İngilizce Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933
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Article Vocabulary in an English Medium Instruction Context : Selection and Difficulty(2018) Nural, ŞükrüVocabulary has long been an important issue in English as a foreign language learning and in academic disciplines but scant attention has been paid to vocabulary learning in English Medium Instruction (EMI) contexts. In this exploratory study, vocabulary learning in the social sciences was investigated from the perspective of first-year undergraduate students in Turkey. An open-ended questionnaire was administered to 161 freshmen majoring in International Relations and Philosophy. The findings suggest that students tended to remember vocabulary for reasons pertaining to the characteristics of the lecture, the lecturers’ delivery style, to the characteristics of the students themselves and to the nature of the lexical items they were exposed to during their lectures. Some recommendations are suggested to inform lecture delivery in EMI contexts.Presentation Flipped Learning Course Design Tool Kit(MEF University, 2016) Kurban, Fell CarolineCurriculum Design, Higher Education, Curriculum Theory, Learning And Teaching In Higher Education, Curriculum Development, Curriculum and Instruction, Flipped Classroom, Flipped learning.This presentation describes the theories and practice behind flipped learning course design at MEF University.Book The New University Model : Flipped, Adaptive, Digital and Active Learning (fadal)(FL Global Publishing, 2019) Şahin, Muhammed; Kurban, Caroline Fell; Mazur, EricThis book is the academic version of The New University Model with an added focus on Adaptive, Digital and Active Learning (FADAL) and a future perspective on higher education. You can learn about flipping a lesson or class from many educators, but only a few people in the world have experienced flipping multiple university departments or an entire university. What could you learn from spending a few hours with the authors who have deep insight into the process of starting, managing, and scaling Flipped Learning in higher education? MEF University is the first fully flipped university in the world. The 2018 graduating class included students who earned their degrees through Flipped, Adaptive, Digital and Active Learning programs in: mathematics education, guidance and psychological counselling, law, computer engineering, electronics and electrical engineering, industrial engineering, civil engineering, mechanical engineering, economics, business administration, psychology, political science and international relations, architecture, and interior design. In this book, MEF’s rector and the director of the Center for Research and Best Practices in Learning and Teaching share invaluable insights that are not available anywhere else. Whether you are a professor considering flipping your class, a dean or a department head considering expanding your Flipped Learning program, or a rector, president or provost looking for a future perspective on higher education, this book will put you on a clear and proven fast track. The book also includes the framework and set of best practices recently developed by the Academy of Active Learning Arts and Sciences (AALAS) through a cohort of 100 experienced Flipped Learning practitioners in 49 countries. The framework will help you avoid the big mistakes as you embrace and scale Flipped, Adaptive, Digital and Active Learning in higher education. “The book is a must-read for any innovative educator or higher education administrator.” -- Dr. Eric Mazur, School of Engineering and Applied Sciences and School of Education, Harvard University.Book The New University Model : Scaling Flipped Learning in Higher Education(FL Global Publishing, 2019) Şahin, Muhammed; Kurban, Caroline Fell; Mazur, EricYou can learn about flipping a lesson or class from many educators, but only a few people in the world have experienced flipping multiple university departments or an entire university. What could you learn from spending a few hours with the authors who have deep insight into the process of starting, managing and scaling Flipped Learning in higher education? MEF University is the first fully flipped university in the world. The 2018 graduating class included students who earned their degrees through Flipped Learning programs in: mathematics education, guidance and psychological counselling, law, computer engineering, electronics and electrical engineering, industrial engineering, civil engineering, mechanical engineering, economics, business administration, psychology, political science and international relations, architecture, and interior design. In this book, MEF’s rector and the director of the Center for Research and Best Practices in Learning and Teaching share invaluable insights that are not available anywhere else. Whether you are a professor considering flipping your class, a dean or a department head considering expanding your Flipped Learning program, or a rector, president or provost considering expanding your Flipped Learning program, this book will put you on a clear and proven fast track. The book also includes the framework and set of best practices recently developed by the Academy of Active Learning Arts and Sciences (AALAS) through a cohort of 100 experienced Flipped Learning practitioners in 49 countries. The framework will help you avoid the big mistakes as you embrace and scale Flipped Learning in higher education. “The book is a must-read for any innovative educator or higher-education administrator.” -- Dr. Eric Mazur, School of Engineering and Applied Sciences and School of Education, Harvard University.Book Part Citation - WoS: 1Differentiating Flipped Learning Approaches for the Diverse Needs of the Faculty of Economics, Administrative, and Social Sciences(Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed…Article An Analytic Look at a Language Course Design Model(2017) Mutlu, Gülçin; Ece Sarıgül; Sarigul, EceThis study aims to qualitatively examine and elaborate on the characteristics of the course design model devised by Graves (2000). Drawing upon the traditional components and principals of instructional design, Graves' course design model is innovative or different in that it has been more specially developed for language course design purposes and thus is believed to be more suited to the nature of language courses with its consideration of the main elements or characteristics of language teaching and learning processes. This descriptive study centers upon the seven main examination criteria, which are in fact the main procedures as suggested by Graves (2000). These are a) defining context, b) conceptualizing content, c) organizing the course, d) formulating goals and objectives, e) assessing needs, f) developing materials and finally g) designing an assessment plan. In this essence, each criterion was first introduced