İngilizce Öğretmenliği Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933

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Now showing 1 - 7 of 7
  • Book Part
    Citation - Scopus: 1
    Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Preservice Language Teachers
    (Multilingual Matters Ltd, 2024-12-31) Aptoula, Nur Yigitoglu; Altinmakas, Derya
    [No Abstract Available]
  • Article
    Citation - WoS: 6
    Citation - Scopus: 7
    Co-Constructed Oppositional Stance and Facework in an Office Hour Interaction
    (De Gruyter, 2020-07-26) Çiftçi, Hatime; Vásquez, Camilla
    Stance plays a salient role in communicating interpersonal meaning through language use. Understanding stance as co-constructed within dialogic interaction uncovers subtleties of how interlocutors use language to express their subjectivities and thus, negotiate their interpersonal relationship. The notion of face and facework, or relational work (Locher 2004), is therefore relevant to the understanding of stance in interaction. Drawing on Du Bois’ (2007) stance triangle, our study analyzes oppositional stance in a single, extended interaction and shows how two interlocutors in an academic setting jointly construct oppositional stance, each by drawing on their own interpretations. Our analysis indicates that this co-constructed oppositional stance is enacted throughout three broader stages, which we call initiation, negotiation, and resolution. We also demonstrate that expressing oppositional stance is a complex process where interlocutors employ various discourse strategies to express pessimistic evaluation, shifting positionings, and (dis)alignment. Meanwhile, instances of oppositional stance become face-maintaining and face-challenging at different stages in which directness and indirectness are variably employed.
  • Book Part
  • Book Part
    Citation - WoS: 1
    Differentiating 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
    …
  • Book Part
    Informing Preservice Teacher Education Pedagogies Through In-Service Professional Development on Cultural Diversity in Turkey
    (Emerald Group Publishing Ltd., 2015-08-24) McKeown, John
    With shifting student demographics in Turkey, which will include many more international higher education students, together with increasing refugee migration to the country, professional development intended to assist teachers to move toward intercultural competency is becoming increasingly important. In this chapter, local in-service teacher educator initiatives and associated cultural adaptation facilitation tools are explored as a means to find ways to build cultural dialogue in the Turkish higher education environment, and, practically, for teachers in the field. While this chapter draws on an in-service teacher education case, much of what is presented is applicable to preservice settings as well. The chapter concludes with a look at changes in Turkish higher education, particularly in the facilitation of cultural convergence transferable to different educational environments and their applicability to international situations.
  • Conference Object
    Evaluating a Model From Two Perspectives: Teachers and University Scholars
    (Iated-INT Assoc Technology Education & Development, 2016) Aktekin, Nafiye Çiğdem
    Productive 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.
  • Book Part
    The Flipped Approach To Higher Education : Designing Universities for Today's Knowledge Economies and Societies
    (Emerald, 2016) Kurban, Caroline Fell; Şahin, Muhammed; Şahin, Muhammed
    İçindekiler: List of Figures.--List of Tables.--Foreword.--Preface; About the Authors.--Chapter 1 The Socio-Economic and Socio-Technical Nature of Today's World and How This Impacts the Education Sector.--1.1. Employment.--1.2. Education.--1.3. Knowledge, Connectivity, and Cognitive Overload.--1.4. What is Needed from Education Today.--Chapter 2 Flipped Learning: A Transformative Approach Designed to Meet the Needs of Today's Knowledge Economies and Societies.--2.1. What is Flipped Learning?.--2.2. How Did Flipped Learning Develop?.--2.3. How Flipped Learning Meets the Needs of Today's Knowledge Economies and Societies.--Chapter 3 From Current Practice to Future Practice: Making the Decision to Flip.--3.1. Introduction.--3.2. Moving from Current Practice to Future Practice: How the Need for Change Emerged; 3.3. Searching for Future Practice; 3.4. The Big Reveal; Chapter 4 Organizational Design and Transformation; 4.1. Physical and Geographical Infrastructure; 4.2. Human, Social, and Intellectual Capital.--4.3. Technological Infrastructure.--Chapter 5 Flipped Learning Theory, Policies, and Practices.--5.1. Introduction.--5.2. Flipped Learning Theories.--5.3. Flipped Learning Performance Gaps, Causes, and Interventions.--5.4. From Theory to Practice.--5.4.1. A Recommended Course Design Process.--5.4.2. An Instructional Design Handbook.--5.4.3. A Flipped Learning Instructional Design Online Course.--5.4.4. A Flipped Learning Instructional Design Best Practice Checklist.--5.4.5. Support for Students.--5.5. Summary.--Chapter 6 Flipped Leadership: Transparency, Vision, Accountability, and Resources.--6.1. MEF University Rector, Muhammed Şahin. 6.2. Instructors' Expectations6.3. Physical Infrastructure; 6.4. Real-Life Assessment; 6.5. Conclusion; Chapter 7 Supporting Flipped Learning: Digital Pedagogy, Training, and Resources.--7.1. CELT, Caroline Fell Kurban.--7.1.1. Challenges through the Instructors' Eyes.--7.1.2. Challenges through the Students' Eyes.--7.1.3. Challenges through the Institution's Eyes: The Need for an Audit.--7.1.4. Lessons Learnt from the Audit: How the Process Could be Made More Supportive while Still Holding Instructors Accountable.--7.1.5. Lessons Learnt from Implementing Technological Mandates.-- 7.1.6. Where Next? Strategic Plan for the Rest of the Academic Year.--7.2. ITC, Brian Ramey.--7.2.1. The Technological Infrastructure Needed for a Flipped Environment.--7.2.2. Integrating Digital Resources.--7.2.3. Using Data to Effect Change.--7.2.4. The Need for a Secure Video Server.--7.2.5. Conclusion.--7.3. Library Director, Ertuğrul Çiman.--7.3.1. The Architecture of a Library in a Digital World.--7.3.2. The Successes of Using Digital Materials.--7.3.3. The Challenges of Using Digital Materials.--7.3.4. Academic Integrity in a Digital World.