Problems of Education in the 21st Century

1-2

Authors: Editorial Board

Problems of Education in the 21st Century, ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) Vol. 81, No. 1, 2023

4-8

Authors: Boris Aberšek

According to these two assertions, one may ask the ultimate, though simplified, question: From whom will this artificial intelligence (AI) or artificial life form (ALF) learn, from whom will it receive human knowledge (or knowledge in general), and, in terms of simplified ethical norms – whom will the ALF believe if it has two possibilities, Asimov, or Tilden (Aberšek, et al., 2023)?

27-43

Authors: Gökçe Demiryürek

Values education is an accepted field of study in the world today. The cultural ties that values education has due to its nature are also reflected in the studies carried out. Based on the necessity of determining the trend of values education studies in the world, this research aims to bring a bibliometric view to the field. For this purpose, 256 articles indexed in Web of Science from 2005 to 2021 were analyzed. As a result of the analysis, the distribution of the articles by years and journals, the prominent articles, authors, institutions, and the links between them were mapped. It has been observed that the journal "Educational Sciences in Theory and Practice" stands out in terms of the number of documents in the journals, and the journal "Teaching and Teacher Education" ranks first in terms of the number of citations it receives. The most influential authors are Thornberg, R., Lovat, T., and Clement, N. Among the countries, it has been determined that Australia ranks first in terms of both the number of documents and the number of citations it receives. The expression “values education” is the most preferred keyword. It was followed by the words “values” and “moral education”. It has been observed that the cooperation networks between the authors, institutions and countries are weak.

66-89

Authors: Marika Kirvalidze, Sofiko Lobzhanidze

Studies confirm that professional development at the school base through the teachers’ collaboration is the most result-oriented outcome among the alternative ways of teachers’ professional development. One of the declared goals of the centralized system of teachers’ professional development and performance assessment operating in Georgia is to facilitate teachers’ collaboration. However, the contribution of the mentioned system in strengthening the teachers’ collaboration has not been studied so far. The purpose of the present research was to study the impact of the centralized system of teachers’ professional development and performance assessment on teachers’ collaboration at general educational institutions. The issue was studied using the qualitative methods - focus group, interview, and content analysis of documents. Eight schools were selected for the study. Two focus groups were conducted with teachers and one interview was recorded with a school leader at each school. Furthermore, Interviews with ten experts in the field were recorded. It was demonstrated that the centralized system of professional development and assessment focused on developmental assessment helps to strengthen the teachers’ professional relations. Activities closely related to the teacher's work, the correct attitude of the school leaders, teachers’ involvement in making decisions, the existence of preset goals, working schedule and space are important for collaborative relations. Existence of unified mechanisms for professional development, mistrust among colleagues, changes being constantly introduced to the education system, shortage of time were revealed as hindering factors for teacher collaboration.

117-129

Authors: Okan Sarıgoz

Whether assessment-evaluation, which is one of the most critical elements of the teaching process, is carried out according to the requirements and conditions of the age poses an important problem for both teachers and students. How digitalization is reflected in the assessment and evaluation part of teachers' lessons in today's schools is a question that needs to be answered in the light of this problem. This research aims to examine the opinions of teachers about web-based e-assessment and evaluation applications based on digitalization. The research was carried out with a phenomenological design within the framework of qualitative research approach. The study group consists of 44 teachers working in state high schools in Hatay, Turkey. The data were collected face to face through a semi-structured interview form consisting of 5 questions. Data analysis was performed with content analysis method, which includes coding, categorization, and theming processes. As a result of the analysis, 4 different themes (advantages, disadvantages, teacher efficacy, suitability of the program) were obtained. As a result of the research, it was concluded that digital e-assessment evaluation applications, which are web-based e-assessment evaluation tools, have advantages such as being time-independent and practical, and storing, as well as disadvantages such as technical problems, preliminary preparation and not being suitable for every course. In addition, results were obtained in the research, such as that the curricula are suitable for web-based e-assessments and evaluations and that various technological or hardware deficiencies in the school make digital e-assessments and evaluations difficult. It was revealed that eliminating the inadequacies of high school teachers in e-assessment and evaluation practices is also related to eliminating the deficiencies in the dimension of schools and students. Suggestions were made for practitioners and researchers to identify and remedy these deficiencies.

144-164

Authors: Üstün Türker, Özgür Bostancı

The learning styles of students vary both among individuals and across different disciplines they choose to study. In higher education, academic discipline appears to be a key factor influencing students’ distinctive learning styles. This study, which aims to determine the dominant learning styles and models of talented pre-service teachers, was designed with the survey model. The study group research consisted of 1019 volunteer pre-service teachers who continued their education in Physical Education and Sports, Music, and Arts & Craft Teaching departments. In the study, the VARK Learning Style Inventory was used as a data collection tool; students were asked to answer questions in a digital environment through Google Forms. According to the research results, kinesthetic style is the dominant learning preference for pre-service teachers in the visual arts and sports sciences, and both kinesthetic and aural styles are the dominant learning preferences for pre-service teachers in music education. Although talented pre-service teachers tend to learn predominantly kinesthetic and aural styles when evaluated, 61.2% of pre-service teachers prefer to learn with a Multiple Learning Model, which covers the entire instructional diversity, rather than sticking to just one learning style.