In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
165~
1
7
2
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
170
93
1
65
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Go
od teacher percep
tions of stude
nts attending the pedagogical
fo
rmation certificate progra
m
Z
e
yn
e
p
A
yvaz
-Tu
n
c
e
l,
İ
b
r
ah
im Tu
n
ce
l
Dep
a
rt
m
e
nt
o
f Edu
cati
onal
S
c
ien
ce,
P
am
uk
kale
U
n
i
vers
it
y,
T
urk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
De
c
1
0
,
2
018
Re
vise
d F
e
b 12,
201
9
A
c
c
e
pte
d
F
eb 20,
2
0
1
9
A
p
e
dag
ogi
cal
f
orm
a
t
i
o
n
certificat
e
is
r
eq
ui
re
d
to
b
eco
me
a
t
ea
cher
i
n
seco
nd
ary
sch
o
o
l
s
in
T
urk
e
y.
T
h
i
s
certif
i
cate
program
,
w
h
i
c
h
i
s
r
equired
to
ob
tai
n
i
n
add
i
t
i
on
t
o
a
b
ach
el
or’s
d
egre
e
f
r
om
a
n
y
f
acul
t
y
oth
e
r
than
t
he
edu
cati
on
f
acul
t
i
e
s,
a
ims
at
p
ro
vi
di
ng
t
h
e
kn
ow
ledg
e,
capab
ilit
ie
s
a
n
d
attit
ude
s
r
equir
e
d
by
t
he
p
rof
e
ssion
o
f
teachi
n
g.
T
h
i
s
stu
d
y
a
i
ms
a
t
det
e
rm
in
i
n
g
t
h
e
perc
ept
i
o
n
s
o
f
p
rosp
ective
teach
ers
a
t
ten
d
in
g
t
he
p
e
da
g
o
g
i
c
a
l
f
o
r
ma
t
i
o
n
p
ro
gra
m
a
bo
ut
t
he
p
ro
pe
rtie
s
o
f
a
g
oo
d
te
acher.
Dat
a
we
re
c
olle
c
t
e
d
u
sin
g
a
s
u
r
ve
y
c
o
mp
rising
a
n
op
e
n
-e
nde
d
que
stio
n
a
n
d
con
t
en
t
anal
ys
is
w
as
c
o
ndu
cted
t
o
o
b
t
a
in
t
he
t
hem
e
s
i
n
t
his
s
t
u
dy
,
wh
ic
h
ado
p
t
e
d
a
descr
i
ptiv
e
m
e
t
h
o
d
.
Based
on
t
he
p
ro
pert
ies
of
a
g
oo
d
t
each
er,
exp
r
ess
e
d
by
t
he
p
ro
sp
ectiv
e
teachers
,
t
h
e
t
hem
e
s
“
p
ers
o
n
a
l
cha
ract
eri
s
tics
”
,
“
e
nf
o
r
c
e
m
e
n
t
o
f
teachi
n
g
p
r
oc
e
s
s
”
,
“estab
lishin
g
a
d
em
o
c
ratic
c
las
s
room
env
i
ro
nm
ent
”
an
d
“
ass
e
ss
ment
a
nd
evalu
a
ti
on
” a
r
e ob
tai
n
ed.
K
eyw
ord
s
:
C
e
rt
ifica
t
es
p
rogra
m
Goo
d
tea
cher
p
er
cept
i
o
n
Ped
a
g
ogi
c
a
l
forma
t
i
o
n
P
r
ospe
ct
ive t
e
a
c
he
r
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ze
yn
ep
Ayv
a
z
-Tu
n
c
e
l
D
e
pa
rtme
nt
o
f
Educ
at
i
on S
c
ie
nce
,
P
a
mukka
l
e
U
n
i
ver
s
it
y,
K
ınık
l
ı
K
a
m
pusu,
2
0
1
0
0
, D
enizl
i
, Tur
ke
y.
Em
ail:
zayva
z
t
unce
l
@gm
a
i
l
.com
1.
I
N
TR
OD
U
C
TI
O
N
Differe
n
t
prac
tice
s
h
a
v
e
be
e
n
t
ried
i
n
the
te
a
c
her
trai
ni
ng
p
r
o
cess
in
T
urke
y
si
nce
t
h
e
first
yea
r
s
o
f
the
Re
p
u
b
lic.
S
e
condar
y
e
d
u
cati
o
n
te
ache
r
t
rai
n
i
n
g,
t
oo,
h
as
b
e
c
o
m
e
a
n
a
r
e
a
w
h
e
r
e
n
u
m
e
r
o
u
s
p
r
a
c
t
i
c
e
s
h
a
v
e
bee
n
i
mp
lem
e
nte
d
.
The
t
e
ac
her
tr
ai
nin
g
p
r
o
cess,
w
hic
h
h
a
s
s
t
a
rt
e
d
w
i
t
h
e
duc
a
t
io
n
inst
itu
te
s,
h
ig
her
te
ac
h
e
r
trai
ni
n
g
s
c
h
o
o
ls
a
nd
u
n
i
ver
s
i
t
i
es,
w
a
s
left
t
o
un
i
v
e
r
s
ities
a
s
of
1
9
82.
H
ow
e
v
e
r
,
t
h
e
prac
ti
c
e
s
referr
ed
t
o
w
ith
ma
ny
d
i
ffere
n
t
na
me
s
ha
ve
b
een
t
ried
a
n
d
c
ha
n
g
e
d
i
n
t
h
e
p
u
rsu
i
t
o
f
th
e
b
e
st
p
ra
c
t
ic
es.
In
y
e
a
r
s
,
t
ea
ch
i
n
g
p
r
o
f
e
s
s
i
on
c
ourses
were
g
i
v
en
i
n
f
a
c
u
lt
i
e
s
ot
h
e
r
th
an
e
du
ca
t
i
on
f
ac
u
l
t
i
es
dur
in
g
g
r
ad
ua
t
e
e
duca
t
i
o
n,
a
fter
t
he
com
p
le
t
i
on of the
f
ie
ld k
n
o
w
l
e
dge c
ourses o
r
a
s
a
non-t
h
es
i
s
m
a
st
e
r
’s
p
ro
g
r
a
m
.
Si
n
c
e
20
14
,
t
h
e
“Ped
a
g
og
i
cal
For
m
a
t
io
n
C
e
r
tif
i
c
ate
P
r
ogra
m
”
ha
s
be
en
i
m
p
lem
e
n
t
ed
f
o
r
t
ra
i
n
in
g
t
h
e
s
t
u
d
e
n
t
s
r
ec
eiv
i
ng
e
d
uc
at
ion
fr
om
t
h
e
re
l
e
v
a
n
t
d
ep
artmen
t
s
o
f
th
e un
iv
e
r
sit
i
e
s
a
s
s
ec
o
n
d
a
ry
sc
hoo
l
t
e
ach
e
r
s.
The
pe
da
g
o
g
i
c
a
l
form
ati
o
n
c
e
r
tifica
t
e
progr
a
m
i
s
orga
n
i
ze
d
to
c
ov
e
r
t
wo
s
emes
t
e
rs.
Ta
b
l
e
1
l
i
st
s
th
e
course
s
to
b
e
t
a
ken
un
der
t
h
i
s
p
rogr
am
.
A
s
i
t
is
s
e
e
n
i
n
T
a
b
l
e
1,
t
he
s
tu
d
e
nt
s
part
ic
ipa
t
i
ng
in
t
he
p
ed
a
g
o
g
i
cal
form
ati
o
n
c
e
rt
i
f
ica
t
e
pr
ogr
am
a
re
e
x
p
e
c
te
d
t
o
t
a
k
e
8
c
o
mpu
l
s
o
ry
c
o
u
rses,
inc
l
ud
i
ng
t
h
e
Teac
h
i
ng
P
ractic
e
,
and
tw
o
elec
t
i
v
e
c
ourses.
T
h
e
s
tude
nts
a
r
e
ent
i
t
l
ed
t
o
rec
e
ive
the
ce
rt
i
f
ic
ate
af
t
e
r
c
o
mp
let
i
n
g
2
5
c
red
i
ts,
2
0
ho
urs
the
o
ret
i
c
a
l
a
n
d
1
0
ho
u
r
s
pra
c
tica
l
c
our
se
s.
T
he
e
le
cti
v
e
c
our
se
s
are
also
d
e
t
er
m
i
ned
w
ith
r
egar
d
to
deve
l
o
p
i
ng
the
profess
i
o
n
a
l
k
now
led
g
e
an
d
capa
c
i
t
y.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
165
-
1
72
16
6
T
a
b
l
e 1.
P
edagog
ica
l
f
orm
a
t
i
o
n
c
ertifica
t
e
progr
am
cour
se
s [1]
S
e
m
e
s
t
e
r
I
T
-P
-C
S
e
m
e
s
te
r
II
T
-
P
-
C
Intr
oduc
tion
to
P
eda
g
ogy
2
0
2
S
pe
c
i
a
l
T
ea
c
h
ing Me
thods
2
2
3
Tea
c
h
i
ng P
r
i
n
c
i
pl
e
s
a
nd Me
thods
2
0
2
T
ea
c
h
ing
Tec
h
.
a
n
d
Ma
t
e
ri
a
l
D
e
s
ign
2
2
3
A
sse
ssm
ent a
nd
Eva
l
u
a
tion
in
E
ducation
2
0
2
Tea
c
h
ing
Pra
c
t
i
c
e
2
6
5
E
duca
tion
a
l
Ps
yc
h
o
logy
2
0
2
E
l
e
c
tiv
e
II
2
0
2
C
l
a
s
s
M
a
na
ge
m
e
n
t
2
0
2
E
l
e
c
tive
I
2
0
2
Ma
ny
d
i
ffere
nt
p
r
act
ice
s
f
or
t
ra
i
n
in
g
teac
her
for
sec
onda
ry
e
du
c
a
t
io
n
un
f
o
rt
una
te
ly
c
o
u
l
d
n
o
t
s
ol
v
e
the
q
u
a
l
i
t
y
pro
b
lem
s
o
f
tea
c
h
e
r
tra
i
ni
n
g
.
Be
ca
use,
t
he
m
a
i
n
pro
blem
a
ris
e
s
fr
om
t
he
i
n
a
bil
i
t
y
t
o
a
t
t
a
in
t
h
e
qua
l
ity
i
n
t
h
e
i
m
plem
en
tat
i
on
p
r
o
cess
of
t
he
p
rogra
m
a
nd
i
t
s
va
ria
b
le,
rather
t
ha
n
t
h
e
na
m
e
o
f
the
pr
og
r
a
m.
Ma
ny
st
ud
ies
h
a
ve
b
ee
n
c
o
n
d
u
cte
d
on
t
h
e
is
sue
an
d
the pro
b
lem
s
ha
ve be
e
n
reve
a
l
ed.
H
o
w
e
ver,
t
he
p
ra
ctic
es
tow
a
rds
t
h
e
sol
u
tio
n
of
t
he
p
rob
l
em
s
a
nd
inc
r
ea
sin
g
t
he
q
ua
lit
y
o
f
t
h
e
t
e
a
c
h
e
r
s
t
r
a
i
n
e
d
c
o
u
l
d
n
o
t
b
e
ca
rried
o
u
t
.
Me
md
uh
o
ğ
l
u
a
nd
T
o
psa
k
a
l
[
2]
a
rgue
,
i
n
t
he
i
r
s
t
u
dy
on
t
he
f
orm
a
t
io
n
pro
g
r
a
m
,
t
hat
the
r
e
a
r
e
pro
b
lem
s
i
n
t
h
e
c
ourses
a
r
isi
ng
from
t
h
e
i
n
st
r
u
ct
ors,
a
nd
t
he
d
e
l
i
v
er
y
of
t
he
c
ours
e
s
relate
d
t
o
t
e
a
c
h
in
g
profe
s
si
o
n
by
in
struc
t
ors,
w
ho
a
r
e
n
ot
p
e
d
a
g
o
g
y
spe
c
i
a
lists,
re
du
c
e
d
t
h
e
e
f
f
i
ci
en
c
y
a
n
d
be
n
e
f
i
t
s
o
f
the
course
s.
S
imila
rly,
G
ün
d
o
ğ
d
u
, Çoba
n a
nd A
ğ
ı
r
baş [3] s
how
t
ha
t
t
he pe
e
rs
i
n t
h
e
forma
t
i
o
n pr
ogram
t
h
i
n
k
t
ha
t
the
i
n
s
t
r
u
c
t
ors
de
li
ver
i
ng
t
h
e
c
o
u
rse
s
a
re
n
o
t
c
om
pe
ten
t
w
it
h
r
eg
a
r
d
t
o
f
i
e
l
d
kno
wle
d
g
e
a
nd
t
rans
fe
rri
ng
ca
pab
i
lit
ies.
Y
apıc
ı
an
d
Y
a
p
ı
cı
[
4],
in
t
he
ir
m
etaph
o
r
st
udy
o
n
t
he
f
or
matio
n
pro
g
ram
,
f
ou
n
d
t
hat
the
s
t
ude
n
t
s
gene
ra
ll
y for
m
e
d
ne
g
a
t
i
v
e m
e
tap
h
o
rs a
n
d
t
h
i
s situa
tio
n or
i
g
ina
t
e
d
from
ne
gat
i
v
e e
m
ot
i
o
n
s
and
o
p
in
io
ns a
b
o
u
t
the
pr
ofess
i
on
a
n
d
t
he
i
nstr
uc
tor
s
g
iv
in
g
the
trai
n
i
ng
.
