Yazar "Kahraman, Umit" seçeneğine göre listele

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    The Challenges of Beginning Teachers Experience In The Early Years of Teaching
    (Dergipark Akad, 2021) Celik, Osman Tayyar; Kahraman, Umit
    The early years of the teaching profession is a period in which the teachers both begin teaching and learn how to teach and an important career step that affects their way of teaching. In this context, there are plenty of qualitative and quantitative studies conducted in different countries in the international literature on the challenges encountered in the teaching profession's early years. This research is a meta-synthesis study that synthesizes the research results discussing the challenges encountered by newly appointed teachers. Fourteen studies conducted in 11 different countries were included in the meta-synthesis. Six themes were first identified as a result of the analyzes: these are official policies and school practices, social relations, teaching practices, support, individual factors, and school-environment adaptation. In the next step, a second-level of abstraction was performed to set forth the syntheses. These are as follows: 1) mismatch between theory and practice, 2) schoolenvironment context and 3) interaction between individual factors and contextual conditions. While the themes obtained in the research express the problem areas, the syntheses shed light on the problems' sources. Within the framework of the determining themes and syntheses, suggestions have consequently been made about the policies and practices to be developed for the challenges that the teachers may encounter in the early years of the profession.
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    Focal points for digital technology integration in early childhood education: implications from practitioners' perspectives
    (Routledge Journals, Taylor & Francis Ltd, 2023) Celik, Osman T.; Candemir, Burcu; Saglam, Mehmet; Tunc, Yunus; Acar, Davut; Kahraman, Umit
    This study explored the integration of digital technology in early childhood education from the perspectives of 11 preschool teachers using qualitative methods. Through content analysis, four key themes were identified: objectives, multidimensional effects in education, obstacles, and needs/expectations. Teachers employ digital tools to adapt to changes and enhance learning, despite concerns about potential harm. Barriers include administrative support, teacher beliefs, and competencies, as well as educational policies and parent-teacher cooperation. The study recommends the need for in-service and pre-service training for teachers and comprehensive policy development for effective technology integration.
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    Meta-thematic analysis of quality in early childhood education and care
    (Springernature, 2023) Saglam, Mehmet; Celik, Osman Tayyar; Tunc, Yunus; Kahraman, Umit; Acar, Davut; Candemir, Burcu
    Quality in early childhood education and care (ECEC) has drawn the attention of researchers and practitioners due to its correlation with positive individual, societal, and economic results. In ECEC, however, there is no consensus on quality metrics. This meta-thematic study seeks to provide a framework for quality indicators in ECEC and to identify the contextual factors that influence the perception of quality. The study's data source comprises 14 published papers conducted in 11 countries using qualitative or mixed methods on quality in ECEC. As a consequence of the analysis, 16 early childhood education and care quality indicators were identified. As a result of the second-level studies, the underlying or associated syntheses in the ECEC quality indicators were uncovered. These include child-centeredness, teacher qualifications, culture and atmosphere of the ECEC center, holistic development, and leadership. In addition, it was concluded that cultural values and beliefs, the centralization degree of the education system, and the expectations of stakeholders are contextual elements that influence the quality and perceptions of quality in ECEC.
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    Social Skills and Peer Relationships as Serial Mediators Between Mindfulness and Spiritual Well-Being in Adolescence
    (Mdpi, 2025) Kay, Mehmet Akif; Kahraman, Umit; Icen, Betul Kapkin; Arikan, Amine Nur; Celik, Osman Tayyar; Cay, Mehmet Emin
    Objectives: This study aimed to investigate the mediating roles of social skills and peer relationships in the association between mindfulness and spiritual well-being (SWB) among adolescents. Drawing on the mindfulness-to-meaning theory, the research sought to clarify how mindfulness supports adolescents' spiritual well-being through social and relational mechanisms. Method: A correlational research design was employed with a sample of 761 adolescents attending high schools in T & uuml;rkiye. Data were collected using the Mindful Attention Awareness Scale, Social Skills Scale, Peer Relations Scale, and the Three-Factor Spiritual Well-Being Scale. The hypothesized serial mediation model was tested using PROCESS Macro Model 6 with 5000 bootstrap samples. Results: Mindfulness was positively associated with SWB. Both social skills and peer relationships showed significant mediating effects. The serial indirect effect through social skills and peer relationships was also significant. Conclusions: Findings highlight mindfulness as a key psychosocial resource that enhances adolescents' spiritual well-being through improved social skills and supportive peer relationships. School-based mindfulness programs should integrate peer interaction and social skills components to promote adolescents' holistic development.
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    The Happiness Experiences of Refugee Children at School: a Phenomenological Study
    (Springer, 2025) Celik, Osman Tayyar; Kahraman, Umit; Kacmaz, Cihangir; Icen, Betul Kapkin
    This study utilized the phenomenological research approach to examine the school happiness experiences of refugee children who migrated to T & uuml;rkiye. This research builds on Bronfenbrenner's ecological model. The research was conducted with 27 Syrian refugee middle school students studying in Malatya, and data were collected using a semi-structured interview form. The data were analyzed through content analysis. The findings revealed that friendship, language, and communication skills, activities suited to their interests and talents, and teacher support were of critical importance in the school happiness experiences of refugee students. While refugee students expressed great happiness in spending time with their friends, they also experienced negative situations such as bullying and social exclusion. Language and communication problems constituted a significant barrier in the school adaptation process of refugee students and led to their isolation. Additionally, activities suited to their interests and talents reinforced their sense of belonging to the school and contributed to their social acceptance. Consequently, strategies should be developed to positively enhance friendships, strengthen language and communication skills, encourage activities suited to their interests and talents, and increase teacher support to improve the school happiness of refugee students and support their social integration.
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    The Sources of Parental Anxiety in Children's Education Scale: Psychometric Properties of the Turkish Version
    (Wiley, 2025) Kacmaz, Cihangir; Celik, Osman Tayyar; Candemir, Burcu; Kahraman, Umit; Sari, Tamer
    Parental educational anxiety, which refers to the anxiety and stress they experience about their children's academic performance, learning processes, and educational environments, has become an important research topic in recent years. In this context, developing or adapting scales for understanding parents' concerns to different cultures is of critical importance for research. The aim of this study is to determine the psychometric properties of the Turkish version of originally developed in the Chinese context. Building on this foundation, the study highlights the need for culturally responsive tools to assess parental educational anxiety, particularly in T & uuml;rkiye, where educational pressures are pronounced. The study data were obtained from 342 parents of students attending grades 1-8. The results of the analyses revealed that the Turkish version of the scale consisted of 17 items and four sub-dimensions as in the original. As a result of confirmatory factor analysis, it was seen that the four-factor structure of the scale had good fit values as in the original research. Cronbach's alpha coefficient for the factors of the scale was calculated as 0.86 for the highest, 0.77 for the lowest, and 0.90 for the overall scale. The item-total test correlation and the test-retest reliability for each scale item showed strong internal consistency. These results provided strong evidence for the validity and reliability. These findings underscore the scale's robustness and its applicability in the Turkish context, paving the way for further research on parental educational anxiety.