Raising the language awareness of pre‐service English teachers in an EFL context     

Ayşe Eser Başyurt Tüzel 《欧洲师范教育杂志》2009,32(3):271-287

This study investigates the challenges that non‐native pre‐service English teachers (Haluk, Gaye, Selin, Öznur and Serkan) experience in their target language use when they do their practicum in actual language classrooms. This study found that the common difficulties the student teachers encounter related to certain grammatical structures, explaining unknown words to students, modifying language according to students’ level, and authenticity of the classroom language. During this study, the target language awareness training session was offered by the university supervisor in order to improve the student teachers’ target language use in the classroom. The training sessions included classroom observations, feedback sessions, semi‐structured interviews, retrospective protocols and discussion meetings with the student teachers. The findings indicated that the language awareness training had a positive impact on the target language use of the pre‐service English teachers. Furthermore, this study discusses the curriculum and the requirements of the language teacher education programme in an EFL setting and makes suggestions for the professional development of non‐native pre‐service language teachers.  相似文献   

Learning teacher-research-mentoring: stories from Turkey     

Kenan Dikilitaş 《Teacher Development》2018,22(4):537-553

The continuing developmental process of learning mentoring, specifically regarding supporting teacher research, has received relatively little attention in fields such as English language teaching, and this qualitative case study addresses the gap. It explores how three teacher-research-mentors, who were experienced classroom practitioners but novices in research-mentoring, grew into their new role while supporting teacher research projects in different English language higher education contexts in Turkey over a one-year period. Vignettes reveal that they became conscious of needing to provide psychological support to sustain teacher-researchers’ motivation from starting their research projects to completing them successfully, presenting findings and writing them up, and that they also developed in other roles, but as subject-specialists sharing knowledge about research to a lesser extent. Outcomes, in terms of the quality of research produced by the teacher-researchers in their contexts, appeared influenced by the different characteristics of their institutions and the degree of external support in the form of mentor-mentoring the teacher-research-mentors could access. Given the increasing interest around the world in teacher research as an empowering form of professional development, there is a growing need for teacher-research-mentors, and these findings, through shedding light on research-mentors’ developmental needs, might be of interest to teacher educators.  相似文献   

Reinterpreting City as a Critical Ground in Atelier 1 Projects: Some Prospects and Projections on Ankara          下载免费PDF全文

Zeynep Uludağ  Gülşah Güleç 《The International Journal of Art & Design Education》2018,37(3):413-425

This article is based on the critical approaches developed in Atelier 1, an architectural design studio in the Gazi University Faculty of Architecture, Department of Architecture in Ankara, Turkey. The main theme of Atelier 1 Projects in the 2014–15 academic year was the ‘City as a Critical Ground’, in which the city, ground and criticism were discussed within the interdisciplinary theoretical field of architecture. Atelier 1, involving second, third and fourth year undergraduate students, reinterpreted and redesigned the urban ground of Ankara with a critical approach to reveal its unique identities and implicit values. Ground, accepted as the main critical material in the design process, was criticised not only in its physical sense, but also its social, cultural, political, economic, technological and even psychological aspects. The students were able to discover their own design methods from their criticisms of the urban ground, which also allowed them to determine their sites and programmes. In this way, Atelier 1 promoted freedom and flexibility as well as criticality in the design process, and pointed out that the relationship of architecture with city, ground and criticism should be discussed from a new theoretical perspective, primarily in the architectural design studio, as the core of architectural education. Atelier 1, as a theory‐based architectural design studio, motivated the students to develop a critical approach to the urban ground of Ankara so as to replace the rising formalism with criticism in architecture.  相似文献   

Transient heat conduction in an anisotropic medium in cylindrical coordinates     

M.N. Özişik  S.M. Shouman 《Journal of The Franklin Institute》1980,309(6):457-472

Three dimensional, time dependent heat conduction for an anisotropic medium of a triclinic system is solved for an infinitely long hollow or solid cylinder of finite radius with a restriction ε₂₃ = ε₁₂ε₁₃. Several special cases are obtained from the present solution.  相似文献   

Science Teachers’ Professional Development about Science Centers     

Eren-Şişman  Ece N.  Çiğdemoğlu  Ceyhan  Kanlı  Uygar  Köseoğlu  Fitnat 《Science & Education》2020,29(5):1255-1290