Y
ılm
az
[5]
argue
d
tha
t
t
he
p
e
d
a
g
og
i
c
a
l
f
o
r
ma
ti
o
n
trai
ni
n
g
w
as
s
e
e
n
as
a
n
i
n
a
d
e
qua
te
a
nd
u
npr
od
uc
ti
ve
p
ra
ct
ic
e
by
t
he
s
t
u
de
nts,
a
dmin
is
trators
a
nd
i
n
stru
c
t
ors,
and
t
h
ey
w
ere
not
s
a
t
i
s
fied
by
t
h
e
w
a
y
t
h
e
progr
am
h
a
d
b
e
e
n
ca
r
ri
ed
o
ut
.
Ç
i
çek
S
a
ğ
l
a
m’s
[
6
]
stu
d
y
,
t
oo
,
reve
als
t
h
e
in
c
o
mpete
n
c
y
o
f
t
h
e
i
n
st
r
u
ct
or
s.
B
a
s
e
d
o
n
a
ll
th
e
a
fo
re
me
n
tio
n
e
d
stud
i
e
s
,
i
t
is
s
e
e
n
th
a
t
t
h
e
pro
b
lem
s
i
n
t
h
e
implem
en
ta
ti
on
of
t
he
f
orm
a
ti
on
pro
g
ra
m
have
c
o
n
t
in
ue
d
for
ye
ars,
a
nd
t
h
e
q
u
a
l
i
t
y
o
f
t
h
e
in
struc
t
or
s
has
been
i
nflue
n
ti
a
l
i
n
t
h
e
or
igi
n
s
o
f
t
hese
p
r
o
b
l
e
m
s
.
A
l
th
o
u
g
h
t
he
c
urr
e
nt
s
e
c
o
n
d
ary
ed
uca
t
io
n
teac
her
tra
i
ni
n
g
s
ys
t
e
m
ha
s
rea
c
hed
t
o
a
s
ta
nda
r
d
i
n
the
q
u
an
t
i
ta
t
i
ve
d
a
t
a
as
t
he
n
um
be
r
of
t
he
c
o
u
rses
t
o
be
take
n,
t
he
t
i
m
e
to
b
e
s
p
en
t
in
t
e
a
c
h
i
ng
prac
tice
se
ss
i
ons
;
it
c
a
n
b
e
a
r
gue
d
tha
t
i
t
has
not
a
tta
i
n
ed
a
c
er
ta
in
st
a
ndard
w
it
h
r
e
gar
d
t
o
the
q
u
a
l
i
t
i
e
s
of
t
he
t
ea
ch
i
ng
e
n
vir
onm
e
n
t
s,
t
he
t
e
achi
n
g-le
arn
i
ng
proc
esses,
a
nd
th
e
qua
l
ity
o
f ins
t
r
u
ct
ors a
nd pra
c
tice
t
eac
hers.
To
r
a
i
se
c
ri
t
i
c
a
l
a
nd
i
n
de
pe
nde
n
t
t
hi
n
k
i
n
g
,
s
elf-c
o
n
f
i
d
e
n
t,
p
r
o
bl
em
s
olv
i
ng
,
se
lf-c
on
tro
l
l
e
d
,
f
re
e-
w
ille
d
i
n
div
i
d
u
a
ls
w
it
h
a deve
lo
pe
d
se
nse of respo
ns
i
b
i
l
i
t
y,
a
so
un
d
m
i
n
d
w
ho
ar
e
p
r
od
uc
tive
a
n
d
i
n
no
vat
i
ve
,
the
teac
hers
t
hem
s
el
ves
sh
o
u
l
d
h
a
v
e
thes
e
c
h
ara
c
ter
i
s
t
i
c
s
[7].
The
p
e
rspect
ive
of
t
e
ache
r
s
on
te
ac
hin
g
p
r
o
f
e
s
s
i
on
,
t
h
e
t
e
ac
h
e
r
ch
a
r
ac
t
e
ri
st
i
c
s
t
h
ey
h
av
e
a
n
d
th
e
i
r
a
t
t
itu
des
tow
a
rd
s
the
pr
ofe
ssi
o
n
h
a
v
e
d
i
rec
t
i
m
p
ac
t
on
t
h
e
q
u
a
l
i
t
y
of
e
duc
a
t
ion
a
nd
t
h
e
c
h
ara
c
t
e
r
i
st
ics
o
f
t
he
i
nd
i
v
i
du
a
l
r
ai
sed
.
H
o
w
e
v
er,
i
t
wa
s
f
o
und
i
n
a
st
udy
con
d
u
cte
d
b
y
Y
a
lçı
n
[
8]
t
ha
t
t
h
e
st
ud
en
ts
w
ho
se
ach
ie
v
e
me
nt
l
e
v
el
i
s
l
o
w
or
m
oder
a
te
w
e
r
e
a
ffe
ct
ed
b
y
teac
her
cha
r
ac
te
ristics
/
be
ha
viours
mor
e
.
The
i
ndi
v
i
d
u
a
l
s
form
a
p
e
r
c
e
pt
ion
of
t
e
a
c
h
i
n
g
pro
f
e
s
s
i
o
n
s
i
n
ce
the
i
r
ea
rly
ages
t
hr
ou
g
h
t
heir
f
a
mi
li
es,
cl
o
s
e
env
i
r
o
n
m
ent
,
m
e
d
i
a
a
nd
t
h
e
e
du
ca
tion
a
l
i
nst
i
t
ut
io
ns.
It
i
s
p
o
ss
ib
le
t
o
m
e
nti
o
n
t
h
e
e
f
fe
c
t
s
of
bo
th
c
urric
u
la
,
hi
d
d
e
n
a
n
d
offic
i
a
l
,
on
the
form
at
i
o
n
o
f
t
he
p
e
rc
ep
t
i
o
n
abo
u
t
t
h
e
“g
ood
t
ea
ch
e
r
cha
r
ac
t
e
ris
tics
”
.
The
i
n
f
l
u
e
nc
e
o
f
t
he
b
eha
v
i
o
rs
a
n
d
at
t
i
t
u
d
e
s
o
f
t
h
e
t
e
a
c
h
e
r
s
t
h
e
s
t
ude
n
t
s
ha
ve
e
nc
o
u
n
t
ere
d
i
n
the
i
r le
arn
i
ng e
xper
i
enc
e
s c
o
uld
be c
a
lle
d the
hi
d
d
en c
urricu
lu
m. Th
e
l
at
t
e
r, t
h
e
o
f
f
i
c
i
a
l
p
r
o
g
r
a
m
, i
s t
h
e
“
g
ood
teac
her
per
c
e
p
ti
o
n
”
form
ed
w
ith
t
h
e
o
u
t
co
m
e
s
of
t
he
t
he
or
et
ical
a
nd
pr
actic
a
l
c
our
se
s
in
t
he
s
t
ude
n
t
s
w
h
o
atte
n
d
the
“
P
e
dago
g
i
ca
l
F
o
r
m
a
t
i
o
n Cer
tific
a
t
e P
r
ogra
m
”
. The
t
e
a
c
h
ers, t
h
a
t the
in
di
v
i
d
u
a
l has
i
n
te
rac
t
e
d
w
i
t
h,
pla
y
s
a
n
impor
t
a
n
t
ro
l
e i
n
t
he form
a
ti
o
n
of th
is p
e
r
c
e
p
tio
n.
I
n
d
i
vi
d
u
al
s,
w
ho
ha
ve
n
ot i
nte
r
a
c
ted w
i
th tea
c
h
ers
hav
i
ng
i
dea
l
c
hara
cter
i
s
t
i
cs
a
nd
th
us
c
o
u
ld
n
o
t
f
i
n
d
the
o
p
p
o
rt
u
n
it
y
t
o
t
ake
a
c
o
rr
ect
r
o
l
e
m
o
de
l,
w
oul
d
exh
i
bi
t u
n
wan
t
ed be
h
av
i
o
r in the
ir te
ach
i
n
g e
xper
i
enc
e
s. T
he pe
dag
o
g
ica
l
form
a
ti
on
c
ert
i
fica
t
e
pro
gr
am
h
as
a
key
r
o
le
i
n
a
t
t
a
i
n
in
g
the
de
si
r
a
b
l
e
be
ha
vior
s
b
y
t
he
p
r
o
sp
ec
ti
v
e
t
e
ac
he
rs
t
o
be
a
s
s
i
gne
d
i
n
s
e
c
o
n
d
ar
y
educ
a
t
i
o
n.
I
t
ca
n
be
a
r
g
ue
d
t
h
at
t
he
c
o
n
t
e
n
t
o
f
the
c
ourses
t
o
be
a
tte
nd
ed
duri
ng
the
pro
g
ram
,
t
he
cha
r
ac
t
e
ris
tics
of
t
he
i
n
s
tru
c
tors
r
esp
ons
i
b
l
e
f
or
t
he
c
o
u
r
s
e
s
,
t
h
e
a
t
t
i
t
ude
s
and
be
ha
vi
ors
of
t
he
p
ra
cti
c
e
teac
hers
a
n
d
t
he
a
dm
inis
trat
ors
are
i
n
fl
ue
n
t
i
a
l
i
n
t
he
f
or
m
a
ti
o
n
o
f
t
he
t
eac
her
perc
ep
tio
n
of
t
he
p
r
o
spec
ti
ve
teac
hers.
The
“
goo
d
te
a
c
her
perc
ep
tio
n”
o
f
t
h
e
pros
pec
t
i
v
e
te
ac
he
rs
i
s
a
l
s
o
a
s
ig
n
of
how
a
t
e
a
c
h
e
r
t
he
y
w
o
u
l
d
be
c
o
m
e
.
The
r
efore,
r
eve
a
l
i
n
g
t
he
t
eac
her
pe
rce
p
ti
on
s
i
s
c
o
n
s
i
der
e
d
sig
n
i
fic
a
n
t
w
i
th
r
ega
r
d
to
incre
a
s
i
ng
t
h
e
qua
li
t
y
o
f
t
e
ache
r
t
rain
i
n
g
pr
ogram
s.
T
his
st
u
d
y
a
ime
d
a
t
de
term
in
ing
the
go
o
d
t
e
a
c
h
e
r
perc
ep
ti
o
n
s
of
p
r
o
spe
c
t
i
ve te
a
c
he
rs atte
nd
i
n
g
the
peda
g
o
g
i
c
a
l
f
orm
a
t
i
o
n
c
ertifica
t
e
pro
g
ra
m.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
G
o
o
d
teac
he
r perce
p
t
i
ons
o
f
st
ude
n
t
s
at
te
nd
in
g
t
h
e ped
a
g
o
g
i
c
a
l
fo
rm
a
t
i
o
n…
(Z
eyne
p
A
y
vaz-T
unc
e
l
)
16
7
2.
RESEARCH
M
ETH
O
D
Th
is
r
esea
rch
i
s
a
d
e
s
cri
p
tive
stu
d
y
t
ow
a
r
ds
r
e
v
ea
lin
g
t
h
e
tea
c
he
r
pe
rce
p
t
i
o
n
p
r
o
spec
t
i
v
e
t
eac
her
s
have
a
n
d
de
t
e
rm
i
n
i
n
g
w
h
e
t
he
r
the
f
o
rma
tio
n
ce
rt
ifica
t
e
pr
ogr
am
th
ey
a
t
t
e
n
d
ch
ang
e
d
th
i
s
p
e
r
ce
pt
ion
.
T
h
e
stud
y
w
a
s
co
n
duc
te
d
w
ith
t
h
e
s
tu
de
nts
par
tici
p
a
tin
g
i
n
a
p
e
d
a
g
o
g
i
ca
l
fo
rm
atio
n
ce
rti
f
ic
ate
pro
g
ra
m
ca
rried
o
u
t
in
2
017
-201
8
ac
ad
e
m
i
c
y
e
a
r
i
n
a
s
t
a
t
e
u
niv
e
rs
it
y
.
1
65
p
r
o
s
p
ec
tive
te
a
c
her
s
,
de
te
rmine
d
v
ia
c
o
nve
nie
n
t
sam
p
lin
g,
p
a
r
t
i
c
i
pa
t
e
d
in
t
he
p
re-im
p
lem
e
n
t
ati
on
of
t
he
s
t
u
dy
a
t
the
be
g
i
n
n
i
n
g
of
t
he
c
erti
fica
t
e
p
r
o
gra
m
,
and
t
h
ey
u
se
d
al
i
a
ses
to
d
efi
n
e
t
h
emsel
v
es
.
A
t
t
h
e
e
nd
o
f
th
e
c
e
rti
f
i
c
a
t
e
pro
g
ra
m,
122
pros
pect
i
v
e
te
ac
hers
answ
e
r
ed
t
he
pos
t-imp
l
em
en
tat
i
on,
a
ga
in
w
i
t
h
a
l
i
a
ses.
H
o
w
eve
r
,
on
l
y
t
he
a
nsw
e
rs
o
f
4
4
o
f
t
h
e
pros
p
ecti
v
e
teac
hers
a
m
o
n
g
t
he
p
art
i
c
i
pa
nt
s
of
t
he
p
re-
and
the
pos
t
-
im
plem
en
tat
i
on,
w
hose
aliase
s
m
a
tch
w
e
re
i
ncl
u
d
e
d
in
t
he
s
tu
d
y
.
A
ll
of
t
he
p
r
o
s
p
e
c
t
i
ve
t
ea
cher
s
i
n
t
he
s
t
u
d
y
g
r
o
u
p
w
e
r
e
e
i
t
he
r
se
n
i
or
s
tu
d
e
nt
s
or
g
ra
dua
te
s
of
vari
ous
d
e
p
ar
tm
ents
i
n
t
h
e
Fa
cul
t
y
o
f
S
c
ie
n
c
es
a
n
d
L
e
t
t
e
rs
.
