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    A Multi-Stakeholder Vision for Designing AI-Empowered Teacher Education: Exploring Key Components for Sustainable Institutional Change
    (Mdpi, 2025) Yokus, Gurol
    This research investigates various stakeholder perspectives on AI-powered teacher education, focusing on its potential benefits, strengths, and limitations for integrating this promising technology into a sustainable educational future. It was designed as an exploratory mixed-methods study. It involved five distinct groups: curriculum developers in teacher-training institutions, artificial intelligence experts, department heads and deans in education faculties, private sector managers in teacher-training companies, and over 500 pre-service teachers. The findings reveal promising smart opportunities that AI offers for reimagining teacher training, contributing to the social and long-term institutional sustainability of teacher education. Key components of AI-powered teacher education identified include Intended use of AI in teacher education context, Machine learning with data monitoring, AI-human interaction in teacher training, AI-powered feedback for better faculty management, and critically, Digital vision, risks, and AI ethics for responsible and sustainable implementation. Prominently stressed codes within these themes include AI readiness, automated teacher education curriculums, a new recruitment system, designing AI-guided smart faculties, measuring on-entry skills, identifying risky pre-service teachers, improving teachers' assessment capacity, creating smart content, and criticisms over its value. The results of the multiple regression analysis demonstrate that curiosity about AI use has the strongest impact on pre-service teachers' openness and readiness for AI-empowered teacher education, followed by institutional AI support. The research concludes by implicitly calling for a holistic and ethical strategy for leveraging AI to prepare educators to successfully navigate the demands of a sustainable future.
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    Öğe
    Analyzing Academic Members' Expectations from a Performance Evaluation System and Their Perceptions of Obstacles to Such an Evaluation System: Education Faculties Sample
    (Cukurova Univ, 2019) Yokus, Gurol; Yanpar Yelken, Tugba
    The assesment and evaluation of academic members in faculties in a systematic way is a crucial issue because higher education institutions put a large emphasis on a transparent, efficient and successful management. This study aims to conduct a mixed (quantitative and qualitative) research about the expectations of Education Faculties' academic members about a performance evaluation approach and the obstacles to such an evaluation system. Convergent parallel mixed method design has been preferred as research model. Expectations from performance assessment subscale and barriers to performance assessment subscale have been used as data collection tools which are developed by Tonbul (2008). Independent Samples t-test and ANOVA are used for analysis of quantitave data; and content analysis is used for analysis of qualitative data. As a result of this study, it is found out that academic members have a moderate level of expectations from a performance evaluation approach. The highest expectations belong to assistant professors while the lowest belong to professors. The mostly agreed expectations of academic members from a performance evaluation approach are found to be developing a consensus about the criteria of an effective academician, affecting professional development of academic members positively and increasing workload of academic members. The most frequent obstacles to a performance evaluation approach emerged as current organizational mechanism of higher education institutions and workload of faculty academic members. The scores of both expectations and obstacles significantly differ depending on taking academic incentive, work experience in higher education, academic title and satisfaction level of academicians from their institutions. As a result of qualitative analysis, there emerge many themes and codes related to a performance evaluation system. In Attitude Towards Performance Approach theme, the most frequent codes appeared to be adopters, doubters. In Academicians' Priorities theme, the codes emerged as research and publications, evaluation of quality of instruction, advisory for undergraduates and postgraduates; In Positive Effects theme, the codes emerged as motivation, financial support, search of quality; In Negative Effects theme, the codes emerged as intra-institutional rivalry, academic dishonesty; In Obstacles theme, the codes emerged as intense workload, lack of instrintic motivation; and finally In Suggestions theme, the codes emerged as more officer employment, institutional support for academic efforts and research publishings.
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    Öğe
    Identifying the Concept Cartoons' Effect on Academic Achievement in Science Course: A Meta-Analysis Study
    (Dergipark Akad, 2020) Yokus, Gurol; Aycicek, Burak
    In order to determine the effect of concept cartoons on students' academic achievements in science course, this study attempts to make a meta-analysis of experimental and quasi-experimental studies -which are conducted in Turkey between years of 2007 and 2019- and find out whether this effect differs depending on various moderators. Meta-analysis is used as research method for combining the results of independent experimental studies. After applying inclusion criteria, 23 individual studies at total -which are conducted in science course with experimental design- are found appropriate for meta-analysis. As there is found heterogeneity between studies, random effects model has been used for calculating effect size. Moderator variables include duration of concept cartoons, research type, geographical region and class level. It comes out that concept cartoons-based instruction processes have a significant effect on the students' academic success, the average effect size is 0.867 and it is positive. Also, there is observed a significant difference depending on the duration of using concept cartoons (more than 8 weeks) and class level (at 7th and 8th graders).