Browsing by Author "Pavitola, Linda"
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Item The relationship between the children aged five and six who have compliant and aggressive behavior according to views of their teachers and the emotional intelligence of their mothers(ICLEL conferences, 2016) Titrek, Osman; Mikelsone, Ilze; Pavitola, Linda; Gültekin, Gözde Sezen; Başal, Handan Asude; Sarı, Burcu; Koç, Demet; Canbay, Serap; Şahin, Damla; Uludağ Üniversitesi/Eğitim Fakültesi.; 0000-0002-2872-8613; 0000-0002-2847-297X; AAJ-5775-2021; K-9460-2019; HJP-2418-2023The first social relationship of a baby born into the world is established with its mother. Children acquire their first social experiences through their observations of first their mothers and then the other members of the family. Therefore, the interaction a child establishes with his/her mother is crucially significant in developing his/her social relationships later in life. The fact that the mother has a healthy emotional life and positive emotional behavior also help the child to develop healthy and positive emotional attitude. The general purpose of the study is to determine whether there is a relationship between the compliant and aggressive behavior of children aged five and six attending pre-schools and the emotional intelligence of their mothers. The universe of the research was composed of children aged 5 and 6 who attended the pre-school education institutions of Bursa Provincial Directorate of National Education in the 2015-2016 Academic Year, and the mothers of these children. In order to comprise the sample of the study, twelve pre-school teachers were interviewed and were asked to determine compliant and aggressive children among the students in their classes taking into account the items available in a questionnaire prepared by the researchers containing characteristics of compliant and aggressive children. Therefore, within the scope of the study, a total of 160 subjects 80 of whom were children, 35 female and 45 male, who had compliant and aggressive behavior and 80 mothers of these children. As a data collection tool in the research, the Bar-On Emotional Intelligence Test developed by Bar-On and Parker (2000), and translated and adapted into Turkish by Fusun Tekin Acar (2002) and Karabulut (2012) was used. t-Test was used to acquire findings from the data obtained from the Bar-On Emotional Intelligence Test used to determine whether there was a significant relationship between the emotional intelligence levels of mothers and compliant and aggressive behavior of their children. The findings obtained were illustrated by tables and then interpreted on them. Based on the findings obtained from the study; the emotional intelligence level of the mothers whose children had compliant behavior was higher than those of mothers whose children had aggressive behavior. Furthermore, a significant relationship was found between the aggressive children and "personal awareness" and "compliance with the conditions and environment" sub-sections of the emotional intelligence of their mothers. In other words, it was revealed that the "personal awareness" and "compliance with the conditions and environment" level of mothers whose children had aggressive behavior was lower than the "personal awareness" and "compliance with the conditions and environment" level of mothers whose children had compliant behavior.Item Teacher candidates' opinions about multiculturalism and multicultural education(Sakarya Üniversitesi, 2016) Titrek, Osman; Mikelsone, Ilze; Pavitola, Linda; Gültekin, Gözde Sezen; Kahraman, Pınar Bağçeli; Sezer, Gönül Onur; Uludağ Üniversitesi/Eğitim Fakültesi/Okul Öncesi Eğitim Bölümü.; Uludağ Üniversitesi/Eğitim Fakültesi/İlköğretim Bölümü.; 0000-0002-0551-7741; AAG-9440-2021; J-8309-2019Teachers, who raise future generations, are expected to indigenize certain themes such as social justice, critical thinking, reducing prejudices, fighting against discrimination, strengthening intercultural diversity, human rights, democracy and equality of opportunities. This research is about knowledge levels of preschool and classroom teacher candidates about multiculturalism and multicultural education and it asks them whether they would practice multicultural education or not. Survey Method was used in this reseach. The sample of the research was formed through random sampling. The sample of the research was formed of Classroom (N= 113) and Preschool (N= 106) teacher candidates. The data of the research was collected through a questionnaire that is formed of three open-ended questions to determine the opinions of teacher candidates about multiculturalism and multicultural education. The related body of literature was scanned and open-ended questions were formed within the scope of research objectives. Three expert opinions were taken to validate the questionnaire and it took its final shape in accordance with these expert opinions. There are questions in the questionnaire to determine the opinions of teacher candidates about multiculturalism, multicultural education and their capacities to practice this multicultural education. The data was analyzed through descriptive analysis method. The descriptive analysis was implemented in four stages. In the first stage, the data was read by researchers and draft codes were built. Draft codes were combined and themes were created in the second stage. Then themes and codes were reorganized in order to make them easier for readers to understand. In the last stage, findings obtained were presented in tables as frequencies and percentages. In order to increase the internal reliability of the research data, the data was recoded individually by two researchers and then two researchers came together to examine the consistency between analyses. General agreement coefficient between researchers was determined to be .78. When the answers of teacher candidates to the question "Define multiculturalism concept?" were examined, it was seen that opinions fell under two different themes; in terms of individuals and Society. It was determined that classroom and preschool teacher candidates define multiculturalism as to know about different cultures in terms of individuals and various cultures living together in terms of society. When the answers of teacher candidates to the question "What does multiculturalism mean to you?" were examined, it was seen that opinions fell under two different themes; in terms of education and in terms of Teacher/Student. Classroom and preschool teacher candidates define multicultural education as an education with various cultural values.