TEACHERS’ AWARENESS AND ACTUAL PRACTICES OF 21st CENTURY LEARNING AND INNOVATION SKILLS

This research study targets to examine Turkish teachers of English language awareness, motivation, organization (institution), and actual classroom practices in terms of 21st century learning and innovation skills which are named as communication, collaboration, critical thinking, and creativity skills. For this purpose, 26 Turkish teachers of English language at Fırat University School of Foreign Languages were selected as the participants. With the aim of maintain the research study, mixed method descriptive case study was conducted. In order to gather data, a questionnaire (self-report instrument) and interviews were employed. Convenience sampling was administered in the phase of participant selection. Moreover, the collected quantitative data was analysed on SPSS program version 2.00 and qualitative data was analysed with reference to interview questions. At the result session, the analysis were explained and discussed in order to be a source, and present a different point of view for the further researches. The findings of the study proved that Turkish teachers of English Language in the context of the study were in short of theoretical and conceptual knowledge regarding 21st century learning and innovation skills, though they were excited to boost them up in the classrooms. Keywords: 21st century learning and innovation skills, 4Cs, communication, creativity, critical thinking, collaboration

Questioning skills an approach to improve students' questioning behaviors

TEZ3679Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2000.Kaynakça (s. 101-106) var.viii, 134 s. ; 30 cm.

Criteria in selecting English language teaching coursebooks teachers' and students' point of view

TEZ2582Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 1996.Kaynakça (s. 76-82) var.82(20) s. ; 30 cm.

Öğretmen Adaylarının Bakış Açısından Başarılı Danışmanlık: Danışmanlık Konuşması Çözümlemesi

ÖZET: Bu çalışma, öğretmen adaylarının etkin öğretme konusundaki düşüncelerinde değişikliğe yol açan başarılı danışmanlık konuşmalarının niteliklerini belirlemek için yapılmıştır. Bu amaçla, dört ayrı danışmanın, öğretmenlik uygulamasından sonraki dönüt verme toplantıları konuşmaları kaydedilmiş, çözümlenmiş ve bu konuşmalardaki dilsel ve iletişimsel özellikler belirlenmiştir. Bu sonuçlar, değerlendirme formları ve görüşme yoluyla elde edilen öğretmen adaylarının bu konuşmalar hakkındaki yorumlarıyla desteklenmiştir. Araştırma, dilsel ve iletişimsel özelliklerin yanında, dönüt verme toplantılarını etkili kılan danışman davranışlarını da ortaya çıkarmıştır.ABSTRACT: This study aims at analyzing supervisory talk and student- teachers' interpretations of it in order to find out the qualities that characterize successful supervision which leads to a change in student- teachers' beliefs. To achieve this, supervisory feedback sessions with four supervisors were recorded, transcribed and then analyzed for linguistic and interactional features that appeared in conversations in these sessions. To have a deeper understanding of how the student- teachers perceive the feedback sessions, they were asked to fill in a feedback form after each session. The student-teachers were also interviewed regarding the effectiveness of their feedback sessions with their supervisors. By triangulating the data gathered from the analysis of transcriptions with student-teachers' interpretations compiled from feedback forms and interviews, key conversational features with specific reference to speech acts associated with successful supervision were identified. In addition, supervisor behaviors that student-teachers view as most contributing to the success of the supervisory feedback sessions were also discussed