To
co
lle
ct
d
a
t
a,
a
s
urvey
w
a
s
use
d
c
om
pris
i
n
g
of
an o
pen-e
n
d
e
d que
st
i
on in o
r
d
er the
p
a
r
t
i
ci
pa
nt
s cou
l
d refle
c
t
t
h
eir o
p
i
ni
on
s
w
i
th
o
u
t lim
it
ing them
se
lves.
The
que
st
ion,
f
orme
d
i
n
acc
ordan
c
e
w
ith
e
x
p
er
t
view
s,
w
a
s
t
rie
d
w
i
t
h fi
ve pro
spec
ti
ve teac
he
rs
a
nd t
h
e
fina
l
form
of
t
he
s
urve
y
w
a
s
g
i
ve
n.
T
he
q
uest
i
on
in
t
he
s
urve
y
is
“
Ex
p
l
ai
n
t
h
e
c
h
a
ract
e
r
i
s
t
i
c
s
a
go
od
t
ea
ch
er
sho
u
l
d
h
ave”
.
The
a
n
sw
e
r
s
g
i
ve
n
to
t
he
q
u
e
st
ion
i
n
t
he
s
urve
y
w
e
r
e
o
r
g
an
ize
d
in
c
o
m
put
e
r
e
nvir
onm
ent
a
n
d
the
d
a
t
a
s
et
w
a
s
f
ormed
,
a
n
d
a
con
t
ent
an
a
l
y
s
i
s
w
a
s
c
on
du
ct
e
d
.
C
odi
n
g
s
we
re
d
one
o
n
t
h
e
d
a
ta,
t
h
e
t
h
em
es
w
e
r
e
d
e
t
e
rmin
e
d
,
the
co
di
n
g
-
t
h
eme
co
rres
p
ond
e
n
ce
s
we
re
r
e
v
i
e
we
d
an
d
the
i
r
fre
que
nc
ies
w
e
r
e
calc
u
l
a
te
d.
A
repor
t
w
a
s
prepa
r
ed
b
y
gi
v
i
n
g
quo
ta
ti
on
s fr
om
t
h
e
a
nsw
e
rs.
A
da
ta
c
o
llec
t
i
on
to
ol
w
a
s
o
rgan
ize
d
i
n
t
h
is
s
tu
dy,
c
o
n
s
i
de
rin
g
t
he
r
ese
a
rc
h
que
sti
on,
t
h
e
d
a
t
a
w
e
r
e
trans
f
e
rre
d
to
t
he
c
om
p
u
ter
e
n
v
i
r
o
nme
n
t
w
i
t
h
o
u
t
a
l
t
era
tio
ns,
th
e
da
ta
s
e
t
w
as
c
ode
d
by
tw
o
i
n
de
p
e
nde
n
t
re
sea
r
ch
e
r
s
and
t
h
e
c
onf
id
en
ce
c
o
e
ffi
ci
e
n
t
wa
s
f
oun
d
9
2
%
.
T
h
e
f
i
n
d
i
ng
s
we
re
d
escri
b
ed
b
y
inc
l
udi
ng
qu
o
t
a
t
ion
s
a
n
d
t
h
e
w
r
i
t
t
e
n
do
cum
e
nt
s,
c
od
i
n
gs
a
n
d
a
l
l
o
the
r
r
e
p
o
r
t
s
a
n
d
a
n
a
l
y
s
e
s
w
e
r
e
s
t
o
r
e
d
t
o
b
e
s
u
b
m
i
t
t
e
d
f
o
r
verificati
on
i
f
required.
3.
FINDING
S
U
s
in
g t
h
e
c
ode
s o
b
t
a
i
n
e
d
a
t th
e en
d of
t
he c
o
n
te
n
t
a
na
lys
i
s of
t
h
e da
ta a
bo
ut
g
o
o
d
t
e
ac
he
r perc
ep
t
i
o
n
ob
ta
ine
d
from
pros
pec
t
i
v
e
t
eac
hers
b
ot
h
a
t
t
he
b
eg
i
n
n
i
n
g
a
nd
a
t
t
he
e
nd
o
f
t
h
e
for
m
a
t
i
o
n
pro
g
ra
m
,
t
he
them
es
“
pe
rsona
l
c
h
a
r
ac
t
e
ristics”
,
“
e
n
fo
rc
em
ent
of
t
ea
chi
n
g
pr
o
ces
s”,
“
e
stablishing
a
dem
o
cratic
c
l
a
ssroo
m
env
i
ro
n
m
ent
”
a
n
d
“asse
ssmen
t
an
d
e
v
alua
t
i
on
”
we
re
d
et
erm
i
ned.
T
able
2
r
eve
a
l
s
t
h
e
them
e-pe
rso
n
a
l
c
h
a
rac
t
eris
t
i
c
s
.
Ta
ble
2.
T
hem
e
-
pe
r
sona
l c
h
ara
c
terist
ics
A
t
t
h
e
b
e
g
inning
o
f
t
he
p
rogr
a
m
f
A
t
th
e
e
nd
of
t
he
p
r
o
g
r
am
f
Ef
f
i
c
i
en
t
co
mmu
n
i
cat
io
n
E
ndea
r
i
n
g
one
s
e
l
f
to
the
stud
e
n
t
s
L
oving
the
profe
ssion
Be
ing
good
hum
or
e
d
Be
ing
ope
n
to
i
m
p
r
ovi
ng
one
se
lf a
nd
innova
tion
Be
ing c
ont
e
n
tious
Be
ing
r
e
li
a
b
l
e
Be
ing a
m
o
d
e
l
Be
ing a
u
thorita
rian
Be
ing
P
a
ti
e
n
t
Be
ing
s
e
l
f
-c
onfide
n
t
Be
ing
f
a
ir
37
33
30
24
18
17
18
15
11
7
5
7
E
f
fic
i
e
n
t C
o
mm
un
ica
tion
Appre
c
i
a
ting
the
stude
nt
L
oving
the
prof
e
ssion
Be
i
ng a
m
o
d
e
l
Be
i
ng
no
n-op
pre
ssive
Be
i
ng
op
e
n
t
o
i
m
p
r
ovi
ng
one
se
lf a
nd
innova
t
i
on
Be
i
ng
go
od
hum
ore
d
Be
i
ng
tol
e
ra
nt
Be
i
ng op
e
n
to c
r
itic
is
m
E
ndea
r
ing
one
s
e
lf to
the
stud
e
n
ts
Be
i
ng
p
a
ti
e
n
t
41
36
34
26
24
20
18
17
15
11
9
Wh
en
t
h
e
d
ata
are
a
n
a
l
y
z
e
d
,
it
i
s
fo
und
t
h
at
t
h
e
p
ro
sp
e
c
t
i
v
e
t
e
ac
he
rs
e
xpresse
d
12
p
erso
na
l
c
h
ara
c
t
e
ri
st
i
c
s
of
a
goo
d
te
a
c
h
e
r
a
t
t
h
e
b
egi
nni
ng
o
f
th
e
p
r
og
r
am
,
w
h
ile
t
he
y
e
xpresse
d
11
p
e
rsona
l
cha
r
ac
t
e
ris
tics
at
t
he
e
n
d
.
Th
e
cha
r
ac
t
e
ris
t
i
c
s
“
e
ffe
cti
v
e
c
o
mm
unica
ti
on,
l
o
v
in
g
t
h
e
pr
ofess
i
o
n
,
bei
n
g
g
o
o
d
humor
e
d
,
be
in
g
a
m
o
del,
b
e
i
ng
o
pe
n
t
o
i
mpro
vi
n
g
o
nese
l
f
a
nd
i
n
n
o
v
at
i
on,
e
n
d
ea
rin
g
one
se
lf
t
o
t
h
e
st
ude
n
t
s,
and
be
i
n
g
pa
ti
e
n
t
”
e
me
rge
a
s
g
o
o
d
te
ac
he
r
char
acter
i
s
t
i
c
s
b
o
t
h
at
t
he
b
e
g
inn
i
ng
a
nd
a
t
t
h
e
e
n
d
of
t
he
p
r
og
ram.
W
h
i
l
e
t
h
e
c
h
a
ra
ct
eri
s
t
i
c
s
“b
ei
ng
c
o
nt
en
tio
u
s
,
b
e
i
ng
r
e
l
i
a
b
l
e
,
bei
n
g
au
t
h
or
i
t
a
r
ian,
b
e
i
ng
s
e
l
f-
con
f
ide
n
t
an
d
be
in
g
fa
ir”
w
e
re
a
ttrib
ute
d
t
o
a
goo
d
tea
c
he
r
at
t
h
e
b
e
gi
nni
ng
o
f
t
h
e
p
r
og
ram,
i
t
i
s
s
ee
n
th
at
the
s
e
c
h
ara
c
teris
tics
w
e
r
e
c
ha
nge
d
t
o
“
be
i
n
g
non-
o
ppr
essiv
e
,
be
ing
to
ler
a
nt,
a
n
d
be
i
n
g
ope
n
t
o
c
r
i
t
i
cis
m
”
at
t
h
e
end
of
t
h
e
p
r
o
g
r
a
m
.
Wh
ile
t
h
e
m
os
t
em
p
h
as
ized
p
erso
nal
c
h
ara
c
teris
t
i
c
a
t
the
beg
i
nn
i
n
g
of
t
he
p
ro
gra
m
w
as
“
effect
i
v
e
c
o
mmu
n
i
cati
o
n
(f=3
7
)
”,
t
h
e
m
o
s
t
emph
asi
zed
a
t
th
e
en
d
wa
s
a
g
a
i
n
“ef
fec
t
iv
e
c
o
mmun
i
c
a
t
i
on
(f=
41
)”
.
A
t
t
h
e
beg
i
nn
ing
of
t
he
p
ro
gram
,
the
pr
ospe
c
t
ive
t
eac
her
I
D
s
ta
t
e
d,
“
A
g
ood
tea
c
he
r
cou
l
d
use
th
e
i
r
bo
dy
l
a
n
gua
ge
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
165
-
1
72
16
8
and
vo
ic
e
e
f
fic
i
en
t
l
y.
T
he
y
c
o
u
l
d
t
e
ac
h
t
h
e
m
by
e
s
t
a
b
l
is
h
i
ng
e
y
e
c
o
ntac
t
”
;
at
t
he
e
n
d
t
he
s
am
e
pros
p
ecti
v
e
teac
her
ID
w
rote
,
“
I
n
my
o
p
i
n
i
on,
a
g
o
o
d
te
ac
her
i
s
t
he
o
ne
w
h
o
c
o
u
ld
e
sta
b
l
i
sh
c
om
m
uni
c
a
t
ion
w
i
th
t
h
e
stude
n
t
s
in
t
he
m
ost
effic
i
e
n
t
w
a
y.
B
ec
a
u
se,
com
m
un
ica
t
i
o
n
is
o
f
grea
t
i
m
porta
nce
i
n
t
ra
i
n
in
g
a
per
s
on
or
i
n
teac
h
i
ng
s
om
et
hin
g
t
o
t
h
at
p
e
r
son.
T
he
c
om
munica
ti
on
s
k
ill
s
o
f
a
t
e
ac
h
e
r
a
r
e
a
l
so
i
n
f
lu
en
ti
al
i
n
t
h
ei
r
wa
y
of
teac
h
i
ng.
”,
a
n
d
p
re
se
rve
d
h
i
s
/
h
er
o
p
i
ni
on
t
h
a
t
a
g
o
od
t
e
a
c
he
r
i
s
t
h
e
o
n
e
w
ho
c
o
u
l
d
e
s
t
a
blis
h
an
e
fficie
n
t
com
m
unic
a
t
io
n.
W
he
n
the
da
ta
a
re
e
xam
i
n
e
d,
i
t
is
s
e
e
n
t
h
a
t
“
e
ff
e
c
t
i
v
e
commu
n
i
cat
i
o
n
”
w
as
e
mp
h
a
si
zed
a
s
a
go
o
d
t
ea
c
h
er
c
ha
rac
t
e
r
is
tics
by
alm
o
st
a
l
l
p
ros
p
ec
t
i
ve
t
eac
hers
bot
h
at
t
h
e
b
e
g
i
n
n
i
ng
a
nd
a
t
th
e
e
n
d
of
t
he
pro
gra
m
.
Wh
ile
t
he
s
ec
ond
most
e
m
p
has
i
ze
d
pers
on
al
c
hara
cter
ist
i
c
a
t
t
h
e
b
e
g
in
nin
g
o
f
the
progr
am
w
as
“
e
n
d
e
arin
g
o
n
e
s
e
l
f
t
o
t
he
s
tu
d
e
nt
s
(f=
3
3)”
,
t
he
s
ec
o
n
d
m
ost
em
p
h
a
si
z
e
d
ch
a
r
ac
t
e
ri
sti
c
b
eca
me
“ap
p
r
e
c
i
a
t
i
n
g
the
st
ude
n
t
(f=
36)”
a
t
t
he
e
n
d
of
t
he
s
t
u
d
y
.
It
i
s
see
n
,
i
n
t
h
i
s
fin
d
i
n
g
t
h
a
t
,
t
he
p
er
ce
pt
i
on
of
e
n
d
e
a
ri
ng
o
f
t
h
e
teac
her
to
t
he
s
tu
de
nt
s
tr
a
n
sfo
r
m
e
d
in
t
o
a
p
p
r
eciat
i
n
g
the
s
t
u
d
e
n
t
a
t
the
e
n
d
of
t
he
p
r
ogr
a
m
.
A
c
c
o
rdi
n
g
l
y,
i
t
i
s
rem
a
rkabl
e
t
ha
t
w
h
i
l
e
t
h
e
pr
o
s
p
e
ct
ive
t
e
ac
he
r
H
T
s
ta
ted,
a
t
the
b
e
g
i
n
ni
ng
o
f
t
he
p
r
o
g
r
am,
“
I
f
th
e
s
t
ude
n
t
lo
ves
t
h
e
tea
c
h
er
,
the
y
w
ou
ld
b
e
m
o
re
i
nt
er
ested
i
n
t
he
l
ess
on.
