Sibel Korkmazgil | Cumhuriyet University (original) (raw)

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Papers by Sibel Korkmazgil

DergiPark (Istanbul University), May 1, 2022

This study seeks to explore perspectives of EFL teachers with regard to the experience of viewing... more This study seeks to explore perspectives of EFL teachers with regard to the experience of viewing experts' videos with and without guidance in an online platform and how this experience is mirrored in their reflective practice. Twelve pre-service EFL teachers watched the videos of eight expert teachers teaching in real ESL/EFL classes in different contexts over the world. The participants wrote reflective journals, responded to questions embedded in the videos and a posttreatment questionnaire. Qualitative data in the study were analyzed using content analysis. The results indicated facilitative effects of viewing videos of experts on pre-service teachers' reflections. Guided videos in particular yielded more and deeper levels of reflection, and were perceived more positively by the participants.

One-shot professional development activities designed and accomplished without considering teache... more One-shot professional development activities designed and accomplished without considering teachers’ needs are generally reported to fail to lead to long-lasting changes in terms of teacher growth and learning. Therefore, professional development programs need to be based on the immediate needs of teachers, and designed and directed with teachers’ input. In this regard, this study aims to investigate a group of English as a Foreign Language (EFL) teachers’ professional development practices in Turkey in order to examine their perceived needs, professional development tools they use, and challenges they face. Data were gathered from 98 non-native English Speaking Teachers (NNESTs) working in Turkish state schools through the survey instrumentation. The results indicate that many of the EFL teachers were currently engaged in PD activities, but these activities were mostly the in-service seminars or workshops which were considered mostly obligatory. Furthermore, the perceived PD needs ...

Ogretmenlerin ihtiyaclari dikkate alinmaksizin planlanan ve tek seferde gerceklestirilen mesleki ... more Ogretmenlerin ihtiyaclari dikkate alinmaksizin planlanan ve tek seferde gerceklestirilen mesleki gelisim faaliyetlerinin ogretmenlerin gelisimi ve ogrenimine yonelik uzun vadede degisimlere yol acmada cogunlukla basarisiz olduklari gorulmektedir. Bu nedenle, mesleki gelisim programlarinin ogretmenlerin hâlihazirdaki ihtiyaclarini temel almasi ve ogretmenlerden alinan bilgilere dayanarak planlanip yonetilmesi gerekmektedir. Bu baglamda, bu calisma Turkiye’de yabanci dil olarak Ingilizce ogreten ogretmenlerin mesleki gelisim ihtiyaclarini, kullandiklari mesleki gelisim yontemlerini ve karsilastiklari zorluklari arastirmak amaciyla bu ogretmenlerin mesleki gelisim uygulamalarini incelemeyi amaclamaktadir. Calisma verisi Turkiye’deki devlet okullarinda calisan anadili Ingilizce olmayan 98 Ingilizce ogretmeninden anket yontemi kullanilarak elde edilmistir. Bulgular Ingilizce ogretmenlerinin pek cogunun mesleki gelisim aktivitelerinde bulunduklarini gostermektedir, ancak bu aktiviteler co...

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 2021

Bu araştırma, İngilizce öğretmenlerinin İngilizce dersi eğitim programına (İDEP) ilişkin algıları... more Bu araştırma, İngilizce öğretmenlerinin İngilizce dersi eğitim programına (İDEP) ilişkin algılarını metaforlar aracılığıyla tespit etmek amacıyla yapılmıştır. Araştırmaya İç Anadolu Bölgesi'nin bir ili merkez ilçesinde görev yapan 59 İngilizce öğretmeni katılmıştır. Araştırmaya katılan öğretmenlere İDEP'e ilişkin algılarını ortaya koymaları için açık uçlu bir anket formu uygulanmıştır. Anket formunda öğretmenlerden "İngilizce eğitim programı … gibidir; çünkü …" cümlesini tamamlamaları istenmiştir. Öğretmenlerin İDEP'e ilişkin düşünceleri içerik analizi tekniği ile çözümlenmiştir. Araştırma sonucunda öğretmenlerin İDEP'e ilişkin olarak toplam 54 adet metafor ürettikleri görülmüştür. Öğretmenler tarafından en çok üretilen metaforlar "hayat, hedefe ulaştıran yol, iskelet ve yemek"tir. Öğretmenlerin ürettikleri metaforlardan; zaruri/gerekli olarak program, sistematik bir yapı olarak program, araç/vasıta olarak program, kaynak olarak program, rehber olarak program, gelişim olarak program, çeşitlilik sunan bir yapı olarak program, kararsız ve sürekli değişen bir yapı olarak program ve yararsız olarak görülen program olmak üzere toplam 9 kategori oluşturulmuştur.

English language education, 2022

Journal of Education for Teaching

Australasian Journal of Educational Technology

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

TESOL Journal, 2016

Middle East Technical University Northern Cyprus Campus Recent educational research has underscor... more Middle East Technical University Northern Cyprus Campus Recent educational research has underscored the criticality and centrality of teacher quality as a decisive and prominent influence on students' academic growth and success. Consequently, it becomes imperative to define, understand, and study the qualities and qualifications of effective teachers so as to inform preservice and in-service teacher education practices. Therefore, the primary objective of this study was to investigate adminis-trators' views and expectations on teacher recruitment processes and qualities of English language teaching (ELT) professionals who work as instructors in intensive English programs at institutions of higher education in Turkey and Northern Cyprus. The study focused on 19 institutions of higher education in TESOL Journal 0.0, xxxx 2016 1

Australasian Journal of Educational Technology, Jan 4, 2020

With rapid changes in information and communication technologies, it is no longer sufficient for ... more With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs' conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century. Implications for practice or policy: • Language teacher educators should engage pre-service teachers first in understanding pedagogical purposes of digital tools and then how they may address these purposes. • Language teacher educators should model the integration of digital tools in teaching contexts. • Pre-service teacher education programs should combine technology-related courses with pedagogy and digital material design.

Educational Studies, 2009

Faculty of Education, Middle East Technical University, Ankara, Turkey Taylor and Francis CEDS_A_... more Faculty of Education, Middle East Technical University, Ankara, Turkey Taylor and Francis CEDS_A_364983.sgm 10.1080/03055690802648135 Educational Studies 0305-5698 (print)/1465-4300 (online) Original Article 2009Taylor & Francis 0000002009 ...