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    AN INVESTIGATION OF RESISTANT BEHAVIORS OF THE TEACHER CANDIDATES TOWARD THE TEACHING CERTIFICATE COURSES
    (Cukurova Univ, 2013) Evin Gencel, Ilke; Saracaloglu, Asuman Seda
    The aim of this research was to determine the resistant behaviors of prospective teachers toward the Teaching Certificate Courses and to examine the reasons of resistant behaviors. In this study, qualitative and quantitative research methods were used. The research was carried out at Dokuz Eylul University in Turkey (N=848). The quantitative data of the study were gathered with the The Resistance towards Teaching Certificate Courses Scale developed by Yuksel (2004). In order to identify the reasons of active resistant behaviors, interviews were made on voluntary basis with 42 students chosen by criterion sampling of the purposive sampling method. The derived data were interpreted with the descriptive analysis technique.
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    Investigating prospective teachers' perceived levels of competence towards measurement and evaluation
    (Ankara University, 2013) Evin Gencel, Ilke; Özbaşi, Durmuş
    The aim of this study was to investigate the perceived competence level of prospective teachers (N=486) in terms of measurement and evaluation. The research was carried out at Canakkale Onsekiz Mart University, Faculty of Education. The sample of the study consisted of 486 4th grade prospective teachers. In the process of data collection Competence Perception Scale towards Measurement and Evaluation (Karaca,2003) was used. The data were analyzed by the Mann-Whitney U and the Kruskal Wallis-H tests. Results derived from the analyses showed that the perceived competence level of prospective teachers was medium. It was found that prospective teachers feel that they were least competent in alternative measurement and evaluation techniques. The findings demonstrated that there were no significant differences of prospective teachers' perceived competence level in terms of gender; however in terms of measurement and evaluation, their competence level changed significantly accordance with departments and preparation for the Public Personnel Selection Examination.
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    Prospective Teachers' Perceptions towards Lifelong Learning Competencies
    (Turkish Education Assoc, 2013) Evin Gencel, Ilke
    The aim of this study was to investigate prospective teachers' perceptions towards their lifelong learning, competencies, The research Was carried out at Canakkale Onsekiz Mart University's Faculty of Education. The study group consisted of 551 4th grade preservice teachers. Data of the research Were collected with The Scale of Key Competences for Lifelong Learning developed by Sahin, Akbasli and Yanpar Yelken (2010): The data Were analysed by ANOVA, the independent t test and the Scheffe test. The findings demonstrated that prospective teachers' perceptions towards their lifelong learning competencies changed siginificantly in accordance With gender and departments: It Was found that prospective teachers feel that they are most competent in communication in their native language and least competent in communication in foreign languages and in social and civic competences.
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    The relationship between students' learning styles and their social studies gain scores
    (2009) Evin Gencel, Ilke; Saracalo?lu, A. Seda
    Individuals learn in different ways and gain information differently. Learning style is accepted as one of the important components of the teachinglearning process. The aim of this study is to reveal the reletionship between 7th grade students' learning styles and their social studies gain scores. In this study relational survey method was used. The sample consists of total 612 primary school students who were selected by using proportional cluster sampling method in 15 primary schools. The data was gathered from the Kolb's Learning Styles Inventory III and Social Studies Achievement Test. As a result of the study students' general learning styles preferences are assimilating, a one of four-stage cycles. Additionaly, it was observed that learning styles does not differ according to gender but their learning styles differ at knowledge and comprehension levels in total.