Yabancı Dil Eğitimi
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Browsing Yabancı Dil Eğitimi by Author "Akyel, Ayşe."
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Item The relationship between collaboration and professional development : Possible effects of EFL student teacher/supervising teacher dialogue on the beliefs and instructional practices of the EFL supervising teachers(Thesis (Ph.D.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2001., 2001.) Atay, Derin.; Akyel, Ayşe.This study investigates whether a collaborative dialogue in addition to knowledge-transmission training between EFL student teachers and supervising teachers would contribute to the professional development of EFL teachers as opposed to only knowledge-transmission training. To answer this major research question the following subquestions were dealt with: 1. What is the nature of the collaborative dialogue between the supervising teachers and the student teachers? 2. Will there be a difference between the instructional practices of the teachers who took only a knowledge-transmission type of training and those who were additionally engaged in a collaborative dialogue based on an assistance-support form of sustained interaction with student teachers? 3. Will there be a difference between the public and private school teachers in terms of benefits in teachers' instructional practices and the nature of teacher and student talk after they have engaged in a collaborative dialogue in addition to a knowledge-transmission type of training, if so how? 4. What are the supervising teachers' and student teachers' attitudes toward participation in a collaborative dialogue as opposed to a knowledge-transmission type of training? Forty English language teachers (twenty from private and twenty from public schools) and twenty student teachers from the Department of Foreign Language Teaching of Marmara University formed the target population of the study. Twenty of the English teachers were assigned to the experimental and the other twenty to the control group. Control group teachers were given a knowledge-transmission type of training about classroom skills, whereas experimental group teachers were additionally engaged in a collaborative dialogue based on an assistance-support form of sustained interaction with student teachers (combined treatment). Quantitative data results obtained from classroom observations indicated that experimental group teachers in both the private and public schools showed statistically significant improvement in most of the teaching practices in comparison to control group teachers in both settings. Moreover, the treatment changed the nature of the talk of the experimental group teachers at a significant level and this change affected student participation in class in a positive way. In relation to teacher talk, Significant changes were seen in all aspects except in teachers' repetition skills. Regarding the nature of student talk, again the majority of the interactive practices showed significant change as a result of the treatment. In addition, the results also indicated that the public and private school experimental group teachers which statistically differed from each other in favor of the private school teachers in several teaching practices and in several aspects of teacher and student talk at the beginning of the study, equally benefited from the combined treatment. Qualitative data results obtained from the semi-structured interviews with supervising teachers and journals kept by student teachers indicated that the student teachers and supervising teachers followed the preconference, observation and postconference cycle based on feedback and reflection. Moreover, they all agreed on the mutual benefits of the process to the professional development of the participants. Hence, the results of the study indicated that supervising teacher/student teacher dialogue based on support and assistance can be utilized as an effective INSET program in both private and public schools.Item The role of portfolios in EFL student teachers' professional development: a case study(Thesis (Ph.D.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2006., 2006.) Koçoğlu, Zeynep Banu.; Akyel, Ayşe.; Erçetin, Naciye Gülcan.The purpose of this study was to analyze the impact of portfolio preparation on the professional development of student teachers in terms of reflective thinking, technology competency and attitude towards technology use in education. Five senior students from Boğaziçi University, Faculty of Education, Department of Foreign Language Education participated in this study. Multiple sets of data for thisstudy came from: (a) questionnaires, (b) interviews, and (c) artifacts from pen/paper and electronic portfolios. Collection of data was completed in two consecutive semesters, Fall 2002 and Spring 2003. To answer the 1stmain research question that focused on the impact of preparing portfolios on EFL student teachers̕ professional development, the perspectives of student teachers and their portfolio artifacts were analyzed. In order to find the participants̕ perspectives about portfolios, a contentanalysis of the interview transcripts was conducted by using Miles and Huberman̕s model (1994) to identify conceptual themes. In order to investigate reflective thinking, portfolio artifacts were analyzed by using Hattonand Smith̕s (1995) framework of types of reflection to determine how the participants used different types ofreflection to describe and justify their behaviors. To answer the 2nd main research question, that is whether use of technology in preparing portfolios affects student teachers̕ professional development, both pre-and posttechnology competency level and technology attitude questionnaires were tabulated and analyzed statistically. The student teachers stated that the portfolio allowed them to be reflective and to make connections betweentheory and practice, which helped them think about theirstrengths and weaknesses in becoming a teacher. The student teachers also felt that during the preparation of portfolios they were able to identify ways to improve their teaching practice. Based on the findings, the datasupported Hatton and Smith̕s view of teachers̕ reflective thinking as a hierarchical developmental sequence. The results, overall, showed that the process ofpreparing a portfolio provided a useful approach to enhancing professional development, with a few negative comments regarding the time, positive comments regarding the support and collaboration from the peers, its contribution to their professional development in terms of reflective thinking and self-confidence. In addition, preparing electronic portfolios by using different technological applications also enhanced professional development of student teachers in terms of facilitating technological competence and increasing attitudes positively toward computer use in education.