Tekiner Tolu, Aylin

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Profile URL
https://hdl.handle.net/20.500.11779/2902
Name Variants
Tolu, Aylin Tekiner
Job Title
Email Address
tekinera@mef.edu.tr
Main Affiliation
06.03. Department of English Language Teaching
Status
Former Staff
Website
ORCID ID
0000-0003-3968-131X
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WoS Researcher ID
HTO-4202-2023

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PEACE, JUSTICE AND STRONG INSTITUTIONS
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SUSTAINABLE CITIES AND COMMUNITIES
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AFFORDABLE AND CLEAN ENERGY
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REDUCED INEQUALITIES
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INDUSTRY, INNOVATION AND INFRASTRUCTURE
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RESPONSIBLE CONSUMPTION AND PRODUCTION
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GENDER EQUALITY
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DECENT WORK AND ECONOMIC GROWTH
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QUALITY EDUCATION
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Documents

7

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Scholarly Output

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808/2553

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JournalCount
13th METU International ELT Convention1
Conference - American Association For Applied Linguistics - (AAAL )1
Eğitimde Gelecek Konferansı (EGK)1
Eğitimde Gelecek Konferansı- EGK171
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Now showing 1 - 4 of 4
  • Thumbnail Image
    Conference Object
    First School Experience From the Perspectives of All Stakeholders
    (METU, 2018) Tolu, Aylin Tekiner
    This 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.
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    Conference Object
    Storybird: an Inspiring Reading and Writing Tool
    (2017) Tekiner Tolu, Aylin
    In 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).
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    Article
    University Within School: What Are the Pre-Service English Language Teachers and Their Mentors Perceptions?
    (2017) Tekiner Tolu, Aylin; Doyran, Feyza
    The 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.
  • Thumbnail Image
    Conference Object
    Pre-Service English Language Teachers’ Learning Experiences and Perceptions During Their First Practicum
    (AAAL 2019, 2019) Tekiner Tolu, Aylin; Nural, Şükrü
    Practicum 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.