https://www.um.edu.mt/library/oar/handle/123456789/37099 2026-04-12T10:16:37Z 2026-04-12T10:16:37Z https://www.um.edu.mt/library/oar/handle/123456789/19086 2019-05-20T08:19:00Z 2003-01-01T00:00:00Z

Title: Mediterranean Journal of Educational Studies : Volume 8, Issue 2 Abstract: Mediterranean Journal of Educational Studies, Volume 8, No. 2 (2003) Description: Contents Include : Sauver l’Université by Mohamed Mébarki (Book Review) / Mohamed Miliani

2003-01-01T00:00:00Z Kiraz, Ercan https://www.um.edu.mt/library/oar/handle/123456789/19085 2017-05-18T01:20:27Z 2003-01-01T00:00:00Z

Title: The impact of supervising teachers : are they really competent in providing assistance to teacher candidates' professional growth? : reflections from Turkey Authors: Kiraz, Ercan Abstract: This study investigates how teacher candidates assess their supervising teachers’ supervisory competence in Turkey. Through a questionnaire and an interview schedule specifically developed for this study, teacher candidates were asked to assess their supervising teachers’ competence in terms of preparation for supervision, instructional planning and reflection, and collegial supervision and effective mentoring. Data were gathered from 690 teacher candidates, who went through practice teaching in their last year in college. The results indicated that most teacher candidates rated their supervising teachers as ‘poor’ or ‘partially competent.’ Although no main difference was found between supervising teachers’ competence in ‘preparation for supervision,’ and in ‘collegial supervision and mentoring,’ supervising teachers were deemed to be less competent in ‘instructional planning and reflection.’ Results showed that supervising teachers need to understand their role and responsibilities to demonstrate better supervisory skills for an effective practicum.

2003-01-01T00:00:00Z Aypay, Ahmet https://www.um.edu.mt/library/oar/handle/123456789/19084 2017-05-18T01:20:25Z 2003-01-01T00:00:00Z

Title: The relationship between state and higher education : the case of Mulkiye College in Turkey Authors: Aypay, Ahmet Abstract: This article describes the special relationship between the state and higher education in Turkey in the context of a case study of Mulkiye College, currently the College of Political Sciences at Ankara University. By focusing on the social and organizational context within which institutionalization takes place, it shows how conflict and functional factors each play a role in the process of institutionalization. The article demonstrates how attention to an organization and its field yields critical information about the macro processes that govern micro individual habits as well as taken-for-granted outcomes that contribute to our understanding of societal order. It is suggested that Mulkiye College presents a unique case study that contributes towards an understanding of the relationship between higher education organizations and the state in Turkey.

2003-01-01T00:00:00Z Jabr, Dua' 'Ahmad Faheem' https://www.um.edu.mt/library/oar/handle/123456789/19083 2017-05-18T01:20:24Z 2003-01-01T00:00:00Z

Title: Teaching critical thinking in the English language classroom : the case of Palestine Authors: Jabr, Dua' 'Ahmad Faheem' Abstract: Teaching critical thinking has become a major goal of contemporary education. In spite of this, few studies address the issue of teaching critical thinking in Palestinian educational institution; therefore, this study examines teachers’ perception about teaching critical thinking skills in Palestinian schools. It employs different data collection tools, including a questionnaire, interviews, classroom observations, and the inspection of exams and worksheets. The study reveals that Palestinian schools do not teach critical thinking skills effectively and consistently. It discusses the following factors that impede the teaching of critical thinking: (a) Teachers lack training in critical thinking, (b) The classroom environment does not enhance thinking, (c) Most questions posed to students require recall of information, (d) Pupils are not given enough wait time to answer thoughtful questions, (e) Pupils are not trained to regulate their learning processes.

2003-01-01T00:00:00Z