's d = -2.91). Positive relationships with colleagues are associated with lower frequency of stress (r = -.86). The research highlights the issue of burnout syndrome and the need for a systematic approach to safeguarding the mental health and job satisfaction of educators.
The prestige of the teaching profession in society significantly affects teachers' motivation to teach, their professionalism, student achievement, desirability of the profession among young people, and the overall progress of civilization. Slovenia is currently experiencing a significant shortage of teachers, which may be attributed also to the low prestige of the teaching profession. Accordingly, we were interested in ascertaining teachers' views and identifying opportunities for raising the prestige of the teaching profession in society. In the empirical part, we present the results of a study conducted with on a random sample of 870 Slovenian primary and secondary school teachers. According to the results, teachers attributed high prestige to teachers at upper and secondary levels, but not to teachers in primary schools. They were most likely to agree with the general public's view that the teaching profession has a higher reputation in other EU countries than in Slovenia and that teaching is publicly regarded as important for society. However, they did not agree that this profession has a high or growing reputation. The highest-rated measures that they believed would improve the reputation of the teaching profession relate to macro-level measures at the national level (support from the government and the relevant ministry, reduction of bureaucratic work, appropriate and comparable financial assessment of work with other professions and maintaining good public education). There were some statistically significant differences between the responses of primary and secondary school teachers.
This paper presents the results of a research study conducted in Croatia that examines how aware future nursery and primary school teachers (N = 123) are of the importance of values and of the possibility of transmitting values through foreign language (FL) teaching and intercultural content. The study focuses on traditional, educational, social, and cultural values. The data were collected using a single research instrument: a self-structured questionnaire. The questionnaire included a wide range of values, such as educational, ethical, personal, social, aesthetic, national, and intercultural values, including responsibility, honesty, solidarity, tolerance, openness, justice, environmental care, patriotism, religion, identity, avoidance of discrimination, racism, xenophobia, and acceptance of diversity. A descriptive analysis shows strong consensus among participants on both the importance of values and the feasibility of transmitting them through teaching, in general and through FL instruction in particular. The results emphasise the need to systematically integrate values education and intercultural competence into FL teacher education and curricula. Social values can be effectively promoted through collaborative and reflective activities, while sensitive values require carefully selected and balanced materials. Finally, the study points to the need for further research into classroom practices, long-term effects of values transmission, and the influence of different educational contexts.
The accelerated pace of life and the computerisation of society are increasingly leading to a sedentary lifestyle. Children and young people are spending increasing amounts of time in front of mobile or TV screens and devoting less and less time to physical activity. The increasing number of school and family obligations, along with their rhythms, leads to a need for greater physical activity and longer hours of physical activity. The mandatory number of hours of Physical and Health Education in elementary school, as prescribed by the subject curriculum, is insufficient to cover the hours students should spend daily or weekly on kinesiology activities and on activities during free time. It is precisely these free-time activities that are increasingly passive, rather than those that should encourage children and young people to lead active lifestyles. All this leads to a change in students' attitudes about Physical Education and Health Education classes. The research conducted in an elementary school in Vara & zcaron;din County presents the results of students' physical and leisure activities and their attitudes toward Physical and Health Education classes. 139 students (N=139) from 1stto 8th grade participated in the study.
This study explored an innovative approach to teaching tie-dye skills to students with special needs, particularly those with mild intellectual disabilities and hearing was utilized in the study, which was conducted over six 90-minute sessions and incorporated various teaching methods such as live demonstrations, visual media, hands-on practice, repetition and collaborative learning. The results revealed a significant improvement in students' skills, with an average post-test score increase of 31.1 points compared to the pretest. Additionally, students reported higher levels of engagement and motivation throughout the learning process. The obtained results lead to the conclusion that this innovative approach is effective not only in enhancing practical skills but also in fostering students' confidence and independence. These results carry important implications for inclusive educational practices and the teaching of art-based skills to students with special needs.
This study explores the Summer Multicultural Institute for Linked Education (SMILE) project, a structured study-abroad program aimed at enhancing educators' cultural competency in diverse classrooms. Six participants-four professors and two elementary teachers-engaged in immersive experiences in Korea, focusing on language, culture, and education. Through pre-departure preparation, in-country interactions, and post-program reflections, they collaborated with Korean educators and students, fostering culturally responsive teaching. Findings show that the SMILE project significantly improved participants' cultural competency, self-efficacy, and ability to integrate culturally relevant content, promoting inclusivity. This study underscores the transformative impact of international exchanges on educators' professional identities and highlights the importance of culturally responsive pedagogy in addressing educational disparities. The results have broader implications for teacher training and policy, suggesting that structured cultural competency frameworks can improve teaching effectiveness in diverse classrooms globally.