Science & Education - The purpose of this study is twofold: first, to delve into professional development (PD) of science teachers’ views about nature of science (NOS) throughout...  相似文献   

Comparing the job satisfaction of hourly paid and salaried preschool teachers in Turkey     

Ahmet Yayla  Ramazan Sak  İkbal Tuba Şahin Sak  Necdet Taşkın 《Education 3-13》2018,46(7):814-824

This two-phase mixed-methods study compares the job satisfaction of Turkish preschool teachers who are paid hourly against the satisfaction of those on regular contracts. The participants in its first, quantitative phase were 260 preschool teachers, of whom 81 also participated in the second, qualitative phase. Initial data collection from all phase-one participants was via the Job Satisfaction Scale. Then, in phase two, the members of the hourly paid group were asked three open-ended questions, and the regular-contract teachers two of the same questions, related to the advantages and disadvantages of hourly paid teaching. The results indicated a significant difference in job satisfaction levels between the two types of teachers. None of the interactive effects between preschool teachers’ working status and their gender, age, marital status, and in-service training was statistically significant. In phase two, moreover, more than half of the 41 hourly paid teachers (n?=?22) emphasised that they worked as hourly for economic reasons, while more than a third (n?=?30) of the overall phase-two sample stated that there was no advantage of working as an hourly paid teacher. Working conditions for hourly paid teachers were described as disadvantageous by almost half the members of the phase-two sample (n?=?37).  相似文献   

Development and validation of a questionnaire for teacher effective communication in Qur’an learning     

Yusuf Hanafi  Nurul Murtadho  Abd Rauf Hassan  M. Alifudin Ikhsan  Tsania Nur Diyana 《British Journal of Religious Education》2020,42(4):424-434

ABSTRACT

A student’s perception of teacher effective communication influences the learning atmosphere. The measurement of perception indicates how students view the quality of learning. As few studies have explored the development of an appropriate measurement tool of students’ perception of learning to read the Qur’an, this study aims to develop such a tool. Conceptual analysis and a survey using open-ended questions resulted in dimensions and items. Six experts and three instructors evaluated the content validity. The questionnaire was then administered to 421 participants – 201 for Exploratory Factor Analysis (EFA) and 220 for Confirmatory Factor Analysis (CFA). The results successfully identified four dimensions that explained 64.6% of the variation. The instrument consisted of 13 items with satisfactory reliability and validity. The dimension with the highest coefficient path was ‘understanding and friendliness’ (UF), while the dimension of ‘learning media’ (LM) was the lowest. There was a significant influence of gender on the dimension of UF, as well as verbal (V) and non-verbal (NV) communication, while there were no differences in the dimension of LM. The questionnaire can be effectively used as a measurement device of dimensions related to students’ perception of teacher effective communication in Qur’an learning.  相似文献   

Examining Knowledge Levels of High School Students Related to Conductors at Electrostatic Equilibrium and Electric Field Lines Using the Drawing Method     

Taşkın  Tuğba  Yavaş  Pervin Ünlü 《Research in Science Education》2021,51(3):577-597

Research in Science Education - The purpose of this study was to investigate knowledge of high school students related to conductors at electrostatic equilibrium and electric field lines. The...  相似文献   

Comparing the effects of different book reading techniques on young children’s language development     

Şimşek  Zeynep Ceren  Işıkoğlu Erdoğan  Nesrin 《Reading and writing》2021,34(4):817-839

The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children’s language development aged 48–66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as digital, dialogic and traditional reading groups. During the reading activities, a total of 24 storybooks were read by each group every three times in 8 weeks. While the children’s language scores (the receptive and expressive language scores) resulted in a significant increase in dialogic reading, the children’s language scores in a digital and traditional reading group slightly changed during the intervention. Alternatively, qualitative data suggested that the interaction between teacher and children and between children and children were very limited in a digital and traditional reading group and that limited interaction during reading was the underlying cause of the insignificant increase in children’s language scores.

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Classroom teachers’ feelings and experiences in teaching early reading and writing: a phenomenological study     

Muhammet Baştuğ 《Education 3-13》2016,44(6):736-750

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