If
th
ey
h
ad
a
n
eg
at
ive
fe
el
ing
abo
u
t
t
h
e
teac
her,
t
heir i
nt
e
r
es
t wo
ul
d de
cre
a
se.
The
r
efore,
a
go
o
d
t
ea
ch
e
r
m
ust
e
n
de
ar t
he
mse
l
ve
s to t
he stu
de
nt
s.”
;
th
e
sam
e
p
rospec
ti
ve
t
ea
c
h
er
H
T
wrote
“
A
goo
d
teac
her
m
u
s
t
n
o
t
d
is
i
nc
line
a
stu
d
e
n
t
from
t
he
l
e
s
s
o
n,
t
he
y
m
u
st
no
t
use
w
o
rds
or
s
h
o
w
be
h
a
vior
i
ns
ult
i
n
g
the
st
u
d
en
t
w
h
i
l
e
de
l
i
v
e
ri
ng
the
le
sso
n.
T
h
i
s
f
i
nd
i
ng
can
b
e
in
t
e
rpre
te
d
as
a
t
rans
it
ion
fr
o
m
t
he
e
g
o
c
e
n
tr
ic
a
t
t
itu
de
o
f
the
t
e
a
c
h
e
r
t
ow
ards
a
p
e
r
spec
t
i
ve,
w
h
i
c
h
pla
ces
t
he
stude
n
t
i
n t
h
e c
e
nter
.
B
o
t
h
a
t
the
be
gi
n
n
in
g
(f
=30)
a
n
d
a
t
t
h
e
e
n
d
(f=
34)
o
f
t
h
e
pro
g
r
am
,
t
h
e
c
h
ara
c
ter
i
st
ic
“
lov
i
ng
t
h
e
profe
s
si
o
n
”
was
perc
ei
ve
d
a
s
a
g
o
o
d
t
ea
che
r
c
h
a
ra
cteris
ti
c
s
b
y
pr
o
s
pe
c
t
i
v
e
te
a
c
he
rs.
Whi
l
e
t
h
e
pro
s
pe
cti
v
e
teac
her
Z
C
d
e
c
lare
d
“
A
t
e
ache
r
s
h
o
u
l
d
f
i
rst
lo
ve
t
he
j
ob
the
y
d
o
an
d
t
h
u
s
t
he
y
imbue
t
he
s
tu
de
n
t
s
w
i
t
h
t
h
i
s
lo
ve.
A
st
ude
n
t
u
n
d
er
st
a
n
ds
v
er
y
w
e
ll
t
h
e
m
ood
of
a
t
ea
c
h
er
…i
f
t
h
ey
d
o
no
t
de
li
ver
t
h
e
less
on
w
ith
l
ove
,
the
stude
n
t
w
ou
l
d
n
o
t
l
o
v
e
tha
t
l
e
s
so
n…”
;
t
he
s
a
m
e
prospec
t
i
v
e
t
e
ac
her
Z
C
e
m
phas
i
ze
d
t
h
at
t
he
ir
opi
n
i
o
n
s
a
bou
t
lo
vin
g
t
he
p
r
o
fess
io
n
ha
d
n
o
t
c
ha
ng
e
d
b
y
w
r
iti
ng
“
A
fter
a
ll
t
h
e
se
f
orm
a
ti
o
n
c
o
u
rse
s
,
I
under
s
t
o
o
d
,
onc
e
aga
i
n,
t
ha
t
pe
o
p
l
e
w
h
o
l
o
v
e
t
h
i
s
p
r
o
fe
ssi
on
s
ho
u
l
d
be
c
o
me
t
ea
c
h
er
s.
P
eople
w
o
rk
in
g
o
t
her
j
obs
s
a
y
,
“I
a
m
go
ing
to
w
ork
”
w
he
n
the
y
l
e
a
ve
i
n
th
e
mor
n
i
n
g.
H
ow
e
v
er,
the
t
e
a
c
h
ers
sa
y
t
h
ey
a
re
g
oi
n
g
t
o
“
s
choo
l”.
In
ot
her w
o
rds, t
h
e
y d
o
not see t
h
i
s
as
a
job, si
n
ce
b
e
i
ng
a teach
er needs
lov
i
ng it.”
W
h
en t
he da
t
a are
e
x
am
i
n
e
d
,
it
i
s
d
e
t
e
r
mine
d
tha
t
t
her
e
a
r
e
o
pi
n
i
o
n
s
sta
t
in
g
tha
t
l
o
v
i
n
g
th
e
profe
ssi
o
n
is
v
a
lid
f
or
a
l
l
pro
f
e
s
s
i
o
n
s,
b
ut
t
h
i
s
has a
pa
rti
c
u
l
a
r
i
m
porta
nc
e in
t
e
ach
i
ng pr
ofes
si
on.
Wh
ile
t
he
c
h
a
ra
cteris
t
i
c
“
b
ei
n
g
a
m
o
d
e
l
(f=
15)”
w
a
s
e
x
pre
s
se
d
l
e
s
s
f
r
e
q
u
e
ntl
y
a
t
t
h
e
be
g
i
nn
ing
of
the
pro
g
ram
,
it
w
a
s
fo
un
d
t
h
at
“
bei
n
g
a
mode
l
(f
=2
6)”
be
ca
me
a
m
o
re
frequently
e
xpres
s
ed
g
ood
teacher
cha
r
ac
t
e
ris
tics at
t
he
e
n
d
o
f
t
h
e
program
.
The
prospec
tive
t
e
a
c
her
EO
s
tat
e
d,
“
A
tea
c
her
sho
u
l
d
be
a
m
odel
to
the
s
t
ude
n
t
s
wit
h
t
he
ir
c
om
mun
i
ca
t
i
o
n
a
n
d
b
eha
v
i
o
r
.
”
and
expres
ses
t
h
eir
o
p
i
ni
on
a
s
“A
t
ea
c
h
er
i
s
the
o
n
e
who
sh
o
u
ld
b
e
c
om
e
a
m
o
del
wit
h
t
he
ir
b
eh
a
v
ior
.
T
e
ache
r
s
ar
e
de
f
i
n
e
d
a
s
m
o
d
e
l
s
i
n
o
u
r
s
o
c
i
e
t
y
.
”
I
t
i
s
s
e
e
n
tha
t
w
h
ile the
c
hara
cter
i
s
t
i
c
“bei
n
g
g
o
o
d
h
u
m
or
ed
(
f=2
4
)”
w
as
m
or
e
fre
quen
t
l
y
e
xpre
s
s
e
d
a
t
t
he
b
e
g
i
n
nin
g
o
f
the pr
ogram
,
t
h
e
c
h
ara
c
terist
i
c
“
bein
g a
mode
l
”
w
a
s
m
ore
fre
que
n
tly
e
x
p
re
sse
d
a
t
t
h
e
e
nd
of
t
he
pro
gr
am
.
I
t
i
s
fo
un
d
tha
t
t
he
c
hara
c
t
er
i
s
tics
“
b
ei
ng
a
uth
o
ri
taria
n
(
f
=
11
)
”
d
e
t
e
r
m
i
n
e
d
a
t
t
h
e
b
e
g
i
n
n
i
n
g
o
f
t
h
e
pro
g
ra
m
w
a
s
no
t
presen
t
a
t
t
he
e
n
d
o
f
t
h
e
pr
o
g
ram
,
a
nd
in
st
e
a
d
the
c
h
ar
acte
r
ist
i
cs
“
be
in
g
n
o
n
-o
pp
ressiv
e
(f=
24)”
an
d
“
b
e
i
n
g
t
o
l
e
r
an
t
(
f
=17)
”
w
e
re
e
mpha
siz
e
d.
W
hi
le
“
bei
n
g
o
p
e
n
t
o
c
ri
ti
c
i
sm
”
w
a
s
no
t
de
fi
ne
d
a
s
go
o
d
tea
c
h
er
c
ha
rac
t
e
r
is
tic
at
t
h
e
be
gi
n
n
i
n
g of
t
h
e
pr
ogr
am
, i
t
i
s rem
a
r
k
ab
le fi
ndi
ng
tha
t
i
t
a
p
pea
r
ed as
a go
o
d
teac
her
cha
r
ac
te
ristic
a
t t
h
e
en
d
of t
he
p
ro
gra
m
.
Ta
b
l
e 3.
The
me
-
e
nfor
cem
en
t of tea
c
h
in
g pr
oc
ess
A
t
t
h
e
b
e
g
inning
o
f
t
he
p
rogram
f
A
t
th
e
e
nd
of
t
h
e
p
rogra
m
f
F
i
e
l
d K
now
l
e
dge
Moti
va
ting th
e
stu
d
e
n
t f
o
r the
le
sson
Ta
king
individ
u
a
l
dif
fe
re
nce
s
into
c
o
nside
r
a
tion
U
s
ing
te
ac
hing
t
e
c
hnolo
g
ie
s
B
e
ing a
gui
d
e
D
e
v
e
loping
thinki
ng
ski
lls
P
r
i
o
rit
i
z
i
ng
stude
nts’
i
nte
r
e
s
ts a
nd
n
e
e
d
s
39
32
21
17
12
11
4
E
n
a
b
ling a
c
t
iv
e
p
a
r
t
ic
ip
a
tion
Motiva
ting th
e
stu
d
e
n
t for the
l
e
sson
Ta
king
indi
vid
u
a
l
diffe
re
nc
e
s
int
o c
o
nside
r
a
tion
E
f
fe
c
tiv
e
pl
a
nni
ng
U
s
ing
tea
c
h
i
n
g
tec
hnolo
g
ie
s
U
s
ing
dif
f
e
r
e
n
t m
e
thods
a
nd
te
c
hnique
s
E
n
a
b
ling m
e
a
n
i
ngf
ul
l
e
a
r
ning
D
e
v
e
loping
thinki
ng
skill
s
Be
ing a
guid
e
Fi
e
l
d K
nowle
dge
C
l
a
ss Ma
na
g
e
m
e
nt
Prioritiz
ing stude
n
t
s’
i
nte
r
e
s
ts
a
nd n
e
e
d
s
D
i
rec
t
ing
to
d
iff
e
r
e
nt
r
e
s
ource
s
36
35
33
32
31
29
22
21
20
17
15
5
3
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
G
o
o
d
teac
he
r perce
p
t
i
ons
o
f
st
ude
n
t
s
at
te
nd
in
g
t
h
e ped
a
g
o
g
i
c
a
l
fo
rm
a
t
i
o
n…
(Z
eyne
p
A
y
vaz-T
unc
e
l
)
16
9
A
t
t
h
e
e
n
d
o
f
t
h
e
a
n
a
l
y
s
i
s
o
f
t
h
e
d
a
t
a
,
s
e
v
e
n
c
o
d
e
s
w
e
r
e
o
b
t
a
i
n
ed
i
n
the
“
E
nfor
cem
ent
of
T
eac
h
i
n
g
P
r
ocess”
t
hem
e
a
t
t
h
e
be
gi
n
n
in
g
of
t
he
p
r
ogra
m
a
n
d
1
3
co
de
s
w
e
r
e
o
b
ta
i
n
ed
a
t
the
end.
W
he
n
t
h
e
co
des
ob
ta
ine
d
a
re
e
xam
i
ne
d,
i
t
is
s
ee
n
t
h
at
t
he
c
o
d
es
a
p
p
ea
ri
ng
a
t
t
he
e
n
d
o
f
t
h
e
progr
am
,
such
a
s
“
e
na
blin
g
acti
v
e
part
ici
p
a
t
i
o
n,
u
si
ng
d
i
ffer
en
t
me
t
h
o
d
s
an
d
t
e
c
h
n
i
que
s,
e
na
bli
n
g
m
ean
in
g
f
ul
l
ear
n
i
n
g
,
class
m
a
nage
me
n
t
,
and
direc
t
ing
to
d
ifferen
t
r
esources
”
w
e
r
e
n
o
t
p
r
e
s
e
n
t
a
t
t
h
e
b
e
g
i
n
n
i
n
g
o
f
t
h
e
pr
o
g
r
a
m
.
W
hi
le
“
fiel
d
k
now
le
dge
(f=
39)”
w
a
s
e
m
phas
i
zed
t
he
m
ost
a
t
t
he
b
e
g
i
n
ni
n
g
,
i
t
i
s
fou
n
d
t
ha
t
t
h
e
“
e
nab
l
in
g
a
c
t
ive
part
ic
ipa
t
io
n
(
f
=3
6)”
w
a
s
em
phas
i
z
e
d
mor
e
a
t
th
e
en
d.
O
n
the
o
t
h
e
r
ha
nd,
w
hile
“
be
in
g
a
g
u
i
d
e
(
f
=
1
2
)
”
w
a
s
e
x
p
r
e
s
s
e
d
l
e
s
s
fre
que
n
tly
a
t
t
h
e
be
g
i
n
n
i
n
g
,
it
w
a
s
e
xpre
sse
d
more
f
re
qu
ent
l
y
t
ha
n
“
f
ie
ld
k
now
led
g
e
(f=
17).
Th
is
f
i
n
d
i
n
g
show
s
t
h
at
t
he
c
hara
cteris
t
i
c
s
“
e
n
abl
i
n
g
m
e
a
ni
n
g
fu
l
lear
ning,
d
e
v
e
l
o
p
i
n
g
th
ink
i
ng
sk
i
l
l
s
a
nd
be
in
g
a
g
u
ide
”
w
e
r
e
pr
i
or
i
t
ize
d
at
t
h
e
e
nd
o
f
the
pr
ogra
m
i
n
s
te
a
d
of “
f
i
e
ld
k
n
ow
le
d
g
e”
.
A
t
t
he
b
e
g
i
n
n
i
ng
o
f
t
he
p
ro
gra
m
,
the
p
r
ospe
ct
i
v
e
tea
c
he
r
S
H
s
ta
t
e
d
,
“
I
n
m
y
o
p
i
n
i
o
n
,
a
t
e
a
c
h
e
r
sho
u
l
d
b
e
succ
e
s
sfu
l
i
n
the
i
r
fie
l
d
an
d
tra
n
sfe
r
t
he
i
r
k
now
le
dg
e
t
o
t
h
e
s
t
u
d
e
n
t
s
.
”
,
w
h
i
l
e
t
h
e
s
a
m
e
S
H
w
r
o
t
e
“
a
go
o
d
t
e
a
c
h
er
s
ho
u
l
d
ma
ke
t
he
s
t
ude
n
t
s
mor
e
a
c
t
i
v
e
and
e
n
a
b
l
e
p
a
rtic
i
p
a
t
i
o
n
i
n
t
he
l
es
son,
i
n
s
te
ad
o
f
t
r
a
n
sf
erri
ng
kno
wl
e
d
g
e
t
o
t
h
e
stu
d
e
nt
s.”
at
t
h
e
e
nd
o
f
th
e
pro
g
ra
m.
I
t
i
s
r
e
m
a
r
kable
for
show
in
g
th
e
eff
ect
o
f
the pr
ogram
t
h
a
t
N
S
,
one
o
f
t
h
e pros
pec
t
i
v
e t
e
ac
hers w
rote,
“
a
goo
d t
e
ac
he
r shou
l
d
ge
t
a
h
o
l
d
o
f
t
he
ir l
e
s
so
ns
and
have
a
h
ig
h
e
x
pl
a
i
ni
n
g
a
nd
un
d
e
rsta
n
d
i
ng
c
a
p
ac
it
y.
”
at
t
he
beg
i
n
n
i
n
g
w
h
ile
t
he
s
a
m
e
p
r
ospec
t
ive
te
ac
h
e
r
NS
w
ro
t
e
“
i
n
st
ea
d
of
a
r
ot
e-l
e
arni
ng
e
du
c
a
t
i
on
,
a
t
e
a
c
h
e
r
wh
o
t
e
a
c
h
e
s
i
n
a
w
a
y
t
h
at
t
he
s
t
u
den
t
s
c
oul
d
in
t
e
rna
l
ize
a
n
d
rea
s
on,
a
n
d
ra
ise
s
s
t
ude
n
t
s
w
h
o
c
o
uld
relate
t
h
e
th
e
o
ret
i
cal
k
n
o
w
l
e
d
ge
w
it
h
pr
act
ice
,
i
s
a
g
oo
d
t
e
a
c
he
r
.
”
“
M
ot
i
v
at
i
ng
the
st
u
d
en
t
fo
r
the
l
e
sso
n”
w
as
f
ou
nd
as
a
freque
nt
ly
e
xp
re
sse
d
g
ood
t
ea
ch
er
c
h
ara
c
t
e
ri
st
i
c
b
y
t
h
e
st
ud
en
ts
bot
h
a
t
t
h
e
b
eg
in
nin
g
(f=3
2
)
a
n
d
a
t
th
e
en
d
(
f
=35)
o
f
t
h
e
pro
g
r
a
m
.
A
t
t
h
e
beg
i
nn
ing,
M
E
w
r
ote,
“
the
st
u
d
e
n
t
s
h
o
u
l
d
le
ar
n
t
h
e
l
e
sso
n
w
i
l
l
i
ng
ly
a
nd
v
olu
n
t
a
ril
y
i
n
s
te
a
d
o
f
an
a
nxie
t
y
of
get
t
i
n
g
a
l
ow
g
ra
de.
En
ter
t
a
i
ni
n
g
e
xam
p
l
e
s
t
h
at
t
he
y
c
o
u
l
d
rela
t
e
w
ith
re
a
l
l
i
f
e
sho
u
l
d
b
e
giv
e
n
in
t
h
e
less
ons.
”
a
n
d
s
tate
d
,
“
w
h
en
p
rov
i
d
i
ng
the
s
t
ude
n
t
s
w
i
t
h
i
n
f
orm
a
ti
o
n
,
the
st
ud
e
n
t
s
s
h
o
u
l
d
a
ls
o
be
e
x
p
l
a
in
e
d
tha
t
t
hi
s
inf
o
rm
ation
w
o
u
l
d be
u
sefu
l in t
h
i
s or
t
h
a
t ar
eas and
i
t
shou
ld
be rel
a
t
e
d
to
l
if
e
.
”
I
t
is
fo
u
nd t
h
a
t
“
takin
g
in
d
i
v
i
dua
l
d
i
ffe
r
enc
e
s
” w
a
s perc
eiv
e
d
as
a
g
o
od te
ac
her cha
r
ac
t
e
ristic b
o
t
h
a
t
the
be
gi
n
n
in
g
(f
=
2
1)
a
nd
a
t
t
h
e
e
nd
(f
=3
3)
o
f
t
h
e
pr
ogr
am
;
how
e
v
e
r,
it
w
a
s
expre
sse
d
mor
e
f
re
q
u
en
t
l
y
at
t
he
end
of
t
he
s
t
u
d
y
.
The
st
a
t
e
m
e
n
t
of
S
B,
o
ne
o
f
the
pros
pec
tive
t
ea
ch
ers
st
at
e
d
a
t
th
e
b
e
gi
nni
ng
a
s
“Th
e
re
a
re
an
a
ve
rage
o
f
30
s
tu
de
nts
be
fore
t
hem
w
h
il
e
g
i
v
i
ng
a
l
ess
on.
T
h
i
s
m
e
a
n
s
30
d
i
ffe
rent
i
ndi
vid
u
a
l
s
.
O
n
e
o
f
them
i
s
a
n
i
n
t
rover
t
,
ano
t
her
doe
s
not
like
p
a
rti
c
ipa
t
i
n
g
in
t
h
e
less
on,
y
e
t
a
no
the
r
r
estles
s
;
t
h
e
teac
hers
s
ho
ul
d
be
a
w
a
re
o
f
th
ese
and
if
t
he
y
do
n
o
t
m
iss
any
of
t
hese
,
t
h
ey
a
r
e
g
o
o
d
t
e
a
c
h
ers.”,
a
n
d
t
h
e
st
at
e
m
en
t
of
N
C
a
t
the e
n
d
o
f
t
he pro
gram
a
s
“
T
he t
e
a
c
h
e
r
sh
o
u
l
d
f
o
l
l
o
w
a pr
ogram
not for t
h
e
mse
l
ve
s
b
u
t
for
t
he s
tude
nts in t
he
classro
o
m
.
”
show
t
ha
t
tak
i
ng
i
n
d
i
vi
d
u
al
d
i
f
fere
nces
i
nto
c
o
n
s
id
era
t
i
o
n
i
s
ack
nowl
e
dg
e
d
a
s
a
g
ood
teac
her
cha
r
ac
te
ristic.
Whi
l
e
a
n
y
d
a
t
a
c
o
u
ld
n
ot
b
e
ob
t
a
in
e
d
a
bou
t
“
e
f
f
e
c
t
i
v
e
pl
a
n
n
i
ng
”
i
n
t
h
e
be
gin
n
i
n
g,
i
t
w
a
s
fo
u
nd
t
h
a
t
“
e
ffe
ct
i
v
e
pla
nni
n
g
(
f=
3
2
)”
w
a
s
e
xpresse
d
a
s
a
goo
d
teac
h
e
r
cha
rac
t
erist
i
c
by
m
o
st
o
f
t
h
e
stu
d
e
n
ts
a
t
t
h
e
end
of
t
he
p
r
o
gr
am
.
The
st
a
t
e
m
e
n
t
b
y
one
p
ros
p
ec
t
i
ve
t
e
ache
r
T
B
as
“A
t
eacher
s
hould
f
i
rs
t
be
p
re
p
a
red
for
the
less
on.
B
ec
a
u
s
e
,
ther
e
m
a
y
b
e
m
a
ny
t
h
i
n
g
s
t
ha
t
co
u
l
d
g
o
u
n
n
o
tic
e
d
a
nd
c
o
u
ld
not
b
e
re
me
mb
e
r
ed
.
A
p
l
an
sh
ou
ld
b
e
made
a
bo
ut
t
h
e
l
e
s
so
n
a
n
d
th
i
s
p
la
n
sh
oul
d
b
e
f
o
llo
we
d,
a
n
d
t
he
time
s
h
o
u
l
d
b
e
use
d
acc
ordi
n
g
ly
and
e
ffic
i
en
t
l
y.
”
and
t
h
e
sta
t
e
m
e
n
t
b
y
A
T
as
“
Pr
eviou
s
l
y
,
I
th
o
u
ght
d
if
f
e
ren
t
ly
a
bou
t
th
e
c
o
n
cept
of
t
each
ing
,
now
I
th
i
n
k
d
i
f
fe
rent
l
y
af
t
e
r
rec
eiv
i
ng
the
f
o
r
m
a
t
io
n pro
g
ram
.
In my opin
i
on, be
i
n
g
a
tea
cher
is n
o
t
c
o
m
ing t
o
class
a
nd
re
a
d
in
g
a
nd
e
x
pl
a
i
ni
n
g
;
b
u
t
i
t
i
s
cer
t
a
inl
y
h
a
v
ing
a
go
od
p
l
a
n
a
n
d
k
n
o
w
ing
wel
l
th
e
t
each
i
n
g
me
tho
d
s
a
n
d
t
e
c
h
n
i
que
s.
”
a
r
e
rem
a
r
k
ab
le
f
or
r
evea
lin
g
t
h
e
chan
g
e
i
n
g
o
od
teac
her
per
c
ept
i
on
a
t
t
he
e
nd
o
f
the pr
ogram
.
Tab
l
e
4.
T
hem
e
- establ
i
s
h
i
n
g
a de
moc
r
atic
c
lassro
o
m
e
nvir
o
nm
en
t
A
t
t
h
e
b
e
g
inning
o
f
t
he
p
rogr
a
m
f
A
t
th
e
e
nd
of
t
he
p
r
o
g
r
am
f
Re
sp
ec
ting
diff
e
r
enc
e
s
Be
ing
unpr
e
j
udic
e
d
tow
a
rds
stude
nts
25
16
Re
s
p
ec
ting
diff
e
r
e
n
ce
s
Be
i
ng
un
pre
j
udice
d
tow
a
rds
stude
nts
28
16
A
t
t
he
e
nd
of
t
he
a
nal
y
s
i
s
o
f
t
he
d
a
t
a,
t
h
e
c
ode
s
“
r
espe
cting
d
iffer
e
nce
s
”
a
nd
“
b
e
i
ng
u
npre
j
u
d
i
ce
d
tow
a
rds
st
u
d
e
n
t
s
”
w
e
r
e
o
bt
aine
d
a
n
d
gat
h
ere
d
u
nder
t
h
e
the
m
e
“
e
st
ab
l
i
s
hi
ng
a
d
e
m
o
c
rat
i
c
c
l
ass
r
o
o
m
env
i
ro
nm
en
t”.
I
t
w
a
s
f
o
u
n
d
t
hat
“
r
espec
t
i
n
g
differ
enc
e
s
”
was
pe
r
ceive
d
as
a
g
o
o
d
t
ea
c
h
er
c
hara
cteris
tic
b
o
t
h
a
t
t
h
e
b
e
g
i
nni
ng
(f=
25
)
an
d
at
t
h
e
e
nd
(f=
28)
o
f
t
h
e
p
r
og
ra
m.
T
he
o
p
i
nio
n
o
f
t
h
e
pros
p
e
c
t
i
v
e
t
e
ache
r
E
B
as
“A
s
eg
re
g
a
t
i
on
wi
t
h
r
eg
a
r
d
t
o
r
e
l
i
g
i
o
n
,
l
an
gu
a
g
e,
r
a
c
e
a
n
d
s
ec
t
s
h
o
u
l
d
n
o
t
b
e
m
a
d
e
,
b
e
c
a
u
s
e
o
n
e
s
h
o
u
l
d
b
e
awa
r
e tha
t
in
d
i
vid
u
al
char
a
c
t
e
r
ist
i
cs are
m
or
e imp
o
r
t
a
n
t an
d ne
v
e
r
f
o
r
g
et
t
hi
s
.
”
an
d
th
e
st
a
t
e
m
en
t
by
Z
K
“
T
h
e
peo
p
l
e
sh
o
u
ld
b
e
ap
proa
c
h
e
d
w
it
ho
ut
m
argina
l
i
z
i
n
g
t
he
m,
w
it
ho
u
t
c
on
demn
i
n
g
t
h
em
f
o
r
t
h
e
i
r
t
ho
ugh
t
s
o
r
l
i
v
i
n
g
.
”
emp
h
a
s
i
ze
t
h
a
t
re
sp
ect
i
n
g
dif
f
e
re
n
ces
i
s
p
e
rc
ei
ved
as
a go
o
d
t
ea
c
h
er
c
hara
cteris
ti
c
.
In a
d
d
iti
o
n
, it
wa
s
fo
u
nd
t
h
a
t
t
he
“
bein
g
u
npre
j
udic
e
d
t
ow
ar
ds
s
tude
nts”
c
har
acte
r
i
st
ic
w
as
e
xpresse
d
b
y
t
he
s
am
e
prosp
ecti
v
e
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
165
-
1
72
17
0
teac
hers
a
t
the
beg
i
nn
ing
a
n
d
at
t
he
e
nd
o
f
t
h
e
pro
g
ram
.
S
E
com
me
nt
e
d
o
n
t
h
is
t
op
ic
a
s
“
T
he
y
s
h
ou
l
d
n
ot
b
e
prej
ud
ice
d
t
ow
ar
ds
t
he
s
t
u
de
nts
an
d
the
y
s
ho
u
l
d
d
i
s
i
nc
l
i
n
e
s
tud
e
n
t
s
f
rom
t
h
e
l
e
s
s
on
.”
;
A
S
s
t
a
t
e
d
,
“
a
good
teac
her
sh
ou
l
d
b
e
o
p
e
n
t
o
a
l
l
v
i
e
w
s
a
nd
sh
o
u
l
d
n
ot
h
a
v
e
p
r
e
j
u
d
i
ce
”;
a
nd
NY
st
a
t
ed
,
“a
g
oo
d
t
e
a
c
h
er,
i
n
m
y
op
ini
o
n,
s
ho
uld
appr
oa
ch t
he
s
tude
n
t
u
n
b
i
a
s
ed a
nd s
h
o
u
l
d
tr
ea
t
all st
u
d
en
t
s
e
qua
ll
y a
s
po
ssible.
”
Ta
b
l
e
5.
Them
e
-
a
ssessme
n
t
and
eva
l
ua
ti
o
n
At
t
h
e
b
e
g
i
nning
o
f
t
he
p
r
ogram
f
A
t
th
e
e
nd
of
t
he
p
rog
r
a
m
f
Be
ing
fa
i
r
/obj
ec
tive
33
B
e
ing
obje
c
ti
ve
U
s
ing
a
l
t
e
rn
a
tive a
sse
s
s
m
e
nt
a
nd e
v
a
l
ua
t
i
on a
pproac
h
e
s
H
o
lding
re
sponsi
b
l
e
f
or
w
ha
t
wa
s t
a
ught
35
19
12
Wit
h
rega
r
d
t
o
assessme
n
t
a
n
d eva
l
ua
ti
on, “be
in
g o
b
j
e
c
t
i
v
e
(
f
=3
3
)
”
bo
t
h
a
t
th
e
b
e
g
i
nni
ng
(f=
33
)
a
n
d
at
t
he
e
nd
(
f=35
)
of
t
he
p
r
ogr
am
w
as
f
ound
as
a
good
t
e
acher
c
h
ar
acte
r
ist
i
c
per
c
eive
d
b
y
p
ro
s
p
ect
i
v
e
teac
hers.
ZK
,
one
o
f
t
h
e
pro
s
pec
t
i
v
e
tea
c
h
e
rs
e
xpre
s
se
d
the
i
r
o
p
i
n
i
on
as
“
be
i
n
g
a
b
l
e
t
o
m
a
ke
a
f
a
i
r
an
d
ri
gh
t
e
ou
s
e
v
a
l
u
a
tio
n
w
i
t
hou
t
g
i
vi
ng
r
is
e
t
o
u
nju
s
t
g
r
a
d
i
n
g
o
r
b
a
c
k
i
n
g,
t
o
w
h
ic
h
m
o
s
t
o
f
us
h
a
d
b
e
e
n
e
x
pos
e
d
in
t
he
p
as
t,
s
ho
uld
be
one
o
f
t
h
e
char
acter
i
s
t
i
cs
a
t
e
a
c
h
er
h
a
s
.”
W
hen
th
e
o
p
i
n
io
ns
o
f
t
h
e
pros
pect
i
v
e
tea
c
h
ers
a
r
e
ex
a
m
i
n
ed
,
i
t
i
s
f
oun
d
th
at
“b
e
i
n
g
obj
ect
i
v
e”
i
s
th
e
mo
st
f
r
eque
n
t
l
y
e
mpha
siz
e
d
go
o
d
t
e
ache
r
c
har
act
er
i
s
t
i
c
rela
t
e
d to a
sse
s
sm
ent
an
d e
v
al
uat
i
o
n.
Whi
l
e
“
u
s
i
ng
al
t
e
rn
a
tiv
e
assess
me
n
t
a
nd
d
ev
a
l
u
a
ti
on
a
ppro
a
c
h
es
(f=19
)”
w
as
not
e
xp
re
sse
d
at
t
h
e
beg
i
nn
ing of th
e
p
rogr
am
, i
t
is
fo
un
d
a
t
t
he e
nd of t
he pro
gr
am
.
A com
m
ent b
y
o
ne
o
f t
h
e pros
pect
i
v
e te
ache
r
RY
s
how
s
t
h
a
t
t
her
e
i
s
a
se
arc
h
f
or
a
n
a
l
terna
t
i
v
e
i
n
e
val
u
atio
n
a
s
“
I
a
m
a
gai
n
s
t
a
l
l
k
in
ds
o
f
w
r
itte
n
e
x
am
s.
A
l
w
a
ys
t
he
s
a
m
e
a
s
se
ssm
e
nt
i
n
s
trume
n
ts
a
r
e
b
e
i
n
g
u
sed.
I
d
o
n
’
t
t
h
i
n
k
a
n
ymore
t
h
at
a
s
tude
nt
’
s
k
now
le
dge
cou
l
d
be
a
sses
s
ed
w
i
t
h
t
he
se
e
xam
s
.
P
r
ojec
t
sho
u
l
d
be
p
r
e
pa
red
a
n
d
res
e
arches
s
hould
be
c
onduc
ted
by
t
he
st
u
d
e
nt
s
an
d
i
n
m
y
opi
nio
n
,
a
g
ood
t
e
a
c
he
r
sh
oul
d
b
e
a
bl
e
to
r
e
vea
l
i
n
di
ff
ere
n
t
w
a
ys
w
h
e
ther
t
he
s
tude
nt
h
a
s
lear
n
t
.
”
A
noth
e
r
prospe
c
t
i
v
e
tea
c
h
er
CC
e
xpresse
d
t
h
e
i
r
op
i
n
i
o
n
s
a
s
“
the
aim
s
h
o
u
l
d
n
o
t
be
t
o
m
e
a
s
u
r
e
w
h
et
her
eac
h
stu
d
e
n
t
re
ac
he
d
the
sa
me
l
e
v
e
l
u
si
n
g
t
he
w
el
l
-
kn
ow
n
a
sse
ssme
n
t
i
n
s
t
r
u
m
e
n
ts;
a
t
e
a
c
h
e
r
shoul
d
be
a
ble
to
m
a
k
e a
n
e
valu
at
ion
t
o
w
a
rds assess
i
n
g
the effort of e
ach
s
t
u
de
nt.
”
“
H
o
l
d
i
ng
re
s
pon
si
bl
e
f
o
r wh
at wa
s
t
h
oug
ht
(
f=
9
)
”
i
s
a
goo
d t
e
ac
her
c
h
a
r
ac
t
e
rist
i
c
tha
t w
a
s
e
x
pressed
at
t
he
e
nd
o
f
t
he
p
r
ogram
.
The
s
t
atem
e
n
t
by
o
n
e
pr
ospe
ct
ive
tea
c
h
er
B
E
“I
f
I
w
oul
d
m
a
ke
a
n
e
x
am
,
first
I
w
o
u
l
d
l
o
ok
i
n
t
o
c
ohere
nce,
w
hic
h
s
u
b
j
ects
a
r
e
c
onta
i
ne
d
a
nd
w
h
a
t
have
t
he
s
t
u
de
n
t
s
lea
r
nt
,
I
w
o
u
l
d
l
o
ok
i
nto
t
h
i
s
.
I
wo
u
l
d
n
o
t
a
sk
a
bo
ut
t
he
t
hi
ng
s
I
h
a
v
e
n
’
t
t
a
ug
ht
.”
a
nd
t
he
c
om
me
nt
s
of
Ö
F
a
s
“
que
stio
ns
o
t
h
e
r
t
han
the
sub
j
e
c
t
s
ta
u
g
h
t
s
hou
l
d
n
o
t
b
e
aske
d
a
n
d
m
o
re
i
m
p
orta
nt
ly
t
he
s
t
u
d
e
n
ts
s
ho
ul
d
no
t
be
t
hr
ow
n
a
curve.” ar
e
re
m
a
rkable.
4.
DISC
USSION
The
e
x
perie
n
c
e
s
of
p
ros
p
ect
i
v
e
teac
hers
d
urin
g
t
h
e
i
r
prim
ary,
s
e
c
ond
ar
y
a
nd
hi
g
h
er
e
duc
ati
o
n
c
a
u
s
e
the
form
at
io
n
of
a
p
er
s
p
ec
ti
ve
o
n
wha
t
c
ha
rac
t
eris
t
i
c
s
a
t
ea
che
r
s
h
o
u
l
d
h
a
v
e
.
T
h
e
f
o
r
m
a
t
i
o
n
c
e
r
t
i
f
i
c
a
t
e
pro
g
ra
m,
w
hi
c
h
i
s
ex
pec
t
ed
t
o
for
m
k
n
o
w
l
edge,
ski
l
l
s
a
n
d
a
t
t
i
t
u
de
s
r
e
l
a
ted
t
o
t
e
ach
i
n
g
pr
ofess
i
on,
i
s
a
l
s
o
e
x
p
ect
ed
t
o
b
r
in
g
in
t
h
e
e
ffi
c
ie
n
t
t
ea
ch
er
c
h
a
rac
t
e
r
i
s
ti
c
s
.
At
the
en
d of
t
he
a
nal
y
s
i
s o
f
t
he
d
ata
o
b
t
ai
ne
d in th
i
s
stud
y,
t
he
c
ha
rac
t
e
r
is
tic
s
a tea
c
h
er
s
h
o
u
ld ha
v
e
ar
e grou
pe
d
un
d
e
r
“p
e
r
s
onal
ch
ara
c
t
e
ri
st
ic
s”,
“e
n
f
o
r
c
e
men
t
o
f
teac
h
i
ng
p
ro
cess”
,
“
e
stab
lish
i
ng
a
d
em
ocra
ti
c
cl
assroom
e
nv
ir
o
n
m
e
nt”
and
“
a
ssessm
ent
and
eva
l
ua
tio
n”
t
he
me
s.
Bas
e
d o
n
the
a
na
lys
i
s
of
t
he d
ata,
i
t
is
f
ou
n
d
t
ha
t th
at t
her
e
is
n
ot a
n
y
cha
n
g
e
i
n
th
e
cha
r
a
c
t
e
r
is
ti
c
s
o
f
effec
t
i
v
e
c
o
m
m
unica
ti
ons,
lov
i
ng
t
he
p
r
o
fess
io
n,
b
e
i
n
g
goo
d
hum
ore
d
,
be
ing
a
m
ode
l,
b
e
i
ng
o
pen
to
impro
v
i
n
g
o
n
e
s
elf
a
nd
inn
o
v
a
t
i
o
n
,
e
ndear
in
g
o
n
e
s
e
l
f
t
o
s
t
ude
n
t
s
,
a
nd
be
in
g
pa
t
i
e
n
t
.
H
ow
eve
r
,
alt
h
ou
g
h
t
hey
w
e
r
e
not
e
xpr
essed
a
t
t
he
b
egi
n
n
i
n
g
o
f
th
e
pro
g
ram
,
it
i
s
f
o
u
n
d
t
ha
t
t
h
e
c
h
a
r
ac
t
e
ri
st
i
c
s
of
b
ei
ng
n
on
-
op
press
i
ve,
be
in
g
to
ler
a
n
t
a
nd
be
in
g
ope
n
t
o
c
rit
i
ci
sm
h
ave
sta
rte
d
t
o
be
p
er
cei
ved
a
s
g
o
od
teac
he
r
cha
r
ac
t
e
ris
tics,
a
n
d
t
he
p
ro
g
r
a
m
h
as
a
c
o
n
tr
ib
u
tio
n
in
f
or
min
g
th
is
p
e
r
ce
ptio
n.
W
i
t
h
r
ega
r
d
t
o
p
ersona
l
cha
r
ac
t
e
ris
tics,
w
hil
e
e
nde
a
r
i
ng
the
teac
her
to
s
t
ude
n
t
s
w
a
s
ex
pr
esse
d
as
a
g
o
od
t
e
ac
her
c
h
ara
c
teris
tic
a
t
t
h
e
beg
i
nn
ing,
t
h
i
s
c
h
an
ge
d t
o
a
p
p
re
cia
t
i
n
g
t
h
e
s
t
ude
nt
at the
e
nd
o
f
t
he pro
gram
.
It
c
a
n
b
e
a
r
gu
e
d
t
ha
t
the
r
easo
n
f
o
r
t
h
i
s
c
h
a
ng
e
was
t
h
e
empha
si
s
o
n
th
e
s
t
ud
e
n
t
-
ce
nt
e
r
ed
a
p
p
r
o
a
che
s
i
n
the
c
o
urse
s.
Ç
eli
köz
a
n
d
Ç
e
t
in
[
9]
,
K
a
r
a
kelle
[
10]
a
nd
Ö
z
k
a
n
a
n
d
A
rsla
n
t
aş
[
11]
f
o
u
n
d
t
ha
t
effec
t
iv
e
c
o
m
m
uni
c
a
t
i
on,
l
o
v
in
g
t
h
e
pro
f
e
ssi
on,
bei
n
g ope
n
t
o
i
mpr
ovem
e
n
t
sho
u
l
d
be
p
rese
nt
i
n
an e
ffe
ct
i
v
e te
a
ching.
Whe
n
t
he
c
o
d
e
s
u
nder
the
“
e
nforce
me
nt
o
f
t
e
a
c
hi
n
g
p
r
o
ces
s”
a
r
e
e
x
amin
ed
,
it
i
s
se
e
n
t
h
a
t
t
h
e
cod
e
s
“en
a
b
li
ng
a
c
t
iv
e
p
a
rt
i
c
ip
at
io
n
,
u
si
ng
d
iff
e
re
n
t
m
e
t
hods
a
nd
t
e
c
hni
qu
es
,
ef
fec
tiv
e
p
l
ann
i
ng
,
en
ab
li
n
g
me
anin
g
f
u
l
l
e
a
r
ni
ng,
c
lass
m
a
na
g
e
me
n
t
,
dir
e
c
t
i
n
g
to
d
iffe
ren
t
r
eso
u
rc
es”
wer
e
n
o
t
e
m
p
ha
s
i
z
e
d
a
t
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
G
o
o
d
teac
he
r perce
p
t
i
ons
o
f
st
ude
n
t
s
at
te
nd
in
g
t
h
e ped
a
g
o
g
i
c
a
l
fo
rm
a
t
i
o
n…
(Z
eyne
p
A
y
vaz-T
unc
e
l
)
17
1
beg
i
nn
ing
of
t
h
e
p
ro
gra
m
.
In
a
dd
iti
o
n
,
it
is
r
em
a
r
kabl
e
t
h
a
t
a
l
t
h
o
u
gh
hav
i
ng
fie
l
d
k
n
o
w
l
edge
w
a
s
p
erc
e
ive
d
as
a
g
o
o
d
t
e
a
c
he
r
char
acter
i
s
tic
a
t
t
h
e
b
e
gin
n
i
n
g
o
f
t
he
p
r
ogra
m
,
t
he
c
ha
rac
t
e
r
is
tic
s
of
e
na
bli
ng
acti
v
e
part
ici
p
a
t
i
o
n
a
nd
be
in
g
a
gu
i
d
e
w
e
re
e
mph
a
siz
e
d
m
ore
a
t
t
he
e
n
d
.
Th
is
s
how
s
t
h
at
t
he
f
or
ma
t
i
o
n
p
r
o
g
r
a
m
i
s
effec
t
i
v
e
i
n
r
a
i
s
i
ng
aw
a
r
ene
ss
of
t
h
e
i
m
p
ortance
o
f
o
r
g
a
n
izi
n
g
pr
oce
s
se
s
w
h
ic
h
a
r
e
st
ude
n
t
-c
en
tere
d
and
w
h
ic
h
s
u
p
p
o
rt
m
ea
ning
ful
le
arni
ng.
I
t
is
a
ls
o
e
m
pha
siz
e
d
in
t
he
l
i
t
er
ature
t
h
a
t
h
a
v
i
ng
a
h
i
gh-
l
e
ve
l
fie
l
d
k
n
o
w
l
e
dg
e
i
s
n
ot
s
uffi
ci
e
n
t
in
e
n
f
o
r
c
i
ng
t
he
p
ro
c
e
ss
[
12
],
[
1
3
]
.
D
a
rlin
g-H
a
mm
ond
[1
4
]
a
rgue
s
tha
t
u
sing
a
w
i
de-spe
c
t
rum
o
f
t
e
ach
i
n
g
m
e
tho
d
s
for
enfor
c
ing
t
h
e
te
ac
h
i
ng
p
r
o
cess
is
o
n
e
o
f
th
e
ch
a
r
ac
t
e
ri
sti
c
s
o
f
a
q
u
a
li
fi
ed
t
ea
c
h
er.
Si
mi
l
a
rl
y
,
Ç
et
in
[
1
5
]
s
t
a
tes
t
h
at
a
n
i
d
eal
t
e
a
c
h
er
s
h
o
u
l
d
have
t
he
s
k
i
lls
t
o
enr
i
c
h
t
he
s
ub
jec
t
a
n
d
r
e
n
d
e
r
i
t
m
o
r
e
l
e
a
r
n
a
b
l
e
f
o
r
t
h
e
s
t
u
d
e
n
t
s
.
T
h
e
c
o
u
r
s
e
s
p
r
o
v
ide
d
i
n
t
h
e
ped
a
g
o
g
ica
l
f
orm
a
ti
on
p
ro
gra
m
s
sho
u
l
d
b
e
enr
i
c
h
ed
w
i
t
h
a
ne
cdo
t
es
a
bo
u
t
r
e
a
l
cla
s
sr
o
o
m
e
xper
i
en
c
e
s
a
n
d
c
a
se
s
tud
i
es,
i
n
a
d
d
iti
on
to
t
he
the
o
ry.
The
i
n
struc
t
ors
s
h
ou
ld
f
oc
u
s
o
n
c
a
s
e
s
tud
y
u
se
a
n
d
e
x
p
e
ri
en
ce
s
h
a
rin
g
as
a
t
e
ach
i
n
g
met
h
od
w
h
e
n
pla
n
ni
ng
th
eir c
ourses [
16].
A
t
t
h
e
e
n
d
o
f
t
h
e
d
a
t
a
a
n
a
l
y
s
i
s
,
t
h
e
c
o
d
e
s
“
r
e
s
p
e
c
t
i
n
g
d
i
f
f
e
r
e
n
ces”
a
n
d
“
b
ein
g
unpr
ej
ud
ic
ed
t
ow
ards
stude
n
t
s”
w
e
r
e
ob
t
a
i
n
e
d
a
nd
gro
upe
d
u
n
d
er
t
he
t
hem
e
“
e
s
ta
b
lis
hi
ng
a
d
emo
c
rat
i
c
cl
as
sro
o
m
e
nvi
ro
n
m
en
t
”
.
D
u
e
t
o
o
b
t
a
i
n
i
ng
t
h
e
sam
e
c
o
d
es
a
t
the
be
ginn
i
ng
an
d
a
t
t
h
e
e
n
d
o
f
t
h
e
pr
o
g
r
a
m
,
a
nd
du
e
to
l
ac
k
of
c
h
a
nge
i
n
the
fre
q
ue
ncie
s,
it
w
a
s
c
o
nc
lu
de
d
tha
t
t
he
re
w
a
s
n
o
t
a
n
y
c
han
g
e
i
n
t
h
e
perc
ept
i
o
n
s
of
t
he
p
ros
p
ecti
v
e
teac
hers.
H
o
w
e
ver
,
w
he
n
the
qu
o
t
at
i
o
n
s
a
re
c
ons
ide
r
ed,
it
w
a
s
f
o
und
tha
t
t
he
p
ros
p
ec
tiv
e
t
e
ache
r
s
perc
eive
d
th
i
s
a
s
a
go
o
d
t
ea
c
h
er
c
ha
r
acter
ist
i
c
d
u
e
t
o
t
heir
l
ear
nin
g
e
x
p
e
r
ien
c
es
i
n
n
on-
de
moc
r
atic
c
l
a
ssr
oom
env
i
ro
nm
en
ts.
A
c
cordi
n
g
t
o
F
iel
d
a
n
d
F
ie
ld
[
17],
ide
a
l
and
e
f
fi
ci
en
t
t
e
ach
e
r
s
s
hou
ld
b
e
awa
r
e
o
f
t
he
d
i
f
f
e
ren
c
es
o
f
t
h
e
i
r
st
ud
en
t
s
a
n
d
h
av
e
t
h
e
cap
a
c
i
t
y
t
o
t
a
k
e
th
e
r
eq
uire
d
m
easure
s
.
As
I
lgar
[
1
8
]
asser
t
s,
t
he
teac
hers
s
ho
u
l
d
ha
ve
a
m
ore
de
moc
r
atic
a
nd
e
ga
l
itar
i
an
d
i
s
c
i
pl
i
n
e
a
t
t
i
t
u
d
e
r
a
t
h
e
r
t
h
a
n
a
h
a
r
s
h
di
sc
ip
li
ne
a
p
p
roa
c
h.
Whi
l
e
t
h
e
p
ros
p
ect
iv
e
t
e
a
c
he
rs
p
erc
e
i
v
e
d
o
nly
“b
ei
n
g
ob
j
e
c
t
i
v
e
”
a
s
a
go
o
d
t
ea
c
h
er
c
har
acter
ist
i
c
rela
t
e
d
to
a
sse
s
sm
ent
a
n
d
ev
a
l
u
a
t
i
o
n
a
t
the
beg
i
nn
i
ng,
i
t
is
s
e
e
n
t
ha
t
the
y
e
m
p
h
a
size
d
,
i
n
a
d
di
ti
o
n
t
o
t
h
is
cha
r
ac
t
e
ris
tics,
t
h
e
a
bi
l
i
t
y
t
o
ma
ke
a
l
t
e
r
na
ti
ve
e
va
lua
t
i
o
n
an
d
h
o
l
d
i
ng
r
e
spon
sib
l
e
f
o
r
w
h
at
w
a
s
t
a
u
gh
t
cha
r
ac
t
e
ris
tics.
I
t
c
oul
d
be
a
r
gue
d
t
h
at
t
h
i
s
enric
h
m
e
nt
i
n
the
i
r
p
e
r
s
p
e
c
t
i
v
e
a
b
o
u
t
a
s
s
e
s
s
m
e
n
t
a
n
d
e
v
a
l
u
a
t
i
o
n
arise
from
t
he
cour
se
s ta
ke
n
i
n
t
he
f
orm
a
ti
o
n
p
ro
gra
m
a
nd t
h
e
e
xp
eri
e
n
c
e
s
h
a
d
.
Wh
en
t
h
e
g
o
o
d
t
e
ach
er
p
e
r
c
e
p
t
i
o
ns
o
f
th
e
p
r
o
s
p
e
c
t
iv
e
tea
c
h
ers
a
re
c
ompa
red
i
n
g
ener
al,
i
t
i
s
conc
l
ude
d
t
h
at
t
he
P
e
d
a
g
o
g
i
c
a
l
F
o
rm
ati
o
n
Cert
i
f
ica
t
e
P
r
ogram
w
a
s
m
o
re
i
nfl
u
en
t
i
a
l
i
n
the
i
r
perc
e
p
t
i
on
s
abo
u
t
t
he
r
ol
e
of
t
he
t
eac
h
e
r
in
t
he
t
ea
c
h
i
n
g
proce
s
s
a
n
d
asses
sment
an
d
e
v
a
l
u
a
t
i
o
n
r
at
her
th
a
n
t
h
e
i
r
perc
ep
ti
o
n
s
ab
ou
t
pe
rs
ona
l
c
h
ara
c
teris
t
ics
a
nd
es
ta
bl
is
hin
g
a
d
em
ocra
t
i
c
cla
s
sr
oom
e
nv
i
r
onme
n
t
.
O
cak
a
nd
G
ü
n
düz
[
19]
c
onc
l
ude
d
tha
t
t
he
p
r
o
spec
t
i
ve
t
ea
cher
s
ha
d
dif
f
ere
n
t
p
e
r
ce
p
t
i
o
ns
a
bo
u
t
t
he
t
e
a
c
h
ing
pro
f
e
ssion
befor
e
a
n
d
a
ft
er
t
he
c
o
u
rse
“
I
ntroduc
t
i
o
n
t
o
T
eac
h
i
n
g
P
r
o
fess
i
o
n”
.
H
o
w
e
ve
r,
B
aşba
y
,
Ü
nve
r
an
d
Büm
e
n’s
[2
0]
s
tu
d
y
f
o
u
n
d
t
h
a
t
t
he
s
e
c
on
da
ry
e
d
u
c
a
tio
n
tea
c
h
er
t
r
a
in
i
ng
p
r
o
c
e
s
s
c
o
u
l
d
not
c
on
t
r
i
but
e
t
o
a
p
o
s
i
tiv
e
cha
nge
i
n th
e
att
itu
de
s
o
f
t
he
stude
nts
t
o
w
a
rd
s te
ach
in
g pr
of
es
sion.
5.
CONCL
US
IO
N
Wh
en
i
t
i
s
c
onsid
e
r
ed
t
h
a
t
t
h
e
“
g
o
o
d
t
e
ach
er
p
e
r
c
e
p
t
io
ns”
o
f
t
h
e
p
r
o
s
p
ecti
v
e
t
e
ach
er
w
as
n
o
t
f
o
r
me
d
in
a
purp
o
se
fu
l
or
d
e
l
ib
era
t
e
ma
nner
at
t
he
b
eg
i
n
n
i
ng
o
f
t
he
p
r
o
g
r
a
m
,
i
t
c
a
n
be
a
rg
ue
d
tha
t
t
he
se
p
erc
e
pt
ion
s
w
e
r
e
f
orm
e
d
w
i
t
h
t
he
h
i
dde
n
c
u
rricu
lum
.
W
he
n
the
c
o
d
e
s,
e
m
e
rge
d
a
t
the
beg
i
nn
i
n
g
an
d
a
t
t
he
e
n
d
o
f
t
h
e
pro
g
ra
m,
w
er
e
a
n
al
yze
d
i
n
c
o
m
p
ar
ison,
t
h
e
c
ha
n
g
e
in
t
he
c
ode
s
u
n
d
e
r
t
h
e
t
hem
e
s
“
p
ersona
l
c
h
ara
c
ter
i
st
ics”
and
“
e
sta
b
l
i
sh
i
ng
a
dem
o
cra
t
i
c
c
lassro
o
m
envir
onm
en
t”
s
e
e
m
e
d
le
ss,
w
h
i
l
e
t
h
ere
w
e
re
m
ore
cha
nges
in
t
he
code
s
un
de
r
t
h
e
“
e
nfor
cem
en
t
of
t
e
a
c
h
i
n
g
p
r
oc
ess”
a
n
d
“
asse
ssm
e
nt
a
n
d
e
val
u
a
t
io
n”.
P
u
t
i
t
d
iffere
nt
ly,
i
t
i
s
conc
l
ude
d
tha
t
t
he
i
nfl
u
ence
o
f
the
pro
g
ram
on
t
h
e
goo
d
teac
her
p
erc
e
pt
i
ons
i
s
m
o
r
e
p
rom
i
ne
n
t
i
n
t
h
e
perc
ep
ti
o
n
s
re
l
a
ted
to
“
enfor
cem
ent
o
f
t
ea
c
h
ing
proc
ess”
a
nd
“
a
sse
ssment
and
ev
al
u
a
ti
o
n
”
.
In
t
h
i
s
con
t
ex
t
,
i
t
ca
n
be
a
rg
ued
tha
t
t
he
i
n
f
lue
n
ce
o
f
t
h
e
hidde
n
c
u
rricu
l
u
m
is
m
o
re
p
r
o
mine
n
t
on
t
h
e
t
h
em
es
“
person
al
c
h
ara
c
t
e
ri
st
i
c
s”
o
f
a
go
od
t
each
e
r
a
nd
“
e
s
t
a
b
l
i
s
hi
ng
a
d
e
m
o
c
ra
t
i
c
c
lassro
o
m
en
vir
onme
n
t”,
a
n
d
t
h
e
i
n
fl
ue
nc
e
of the
offic
i
a
l
c
urricu
lum
,
i
.
e
.
t
h
e peda
g
o
g
i
c
a
l form
ati
o
n
c
e
r
t
ifica
t
e
pro
g
ra
m,
i
s more
p
r
o
minen
t
i
n t
h
e
t
h
em
es
“en
f
o
rc
emen
t
o
f
t
ea
chi
n
g
p
r
oc
e
ss”
a
n
d
“a
sse
ssme
n
t
and
e
v
al
u
a
t
i
o
n”.
I
t
w
as
d
iff
i
c
u
lt
to
r
evea
l
th
e
re
asons
f
or
t
he
c
h
a
n
g
e
or
l
ack
o
f
c
h
a
n
ge
i
n
t
h
e
p
e
rcep
ti
o
n
o
f
t
h
e
pros
pec
t
i
v
e
tea
c
her
s
s
i
n
ce
t
h
e
data
w
e
r
e
co
ll
ecte
d
i
n
w
r
it
t
e
n
f
orm.
N
ot
u
s
i
n
g
d
i
f
fere
n
t
d
ata
co
l
l
ec
ti
o
n
t
oo
ls
i
s
an
i
m
por
tan
t
l
i
m
i
t
a
t
i
o
n
of
t
he
s
t
u
dy.
W
it
h
furt
he
r
stu
d
ie
s,
c
on
du
c
t
ed
w
ith
d
if
f
e
ren
t
d
ata
col
l
e
c
t
i
o
n
too
l
s,
t
h
e
fa
ct
ors in
fl
ue
n
c
in
g
the
for
m
a
tio
n o
f
go
o
d
tea
cher
per
cept
i
o
ns c
ou
ld
b
e in
ve
sti
g
at
ed
.
ACKNOW
LEDG
E
MEN
T
S
This study was pres
e
nt
e
d
a
s
an
o
ral pr
esen
ta
ti
o
n
at
t
h
e
6t
h I
n
t
e
r
nat
i
ona
l C
o
n
g
ress on
Cur
r
i
c
u
l
u
m
and
Ins
t
r
u
c
tio
n
at K
a
f
kas
U
n
ive
r
si
t
y
h
e
l
d 11
-13
O
c
to
ber
20
18,
K
ars, Turke
y.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
165
-
1
72
17
2
REFE
RENCES
[1]
Yüksek
Ö
ğreti
m
K
uru
l
u
(
Y
Ö
K
),
"
Pe
da
goj
i
k
f
o
r
m
asyon
eğitimi
sert
i
f
i
k
a
p
ro
g
r
amı
n
a
iliş
k
i
n
us
ul
v
e
esaslar,"
An
kara,
2
01
4.
[2]
M
e
m
duh
oğ
lu,
H
.
B
.
and
To
psa
k
al,
C.,
"
Ö
ğrenci
v
e
öğ
retim
elem
anl
arının
g
örüşlerine
g
öre
ortaöğretim
A
l
a
n
öğretmenliğinin
t
ezsi
z
y
ük
se
k
lisa
n
s
p
r
og
ra
ml
arı
n
ı
n
n
i
t
eliği
ve
p
ro
gra
m
la
rd
a
ya
şa
na
n
soru
n
l
a
r
,"
Ege E
ğ
itim
Der
g
isi
,
vol.
9(1),
p
p
.
9
5-12
9,
2008
.
[3]
Gü
nd
oğd
u,
C
.
,
Ço
ban
,
B
.
and
A
ğ
i
r
baş,
Ö
,
"The
o
pin
i
o
n
s
of
t
e
ach
e
rs
a
nd
t
e
a
c
h
e
r
c
a
ndi
dat
e
s
of
p
hy
sical
e
ducat
io
n
a
n
d
sp
orts
a
bo
ut
t
he
s
u
ffic
i
e
n
c
y
o
f
forma
t
io
n
c
o
u
r
se
s,"
E
rzincan Ü
n
iver
sitesi E
ğ
itim F
a
kültesi
D
e
rgi
s
i
,
v
o
l
.
12(2),
pp
.
9
7-11
4,
2
0
1
2
.
[4]
Yap
ı
cı,
M
.
a
n
d
Y
ap
ıcı,
Ş
.
,
"
Ö
ğret
men
aday
ları
nın
ped
a
go
ji
k
fo
rm
asyona
ilişkin
met
a
f
o
r
l
ar
ı,"
Tu
rk
ish
Stud
ie
s,
vo
l.
8
(8),
p
p
.
1
4
2
1-14
29
,
2
0
1
3
.
[5]
Yılmaz,
G
.
,
"
P
e
dagojik
f
or
masyon
y
ol
uyla
ö
ğretmen
yetiştir
me
u
y
gul
am
ala
r
ın
da
k
arşıl
a
şılan
g
ü
çl
ük
ler
ve
m
ezun
l
arın
i
s
t
i
h
d
a
ml
arının
d
eğ
erl
e
nd
irilm
e
si,"
Un
pu
blish
e
d M
a
s
t
er
T
h
esi
s
,
F
ı
rat
Üni
v
ersit
e
si,
Eği
tim
B
ili
ml
e
r
i
En
st
itü
s
ü,
Elazı
ğ,
2
01
5.
[6]
Çiçek
S
ağ
lam
,
A
.
,
"
P
e
d
a
goj
ik
f
orm
a
sy
on
s
ertifika
p
r
og
ram
ı
n
ı
n
et
kil
i
liğ
ini
n
ö
ğrenci
g
örü
ş
l
e
rin
e
g
öre
d
e
ğe
rle
n
diril
m
e
s
i,"
K
ı
r
ı
kka
le Ü
n
iversi
tesi S
o
s
y
al
Bili
m
l
er
Der
g
i
s
i
,
vo
l. 5
(2)
, pp
. 63
-
73
,
2
0
1
5
.
[7]
Açı
k
g
ö
z, K.,
"Aktif Öğren
me",
E
ğ
i
tim Dünyas
ı
Yay
ı
nla
r
ı
, İz
m
ir
, 2
00
3.
[8]
Yal
ç
ın,
S
.
,
"Teacher
b
e
h
avi
o
u
r
s
exp
l
ain
i
n
g
T
urkish
a
nd
D
ut
ch
s
t
ud
ent
s
’
m
a
th
ematic
ach
ievem
e
n
t
s
,
"
International
Jou
r
n
a
l
o
f
Eva
l
u
a
ti
on
an
d R
e
se
arch
in Education
(
I
J
E
R
E
)
,
vo
l.
6
(2
),
p
p
.
17
4-1
82,
2
017
.
[9]
Çeli
k
ö
z
,
N
.
a
nd
Ç
et
in,
F
.,
"
A
n
a
do
lu
ö
ğ
r
etm
e
n
lis
e
si
ö
ğ
r
encil
e
ri
n
i
n
öğ
retm
enlik
m
e
sl
e
ğ
in
e
yönel
i
k
tutuml
arını
etk
i
l
e
yen
etm
e
nler,
"
Mil
li E
ğ
i
tim Dergi
s
i
,
v
o
l
. 1
62
(1), p
p.
13
9
-1
5
7
,
20
04
.
[10]
Ka
ra
ke
lle
,
S.
,
"
Ö
ğ
r
e
t
m
e
nle
r
in
e
tk
il
i
öğretmen
t
a
n
ıml
a
rının
etki
li
öğret
menlik
b
oyutlar
ı
na
g
ör
e
incelenmesi
,
"
E
ğ
itim
ve Bilim
,
v
o
l
. 30
(
13
5), 2
00
5.
[11]
Özk
a
n,
M
.,
a
nd
Ars
l
antaş
,
H
.
İ.,
"
E
tkili
ö
ğ
retm
en
ö
zell
i
kleri
ü
zeri
n
e
si
ra
l
a
m
a
y
öntem
iyle
b
i
r
ö
lçekl
e
m
e
çal
işm
a
si,"
T
r
a
kya U
n
iver
sity Jo
ur
na
l of S
o
c
i
al
Sci
e
nce
,
v
o
l
. 1
5(1),
20
13
.
[12]
Çiltaş,
A
.
,
a
nd
A
kıll
ı,
M
.
,
"
Öğre
tmenleri
n
pedagoj
i
k
ye
t
e
rl
i
l
i
k
l
e
ri,
"
M
e
hmet
A
k
i
f
E
r
soy Ünivers
itesi Sosyal B
iliml
e
r
E
n
s
t
i
t
üs
ü
D
e
rg
is
i,
vo
l
. 3
(4)
, pp
. 6
4
-
72
,
2
0
1
1
.
[13]
Ta
ne
ri,
P
.
O
.
,
"
Öğre
tme
n
a
d
a
yla
r
inin
p
e
d
a
g
ojik
f
orma
sy
on
s
e
r
t
i
f
ik
a
pro
g
ram
i
n
i
n
n
i
t
e
li
ği
h
ak
kindak
i
görü
ş
l
e
ri
(Çankiri i
l
i
örneği
)
,"
Ka
stamo
n
u
Ed
uc
a
tion
J
o
u
r
na
l
,
vo
l. 2
4(3
)
,
p
p
. 9
97
-10
1
4
,
20
1
6
.
[14]
Darl
ing-Ha
m
m
o
nd,
L.,
"
T
eacher
q
uality
a
nd
s
t
u
dent
achi
e
vem
e
nt
:
a
rev
i
ew
o
f
s
t
ate
po
licy
evi
d
en
ce,
"
J
o
ur
na
l of
Educat
ion Polic
y A
n
alysis,
8
(
1
)
,
vo
l. pp
. 6-1
1
, 2
0
0
0
.
[15]
Çeti
n, Ş.
,
"İdeal
ö
ğ
r
et
m
e
n
ü
zerine bi
r araştırm
a
,"
Mi
l
li E
ğ
it
i
m
Der
g
is
i
,
vo
l. 1
49
,
O
cak, Şu
b
at,
Ma
rt 20
0
1
.
[16]
D
a
l
g
ı
ç
,
G
.
,
D
o
y
r
a
n
,
F
.
a
n
d
V
a
t
a
n
a
r
t
ı
r
a
n
,
S
.
,
"
Ü
c
r
e
t
l
i
ö
ğ
r
e
t
m
e
n
l
e
r
i
n
,
k
a
tı
ld
ık
l
a
r
ı
p
e
d
a
g
oj
ik
f
o
r
ma
s
y
on
p
r
o
g
r
a
m
ın
a
ilişk
i
n
deneyi
ml
eri
,
"
Ak
de
niz E
ğ
it
im
A
r
a
ş
t
ı
rm
a
l
ar
ı
Der
g
i
s
i
,
vol.
11,
p
p.
3
9-5
4
,
2012.
[17]
F
i
e
l
d
,
B
.,
F
i
e
ld
,
T
.
,
et al
, "
T
each
ers
as M
en
tors
: A P
r
acti
cal G
u
i
d
e
,"
T
h
e Falmer
Pr
ess
,
L
ond
on
, 1
99
4.
[18]
Ilgar,
L
.
, "Eğiti
m Yöne
t
i
mi
,
Okul
Yöne
t
i
m
i
,
S
ını
f
Yöne
timi,"
Bet
a
Yay
ı
nc
ı
l
ı
k
,
İst
a
nb
ul, 20
0
5
.
[19]
Ocak,
G.
a
nd
G
ündüz,
M
.,
"
Eğ
itim
f
akü
l
tesini
y
eni
kazanan
öğret
men
adayları
nın
öğret
m
enlik
m
esleğine
g
iriş
ders
ini
alm
a
dan
önce
v
e
a
l
d
ık
ta
n
so
nra
öğ
re
tme
n
lik
me
s
l
e
ğ
i
ha
k
k
ındaki
m
e
t
a
f
o
r
l
a
rının
karşı
l
aş
tırıl
ması,"
Afy
on
Kocatepe Üni
versi
t
e
si
Sosyal
Bil
iml
e
r
Dergi
s
i
, vo
l
.
8(2
)
,
pp
. 2
93
-3
10
,
2
0
0
6
.
[20]
Başbay
,
M.
,
Ün
ver,
G
.,
a
nd
B
ümen,
N
.
T
.,
"O
rt
aö
ğ
r
et
i
m
a
lan
ö
ğ
re
tmenliği
tezsiz
y
üksek
lisa
n
s
öğrencileri
n
i
n
öğ
retm
enlik
m
e
s
l
e
ği
ne
y
ö
n
eli
k
t
u
t
umları:
Bo
yla
m
s
a
l
b
i
r
çalı
ş
ma,
"
K
u
ram
ve
U
y
gul
a
mada E
ğ
i
tim
Yö
net
i
mi
,
v
o
l
.
59
(59
)
,
p
p
.
3
45
-366
,
2
00
9.
Evaluation Warning : The document was created with Spire.PDF for Python.