A Self-Study on the Use of Imagination in the Primary School Teaching

Basit Öğe Kaydı
dc.contributor.authorAvsar, Hatice
dc.contributor.authorSaban, Ahmet
dc.date.accessioned2024-02-23T14:30:02Z
dc.date.available2024-02-23T14:30:02Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractAs a primary school teacher (the first author) in this study, I intended to understand, evaluate, and improve my teaching practices regarding imagination. I used the self-study methodology to make sense of my experiences and explore new ideas, actions, or understandings for my teaching. I conducted my research with 27 third-grade students attending a public primary school in Agri in the fall semester of the 2021-2022 school year. I used multiple data collection techniques (i.e., participant observations, reflective diaries, feedback from my students, critical friend and colleagues, and photographs of my teaching activities) to detail the study data and increase its trustworthiness. I organized my findings under three main themes: (1) My professional understanding and future goals. Under this theme, I explained my professional insight and future aspirations. I introduced myself as a teacher constantly questioning her practices, caring about enriching her teaching with different activities, and focusing on opportunities rather than obstacles in her work environment. I also emphasized my aim to design educational materials that will make student learning more meaningful and enjoyable in the future. (2) Activities that reflect my imagination. Under this theme, I provided detailed information about the activities I designed aligned with my imagination and implemented in my classroom to contribute more to students' learning. (3) Comments of my students, critical friend, and colleagues. Under this theme, I shared my students', critical friend's, and colleagues' comments about the activities I implemented in the classroom. I emphasized that the feedback provided was generally positive and guided my teaching. This study contributes to the literature by exemplifying how I designed the teaching activities using my imagination as a primary school teacher and improved the teaching-learning process by taking it out of the ordinary.en_US
dc.identifier.doi10.15390/EB.2023.11958
dc.identifier.endpage171en_US
dc.identifier.issn1300-1337
dc.identifier.issue215en_US
dc.identifier.scopus2-s2.0-85169696895en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage143en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2023.11958
dc.identifier.urihttps://hdl.handle.net/20.500.12452/14972
dc.identifier.volume48en_US
dc.identifier.wosWOS:001044272600006en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education And Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectImaginationen_US
dc.subjectPrimary School Teacheren_US
dc.subjectTeaching Activitiesen_US
dc.subjectSelf-Studyen_US
dc.subjectProfessional Developmenten_US
dc.titleA Self-Study on the Use of Imagination in the Primary School Teachingen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu