scholarly journals Turkish Language Teacher Metaphors of Pre-service Teachers According to Their Perceptions

2019 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Mehmet Fatih Özcan
Keyword(s):  
Undergraduate Students ◽  
Language Teaching ◽  
Language Education ◽  
Arithmetic Mean ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
The People ◽  
The Difference ◽  
Faculty Of Education ◽  
Turkish Language

The aim of this study is to determine the pre-service teachers' perceptions related to teacher / Turkish language teacher concepts through metaphors. The study group consists of first and fourth grade undergraduate students from Department of Turkish Language Teaching of Faculty of Education of Ağrı province and graduate students from Turkish Language Education in 2018-2019 academic years. The research data was collected with open ended questions. With the questions as “How do you think the concept teacher can be expressed with different words? Why?” related to teacher concept, “What is the first reaction and the first sentence you hear from the people when you tell them that you are a Turkish language teacher/study in the department of Turkish Language Teaching?” related to Turkish language teacher concept, and “What are the three words that you think of when Turkish language teacher is mentioned?” related to Turkish language teacher concept, preferability levels of the metaphors were determined with frequency, percentage, arithmetic mean and standard deviation; and t test was used to determine the difference between gender and views of the participants according to grade. According to the results obtained from the study, it was determined that the participants presented both positive and negative metaphors related to the questions. While a high number of positive metaphors such as educator / instructor, leading / guide / leader and father / mother, compassion, laborer, friend, honest, self-sacrificing, hope are produced, negative metaphors such as Hope killer / hangman and expropriator are also produced. Of the metaphors produced about the Turkish language teacher, the first four came out as silver-tongued/ calligraphic, grammar, book and poet / poem. In addition, metaphors like Unemployed and With Poor Turkish/Short-tempered were also produced.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

A Context-Based Approach to Web 2.0 and Language Education

2009 ◽  
pp. 119-136 ◽  
Author(s):  
Gary Motteram ◽  
Susan Brown
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

Prospective teachers’ perceptions of teaching profession

2015 ◽  
Vol 5 (1) ◽  
pp. 12 ◽  
Author(s):  
Ayse Ulku Kan
Keyword(s):  
Prospective Teachers ◽  
Descriptive Analysis ◽  
Fine Arts ◽  
Language Education ◽  
Affective Learning ◽  
Teaching Profession ◽  
Instructional Technologies ◽  
Teachers Perceptions ◽  
Qualified Teachers ◽  
Turkish Language

Training well-qualified teachers gains importance in this rapidly changing word. Schools have to train individuals who can adopt the changes and act accordingly. Teachers have a major role to prepare the individuals for the future. The better the prospective teachers are trained, the better they will perform when they work as teachers.  In this sense, the opinions of prospective teachers toward teaching profession gains importance. This is a qualitative study in nature. The aim of this study is to explore perceptions of prospective teachers of teaching profession. Prospective teachers enrolled at the departments of Classroom Teaching, Fine Arts Teaching, Turkish Language Education, and Computer and Instructional Technologies were included in the study. Ten prospective teachers in each department were selected as the study group and they were interviewed. Those who were volunteer were included in the study. An interview form was used in the study. The interview form included three semi-structured questions. N-VIVO 8 program was used to analyze the data. Descriptive analysis was utilized to analyze the data.  Keywords:  Active Learning, Administration of Education, Adult Education, Affective Learning  

Culturalist to Interculturalist Orientations in Language Education: One Professional and Personal Journey from Student, to Teacher, to Teacher Educator

2020 ◽  
Vol 38 (2) ◽  
pp. 63-79
Author(s):  
Bryan Meadows
Keyword(s):  
Classroom Practices ◽  
Life Experiences ◽  
Language Teaching ◽  
Teacher Educator ◽  
Language Education ◽  
Language Teacher ◽  
Teacher Formation ◽  
Personal Journey ◽  
Culture Teaching ◽  
Professional Journey

The purpose of this paper is to chronicle the shift in how language educators are thinking about culture teaching between culturalist and interculturalist orientations. This transformation is intertwined with my own personal and professional journey from language student to language teacher and to teacher educator. I detail specific classroom practices consistent with the interculturalist orientation. In reading this journey, junior educators can reflect on how one’s ideology of teaching is closely linked with one’s personal and professional trajectory. That is, life experiences outside of language teaching intersect with our teacher formation to make us the teachers we are at present.

scholarly journals Turkish Language teacher candidates' perceptions of the concept of digital story: A metaphor study

2020 ◽  
Vol 10 (2) ◽  
pp. 445-461
Author(s):  
Kaya Donmuş ◽  
Mehmet Eroğlu
Keyword(s):  
Teacher Candidates ◽  
Language Education ◽  
University Education ◽  
Study Group ◽  
Language Teacher ◽  
Purposeful Sampling ◽  
Digital Story ◽  
Digital Stories ◽  
Faculty Department ◽  
Turkish Language

The study aims to reveal Turkish Language teacher candidates' metaphorical perceptions of the concept of digital story. The study is phenomenological research, which is one of the qualitative research approaches. The study group consists of 68 Turkish Language teacher candidates studying at Firat University, Education Faculty, Department of Turkish Language Education in 2018-2019. The study uses a purposeful sampling method to determine the study group of the study. To determine the teacher candidates' metaphorical perceptions of the concept of the digital story, the study employs a metaphor questionnaire form developed by the researchers. The metaphors obtained are analyzed according to their reasons, and themes are created. As a result of the research, it is revealed that teacher candidates perceive digital stories as an instructional, mind-building, versatile, facilitating, entertaining, curious, relaxing, remarkable, and transparent tool. These results confirm that digital stories should be used in the training of Turkish Language teacher candidates, and other teacher candidates as well.