and explained in detail before the researchers extend their critical outlook into the functionality and practical use of the relevant steps and strategies recommended by Graves (2000). This critical analysis and review on the Graves' course design model revealed that the model employs the traditional components of the ADDIE generic and lends itself well also to be used in the other disciplines other than foreign languages. The final part of this report will provide suggestions as regards the potential application of the model specifically in English language curriculum development and more broadly in the curriculum and course development procedures pertaining to other discipline areas.Conference Object Pre-Service English Language Teachers’ Learning Experiences and Perceptions During Their First Practicum(AAAL 2019, 2019) Tekiner Tolu, Aylin; Nural, ŞükrüPracticum is one of the most important components of pre-service teacher education programs (Price, 1987). To better design the curriculum of the practicum and ensure the utmost growth, this study examined in depth the experiences and perceptions of the pre-service English language teachers during their first practicum. In the study setting, the undergraduate program stands out as unique and innovative because it includes practicum in four semesters beginning with two days per week in the 3rd year and three days in the 4th year. Therefore, a qualitative case study was conducted with the 15 interns in their first practicum. For participant triangulation, 15 mentor teachers and 3 university supervisors participated in the study as well. The data were collected via online open-ended pre and post-questionnaires, students’ weekly journals and reflective reports, and focus-group interview. The data were analyzed through content analysis and constant comparison method by identifying key terms and creating themes and categories (Creswell, 1998). To increase trustworthiness, in addition to member checking, two researchers analyzed the data, compared their results, and a total interrater agreement was achieved (Leech & Onwuegbuzie, 2007). The findings reveal a very complex and multifaceted experience for the interns leading to growth with certain aspects to be worked on for improvement. The study signifies that the interns mainly focused on generic dimensions of pedagogy rather than those related to the specifics of language teaching. Findings also unearth their perceptions about the demands of the teaching profession in general, managing stress, increase in self-efficacy, learning about doing critical classroom observation, having a sense of collegiality, and revising career plans. Based on these findings, we believe that it is necessary to bring the particulars of classroom-based language teaching to the interns’ attention by providing them with structured classroom observation checklists and guidelines for reflections.Conference Object Evaluating a Model From Two Perspectives: Teachers and University Scholars(Iated-INT Assoc Technology Education & Development, 2016) Aktekin, Nafiye ÇiğdemProductive strategies for evaluating outcomes are becoming increasingly important for the improvement of teacher education [1] and for any model that claims to offer the best practice. The University within School (UwS) model suggests that teacher education must be done through collaboration between universities and schools. According to Ozcan [2], the model combines two models of professional education: one is the traditional "apprenticeship-journeyman-master's" model, which is practice-based; the other is modern professional education, which is mostly based on theoretical knowledge and is implemented through formal schooling. Students and academicians of an education faculty of a foundation university have been practicing to this end in a workplace for two years. Teachers of the partner school have been part of this model as mentor teachers, role models, and participants. This study aims to evaluate the model from the perspectives of teachers and college faculty since the model aims to prepare the conceptual framework of teacher education through the participation of all partners. The perceptions of two faculty members and three teachers were investigated through interviews. The evaluation of the model will help to design the model more effectively.Article University Within School: What Are the Pre-Service English Language Teachers and Their Mentors Perceptions?(2017) Tekiner Tolu, Aylin; Doyran, FeyzaThe aim of this qualitative case study is to understand how pre-service English language teachers and their mentors at coordinating schools perceive the University within School model. In this teacher education model, undergraduate students start school visits beginning in their first semester with a few school visits. The number of exposure hour and expected tasks increase by time. In the second year, students attend the schools one full day a week mostly focusing on observation and in the third year they spend two full days at schools as teacher assistants. Specifically, this study focused on to identify the perceived advantages and challenges encountered by the teacher candidates and the mentor teachers. The participants of this study were 4 mentor teachers and 34 pre-service ELT teachers studying at the English Language Department at a foundation university in İstanbul. Data sources included an online survey for the mentors and pre-service teachers and weekly written reflections of the pre-service teachers. Content analysis was implemented on reflections and open-ended survey questions. The data were coded and themes were reached by two raters. The overall results depict crucial benefits of this model for pre-service teacher students' in their journey to becoming effective language teachers. The mentor teachers also underlined the effectiveness of this model and emphasized that it would be better for them to receive a training on mentoring.Conference Object Storybird: an Inspiring Reading and Writing Tool(2017) Tekiner Tolu, AylinIn this workshop, the presenter will introduce an online writing/reading tool, Storybird, which is a totally free online tool, used by more than 5 millions of students and 400.000 K-12 schools in all around the world. It is user-friendly, boosts students' motivation and creativity to write with its rich artwork collection library. It can be used at any grade level from kindergarten to higher education. Storybird is an interactive tool where students, teachers and parents can be all involved in learning and sharing process with the help of comment, email, and share features. In addition, students can work collaboratively in writing. By the end of this workshop, the participants will be able to set-up a classroom account, create assignments, add items for reading to class library, check students' writings, grade and comment on them. The participants are expected to bring their laptop or tablets (with wifi connection).