https://hdl.handle.net/20.500.12809/240 2026-04-04T01:41:58Z 2026-04-04T01:41:58Z Akpınar Dellal, Nevide Yıldız, Özgür Balkaya, Şengül https://hdl.handle.net/20.500.12809/11033 2024-04-04T08:11:39Z 2023-01-01T00:00:00Z

Uluslararası Çağdaş Eğitim Araştırmaları Kongresi bildiri özetleri kitabı Akpınar Dellal, Nevide; Yıldız, Özgür; Balkaya, Şengül 7. Uluslararası Çağdaş Eğitim Araştırmaları Kongresi 27-30 Eylül 2023 tarihleri arasında Muğla Sıtkı Koçman Üniversitesi (MSKÜ) Eğitim Fakültesi ve Çağdaş Eğitim Araştırmaları Derneği (CEAD) işbirliği ile, Muğla Sıtkı Koçman Üniversitesi’nde, Türkiye’de gerçekleştirilmiştir.

2023-01-01T00:00:00Z Kırkgöz, Yasemin O'Dwyer, John Godfrey, Tom Üstünel, Eda https://hdl.handle.net/20.500.12809/10796 2023-07-03T08:34:56Z 2023-01-01T00:00:00Z

Reimagining trainee teacher practicum experiences in Turkish K-12 schools Kırkgöz, Yasemin; O'Dwyer, John; Godfrey, Tom; Üstünel, Eda The practicum is essential in forming a future cadre of K-12 teachers. This study explores experiences of two separate cohorts of students seeking qualified teacher status on teacher education programmes in three Turkish universities. The theoretical framework, using Langdon et al.’s (2012) 12 principles, connects delivery level concerns to systemic issues. Mixed methods gather trainee perceptions of practicum learning, mentoring and school support. School experiences were the least fulfilling; qualitative data evidence a variable picture in the provision of fit-for-purpose mentoring and school support. Findings argue for incentivising practicum delivery by linking macro-level providers - policy hubs, universities and schools - to school-based practicum needs.

2023-01-01T00:00:00Z Selen Çimen, Şeyda https://hdl.handle.net/20.500.12809/10325 2022-10-05T08:39:37Z 2022-01-01T00:00:00Z

EXPLORING EFL ASSESSMENT IN TURKEY: CURRICULUM AND TEACHER PRACTICES Selen Çimen, Şeyda This study focuses on the assessment practices of EFL teachers in the upper secondary level in Turkey and explores how teachers’ assessment practices and the assessment dimension of English language curriculum (for grades 9 – 12) match. In the study, teachers’ purposes of assessing learners, which aspects of language they assess, and how they carry out assessment are examined by comparing the findings to the recommended assessment practices in the curriculum. Additionally, how EFL teachers feel themselves in their assessment practices is explored. The study employs qualitative design by using document analysis, an open-ended questionnaire, and semi-structured interview. The participants are teachers of English who work at upper secondary schools in Turkey. The findings of the study reveal that (1) some of the teacher practices match with the assessment dimension of the curriculum while there is a mismatch between some of them; (2) teachers have misconceptions about authentic assessment and there is a lack of use of authentic assessment, (3) teachers are the only feedback providers in the classroom, and (4) teachers are divided into three groups of feelings about assessment practices as positive, negative, and neutral.

2022-01-01T00:00:00Z Ayne Karacabey, Seval https://hdl.handle.net/20.500.12809/10245 2022-08-29T12:13:07Z 2022-01-01T00:00:00Z

Concrete Poetry-A Contrastive Visual Perception andDesign Ayne Karacabey, Seval Bu çalışmada, Almanca öğretmen adaylarının Almanca okuma ve yazma becerilerinin geliştirilmesine daha nasıl katkı sağlanabilir sorusu tartışılmaktadır. Bu amaçla, Almanca okuma, yazma ve edebiyat odaklı yabancı dil derslerindeki şiirsel ve yaratıcı deneyimler örneklem yoluyla durum çalışması yapılarak ele alınmaktadır. Alman ve Türk edebiyatında karşılaştırmalı somut şiir algısının rolü ve işlevi ortaya konulmuştur. Somut şiirin ele alınması bağlamında Almanca edebî metin okuma ve yazmanın geliştirilmesi açısından metinlerin grafik tasarımının yabancı dilde olduğu kadar ana dilde de ilgi ve zevk uyandırdığı gözleminden hareketle, Almanca öğretmen adaylarının somut şiir gibi görsel tasarımın önemli olduğu edebî metin türlerine yönlendirilmelerinin daha faydalı ve uygun olacağı düşünülmektedir.; In this study, the question of how German teacher candidates can contribute to the development of German reading and writing skills is discussed. For this purpose, poetic and creative experiences in German reading, writing and literature-focused foreign language courses are discussed by making a case study by way of example. The role and function of comparative concrete poetry perception in German and Turkish literature was revealed. Based on the observation that the graphic design of the texts arouses interest and pleasure in mother tongue as well as in foreign language in terms of developing literary text reading and writing in German in the context of dealing with concrete poetry, it is thought that it would be more beneficial and appropriate for teacher candidates of German to be directed to literary text types such as concrete poetry in which visual design is important.

2022-01-01T00:00:00Z