İngilizce Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933
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Conference Object What Do Pre-Service English Language Teachers Have To Say for Their Future?(2023) Altınmakas, DeryaThe dignified socio-cultural value attached to the teaching profession is in decline not only in Turkey, but also in many other parts of the world. Previous studies (Aksu et al., 2010; Fray & Gore, 2018; Heinz, 2015) have shown that pre-service teachers might have altruistic, intrinsic and extrinsic motivations at diverse levels when they embark on their teacher education programmes (TEP). It has also been widely studied that pre-service teachers’ initial motivations and conceptualizations of the teaching profession are subject to change over time due to the gap they observe and experience between the theory and practice, precarious employment, lack of financial resources and benefits, low salary, limited opportunities for promotion and professional development, unstable work-life balance, ideological pressures, and demanding parents and educational stakeholders. This study will present the preliminary findings of an on-going research exploring pedagogical beliefs, professional conceptualisations and motives of 20 pre service English language teachers studying their second and third years of a TEP in Istanbul, Turkey. Guided by reflective practice theory (East, 2022; Farrell, 2021), the first data set was obtained from web based logs where participants were guided with questions to reflect on to what extent the training they receive in TEP corresponds to the practice they observe in their internship schools and how this experience reformulates their pedagogical beliefs. The second data set was collected using focus-group interviews where the participants were asked to comment on their motives to choose and continue to practice the teaching profession. The results indicate that pre-service English language teachers have ambivalent beliefs and attitudes toward their future practices, mainly pertaining to the socio-political and economic turmoil in the country, accelerating inflation and challenging living conditions, prevalent notion of native-speakerism in private schools, and technological innovations gradually replacing the role of teachers.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.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).Conference Object Okulda Üniversite Modeli Çerçevesinde Matematik Öğretimi: Öğrencilerin Derse Katılımının Artırılması(Sabancı Üniversitesi, 2015) Tunç-Pekkan, Zelha; Aydın, Utkun; Taylan, Rukiye Didem; Birgili, Bengi; Özcan, Mustafa; Akbal, Kenan; Mermer, AtaÇalışmanın amacı, öğrencilere daha fazla olanak sağlayarak Matematik derslerinde tartışma ortamı yaratmak, matematiği sevdirmek, Matematik derslerine duyulan korku ve endişeyi azaltmak ve “Matematik dersinde başarılı olabilirim” düşüncesini aşılamaktır. Bu proje kapsamında dersler için bir tartışma kültürü yaratma programı geliştirilmiş ve uygulanmış, çocuklardan haftalık matematik dersi ile ilgili yansıtıcı düşüncelerini yazdıkları matematik günlükleri istenmiş, ayrıca başarısı düşük ve/veya istekli öğrencilere üniversite öğrencilerinden oluşan bir ekip de birebir ek ders vererek her yönden çocuklar desteklenmiştir. Projede yer alan dört araştırmacı öğretmen ortak haftalık ders planlaması yapıp, bu planları uygulayarak sonrasında ders akışı, içeriği ve sınıf yönetimi hakkında değerlendirme yapmıştır.Conference Object First School Experience From the Perspectives of All Stakeholders(METU, 2018) Tolu, Aylin TekinerThis qualitative case study was conducted to evaluate the first school experience of the pre-service ELT students from multiple angles by taking into consideration the perspectives of interns, mentors, coordinators, and university supervisors. The data were collected via online open-ended questionnaires, students’ weekly reflections, written portfolios and notes from oral portfolio presentations and interviews with the coordinators and supervisors.