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Permanent URI for this collectionhttps://hdl.handle.net/11443/932
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Item ELT STUDENT TEACHER IDENTITY CONSTRUCTION: EXPLORING TEACHER ROLES AND DOMAINS OF EXPERTISE(UNIV NEGERI MAKASSAR, FAC LANGUAGES \& LITERATURE, 2020-01-01) Aktekin, Nafiye Cigdem; Celebi, HaticeIn this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.Item Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers(ANI YAYINCILIK, 2019-01-01) Aktekin, Nafiye CigdemPurpose: This study investigated the impact of a Critical Friends Group (CFG), an inquiry-based professional development model, on Turkish EFL teachers. It was acknowledged that short-term workshops did not provide opportunities for teachers to make connections between the theory presented and the implications that it had for classroom teaching. CFG model accompanied with protocols was thought to be a practical and efficient way of professional development. Method: The research study was designed as a qualitative case study conducted at a Turkish state university and was aimed at exploring the impact of CFG as a tool to support professional teacher development. The methodology used was an inductive process using grounded theory. Data came from the journals, meeting transcripts, interviews and questionnaires, and from the researcher's notes. Findings: The results of the study showed that teachers who worked in a CFG felt better prepared to continue engaging in their profession. CFG provided the opportunity to work collaboratively, to delve into classroom-based dilemmas, to focus on the teaching and learning of specific academic content, and build strong working relationships among teachers. Implications for Research and Practice: CFGs are proved to be a valuable professional development model as teachers are given opportunities to take the time to inquire into areas of their teaching that they believe need attention. The collaboration should be formalized by school administrations by providing time and space for these processes to take place. Further studies should be implemented to observe the effects and impacts of CFG on students' learning. (C) 2019 Ani Publishing Ltd. All rights reservedItem Let's Kahoot ! Anatomy(SOC CHILENA ANATOMIA, 2018-01-01) Aktekin, Nafiye Cigdem; Celebi, Hatice; Aktekin, MustafaAnatomy education in medical schools has always been considered demanding, as students need to learn and remember vast amount of information about the human body. Since ongoing technological innovation, is changing how humans interact with information, integrating the web in anatomy education can provide students a way to revise what they have learned in an interactive and competitive means. There has been research on the use of game-based response systems to engage learners during lectures