A Context-Based Approach to Web 2.0 and Language Education

2011 ◽  
pp. 1141-1158
Author(s):  
Gary Motteram
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

scholarly journals The Metaphorical Perceptions of Prospective Turkish Teachers’ Related to the Concept of “Language”

2017 ◽  
Vol 5 (10) ◽  
pp. 231
Author(s):  
Serdar Derman
Keyword(s):  
Prospective Teachers ◽  
Language Teaching ◽  
Education Department ◽  
Common Features ◽  
Development Change ◽  
The Common ◽  
Faculty Of Education ◽  
Effective Use ◽  
Turkish Language ◽  
Academic Year

The purpose of the present study is to reveal the metaphorical perceptions of prospective Turkish teachers’ related to the concept of “language”. The study was carried out with 158 prospective Turkish teachers’ ongoing Gaziantep University, Faculty of Education, Department of Turkish Language Teaching in 2014-2015 academic year. To reveal the perceptions of the prospective teachers related to “language” concepts  through metaphors they were asked to complete one of the following prompt “Language likes …..; because….” and “Language likes to ….; because….” within about a course period (45 minutes). Metaphor eliciation method was employed in the present study and content analysis was used for data analysis. Prospective Turkish Teachers produced seventy five different metaphors for the concept of "language". Seventy five metaphors were categorized according to the common features presented in the justifications. Six categories that were structured in this way are as follows “1.Multiple manners, Flexibility, Layering 2. Origin and oldness 3. Being alive, development, change 4. Culture Carrying, Cultural Transporter 5. Communication and Socialization Tool 6. Tool of Expressing Status and Accumulations”. The findings were compared with related studies and suggestions were made for effective use of metaphors in language teaching.

Innovation in Teacher Development

1992 ◽  
Vol 13 ◽  
pp. 260-275 ◽  
Author(s):  
H. G. Widdowson
Keyword(s):  
Teacher Education ◽  
Educational Policy ◽  
Teacher Development ◽  
Language Teaching ◽  
Language Education ◽  
Macro Level ◽  
Teacher Role ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Micro Level

All of the issues dealt with in the preceding sections of this volume clearly carry with them implications for language teaching and call for a reconsideration of the teacher role, the nature of pedagogic competence which such a role requires, and how people might be most effectively prepared to enact it. In the case of national curricula, as discussed in Section 1 of this volume, whatever proposals are made at the macro-level of educational policy depend for their effectiveness on the interpretation by teachers at a micro-level of pedagogic practice and their abilities to carry out the proposals. So whatever is proposed for language education as policy carries clear implications for language teacher education as well. This might seem to be all too self-evident, but it is easy to cite instances where policy decisions have been made and proposals imposed without taking such implications into account.

The importance of Dede Korkut Stories in ferms of Turkish language education and volue transfer

2011 ◽  
Vol 1 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Murat Özbay ◽  
Esra Karakuş
Keyword(s):  
Mother Tongue ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Language Education ◽  
Human Beings ◽  
Teaching Program ◽  
Effective Learning ◽  
The Social ◽  
Universal Values ◽  
Turkish Language

Language is the most important instrument that allows communication between human beings and which integrates individuals with society thereby enabling a person to express oneself. As a means to agreeing and transferring, learning a language can only take place with an effective learning of the mother tongue. The responsibility of gaining the basic skills of Turkish language that is under the responsibility of Turkish language teaching and the need to provide national and universal values in gaining these skills have been indicated in the programs that have been prepared. This gaining of value will be by means of text books. The objective of this research is to bear in mind and examine the twenty values that take place in the sixth and seventh grades of the Social Sciences Lesson Teaching Program of Muharrem Ergin's book titled "Twelve Stories of Dede Korkut" that is in line with the 2005 Turkish Language Teaching Program for grades sixth through eighth and to classify the value elements that these stories contain. The research utilizes the descriptive analysis method. Among these stories a total of 190 values were determined with the most examples from those that reflected the value of respect with 38, followed by love (29), responsibility (17), solidarity (16) and patriotism (15).

scholarly journals Examination of the Factors Affecting Elective Selection in Turkish Language Teaching Undergraduate Program

2020 ◽  
Vol 13 (9) ◽  
pp. 104
Author(s):  
İsmail Çoban
Keyword(s):  
Language Teaching ◽  
Interdisciplinary Studies ◽  
Teaching Staff ◽  
Undergraduate Program ◽  
Factors Affecting ◽  
Faculty Of Education ◽  
Course Features ◽  
Undergraduate Programs ◽  
Turkish Language ◽  
Academic Year

Curriculum plays an important role in the training of gifted teachers. This situation is confronted with situations such as constantly updating and radically changing teaching undergraduate programs. One of the complementary elements of the programs is electives. The Turkish Language Teaching Undergraduate Program, in which interdisciplinary studies increase efficiency, has also been renewed with these features in mind. There are 52 different electives in the Turkish Language Teaching Undergraduate Program published in 2018. This study was carried out to determine what factors affecting prospective Turkish teachers while choosing these courses. 162 prospective Turkish teachers studying at Sinop University Faculty of Education Turkish Language Teaching Department participated in the study conducted in the survey model in the 2019-2020 academic year. The questionnaire developed by Tezcan and Gümüş (2008) as a data collection tool to determine the factors affecting the course choices of university students was updated and applied. While analyzing the data, 5 themes were determined as “items related to being economical”, “items related to career goals”, “items related to teaching staff”, “items related to friend effect/environmental factors” and “items related to course features”. Prospective Turkish teachers selected courses that they can easily pass and contain information that will help them in their professional life; the lecturers considering the course to be successful in their fields; that the circle of friends is effective in the choice of elective courses and the family is ineffective in this process; the results they chose for lessons related to their talents and interests were reached.

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