Textbooks have long been central resources in mathematics education in many countries, including Croatia. Fifteen years ago, a comprehensive study on their use in lower secondary grades revealed that Croatian teachers relied heavily on textbooks for lesson planning and execution. Teachers primarily followed the structure of textbooks, and used them extensively for practice exercises and homework assignments. In 2019, an educational reform was introduced that emphasized problem-solving skills, professional development, and teacher autonomy. This reform prompted the question of how teachers' use of mathematics textbooks has changed over the past 15 years. Using a questionnaire with both closed-ended and open-ended questions, this study examined the extent of textbook use, teachers' textbook selection criteria, and their perceptions of textbook quality. The results show a notable decrease in teachers' reliance on textbooks compared to 15 years ago, while the use of other teaching resources has remained consistent. Furthermore, the study observed changes in the criteria teachers use to select textbooks, reflecting evolving priorities in education. These results highlight the need to reassess the role of textbooks in mathematics education. They also emphasize the importance of ensuring high-quality textbook design that aligns with contemporary educational goals across different levels of schooling.
The need for family-centered and evidence-based interventions to support communication and social skills in children with autism spectrum disorder (ASD) is increasing. This study examined the effect of the instruction parents received from the researcher on their ability to implement the mand model correctly and effectively. In addition, the implications of parents' mand-model teaching on the social skills of children with ASD were evaluated. Furthermore, the interventions' social validity was assessed through individual interviews with the parents and through social comparisons with typically developing peers. Four parent-child pairs participated in the study, and a multiple-probe design was used in accordance with single-subject research methods. The research results show that parents learned the mand-model instruction through the coaching, maintained these skills after the intervention and generalized them to new situations. Data from the children revealed that the mandmodel instruction provided by the parents positively affected childrens' social skills. The children continued to use the skills they acquired after the study ended and were able to generalize them to different situations.
In recent years, approaches to cello teaching in China have undergone significant changes due to the implementation of innovative technological methods. These new methodologies not only enhance students' technical skills but also contribute to the preservation and development of the national orchestral tradition. The aim of this study was to analyze the effectiveness of using virtual reality technologies in cello teaching in China. To study the approaches to cello performance, 215 students who were learning to play the cello were chosen to participate in the research. This study employed an experimental approach, which assumed the use of a testing method. Students were divided into two groups: experimental group, which was taught using VR technologies, and control group, which received traditional instruction. The results showed that the average technical skills of students in the experimental group improved significantly, by 25 %, while the same skills of students in the control group improved only by 5 %. In theoretical testing, the experimental group demonstrated a 34 % increase in knowledge, significantly surpassing the control group's improvement of 10 %. The experimental group also showed a 47 % improvement in the interpretation of musical pieces, compared to a 16 % improvement in the control group. The application of VR technologies in cello instruction proved to be effective, as confirmed by statistical tests. The study's results indicate that VR technologies help students better understand and feel the music, which enables more accurate interpretations of musical works. The practical value of this research lies in the integration of cutting-edge technologies into the music education process, as the use of VR creates a more engaging and effective learning environment, which aids students in better acquisition of the material and enhancement of their skills.
This quantitative study explores the intercultural sensitivity levels ofgifted young learners enrolled in Science and Art Centres in the Burdur province in Turkey. The study aimed to assess the learners' attitudes towards cultural diversity and their implications for English language instruction. Having utilized purposive sampling, 108 gifted students participating in the Support 1 and Support 2 programmes across three Science and Art Centres were selected. Data were collected via the Intercultural Sensitivity Scale (ICSS) developed by Wang and Zhou (2016). The results revealed a high degree of openness to intercultural interaction in most young learners, who demonstrated curiosity, enthusiasm and willingness to communicate with individuals from diverse cultural backgrounds. These results underscore the significance of integrating intercultural competence into language education and provide valuable insights for language teachers, emphasizing the need to evaluate cultural content in instructional materials to adopt strategies of nurturing intercultural awareness among gifted learners.
The purpose of this study was to evaluate factors that influence mathematics motivation in primary school pupils and to investigate the relationship among variables such as gender, general academic success, mathematics achievement and mathematics teachers' characteristics. The study involved 316 primary school pupils, who completed the structured questionnaires. Significant gender-based differences were found in both general academic and mathematics achievement, with mathematics success strongly correlating with overall academic performance. A significant relationship was identified between factors that influence motivation for learning mathematics, mathematics teachers' characteristics and pupils' average mathematics grades. These results suggest that teachers are advised to present mathematics in more innovative and engaging ways.
Parental involvement in early literacy education is widely recognized as a foundational element of children's academic and social development. While existing research primarily emphasized school-driven literacy initiatives, more attention should be given to literacy practices initiated solely by parents based on their personal values and beliefs. This study addressed this gap by exploring the specific literacy and moral values imparted to children through parent-initiated home-based literacy practices, and how these may differ from those promoted by school-led initiatives. Utilizing a single-case study approach, this research examined the practices of "Rose", an Indonesian mother who independently cultivated her children's literacy and character development through daily activities, media selection, and moral instruction. Data were collected through semi-structured interviews, informal interviews with her children, direct observations, and artifact analysis, with thematic analysis employed to identify critical patterns. The results revealed that parent-initiated practices foster knowledge enrichment through incidental learning, moral instruction via modeled behavior, and selective use of digital media. Framed within Bronfenbrenner's ecological systems theory and Vygotsky's sociocultural theory, the study highlights the flexibility and cultural relevance of parent-led efforts to address gaps informal education, supporting children's holistic growth by integrating moral values and family-centered education. This research advocates for educational policies that empower parents as active contributors to holistic child development, offering novel insights into the synergies between home and school-based literacy education.
This study examined the views and practices of preschool teachers regarding the integration of the pre-, during- and post-reading processes with movement. It was conducted with five female teachers, whose participation was voluntary. The study employed data triangulation based on individual interviews, document review and observation to obtain more precise data. The researchers examined the reading activities teachers prepared using three illustrated childrens' books to encourage children to move and observed their implementation of these activities. The interviews revealed that the teachers did not consider whether a picture book encouraged children to move or featured exercises such as dance, yoga or sports when choosing a book to read. The document analysis revealed that their plans indicated pre-reading and postreading activities that involve movement, but they avoided encouraging children to move while reading a book, which teachers stated would distract them from reading. Results also indicated that some teachers used movement-based activities such as physical activities, nursery rhymes, finger plays and dancing to music to engage passive children; others focused on maintaining an active-passive balance and limited movement during reading. Observations confirmed that most teachers' practices were consistent with their statements. All teachers planned at least one post-reading activity that included movement, with dance being the most common. However, overall, less time was allocated to movement activities than sedentary activities. The results suggest that teachers recognize the value of integrating movement but need guidance in selecting diverse activities and combining active-passive components. This study highlights current practices and informs teacher training and program development.
Rapid changes and the digitalisation of society present new challenges for the education system, making the continuous development of teachers' professional competences a necessity if quality education is to be sustained. In the context of teaching art, the use of ICT contributes to the construction of a modern educational environment and serves as a means of enriching student experiences. The aim of this research was to examine class teachers' (N=121) perspectives on the application of information and communication technology (ICT) in art instruction and their correlation to teachers' age, education degree, professional status and self-assessment of professional competences. The results indicate that teachers' perceptions of using ICT in art classes are highly positive, especially regarding student motivation, the media's visual appeal, and the availability of art content. Statistically significant differences were observed with regard to the type of teacher education and the correlations between their perspectives on ICT and self-assessment of professional competences, especially those regarding digital tools and modern teaching strategies. These results align with relevant source theories that emphasise the importance of teachers' competencies for the successful integration of ICT into up-to-date art instruction and highlight the need for continuous professional development.
This study examined primary, secondary, and higher education teachers' self-efficacy in identifyingAI-generated student work, concerns about potential negative effects of AI on learning, perceptions of the frequency of appropriate and inappropriate AI use among students, and actual AI-giarism detection. A total of 511 Croatian teachers completed an online survey comprising newly developed scales. Welch's ANOVA revealed differences between educational levels for most variables, with small to small-to-medium effect sizes. Secondary school teachers perceived the highest rates of inappropriate AI use and had higher confidence in detecting students' AI use than higher education teachers, while primary school teachers reported the lowest rates of appropriate use and detection frequency. Academic AI concern was high across all groups, and self-efficacy scores were slightly above the midpoint of the scale. Hierarchical regression analyses showed that the perceived inappropriate AI use was predicted by the extent of teachers' AI tool use and concerns, whereas the actual AIgiarism detection frequency was predicted by education level, recognized AI tools, extent of AI use, and confidence in detection. The results highlight the need for targeted teacher training, clear institutional guidelines, and AI-resilient assessment design.
The main purpose of this study is to determine the effect of digital storytelling used in the Life Science course on the development of students' self-management skills. This study adopted a mixed method approach, combining quantitative and qualitative methods within an embedded experimental design. In this context, the research was carried out through a quasi-experimental one-group pre-test post-test model, implemented with a study group of 20 third-grade primary school students. In addition to the Self-management Skills Scale for Primary School Students developed by the researchers, observations, interviews, diaries, and student products were used as data collection tools. A quasi-experimental one-group pre-test post-test model was used to examine the impact of digital storytelling on students' self-management skills. Paired samples t-test was used to analyze quantitative data. For the qualitative part, observations, student products, diaries, and interviews with students and the classroom teacher were collected. These data were analyzed using inductive content analysis to explore how self-management skills were used and developed during the intervention. At the end of the one-group quasi-experimental process, it was determined that the digital storytelling applications used in the Life Science course had a statistically positive effect on students' self-management skills. Qualitative results also showed that students utilized self-management skills during digital storytelling practices. As a result of the interviews with the classroom teacher and students, it was concluded that digital storytelling applications supported active learning of students, contributed to their skills and lives, and turned the lessons into fun. However, it was also stated that digital storytelling applications were a process that required time and effort and that there were difficulties in terms of technical use. Based on the results of the research, suggestions were made for the use of digital storytelling applications in different grades and for the development of different skill areas.
