Mesleğe yeni başlayan geçici ingilizce öğretim görevlilerinin hayal edilmiş ve deneyimlenmiş öğretmen kimliklerinin (tekrar) müzakeresi : Türkiye’de bir durum.

The higher education landscape has seen some rapid shifts in recent years. As in many other countries, one of the emerging phenomena in higher education in Turkey is the class of temporary teachers who are employed without tenure and professional stability. Novice language teachers aiming to establish a career in higher education may find themselves engaged in temporary teaching in the early years of the profession. By bearing on the role of employment status this qualitative case study through the lens of imagined and practiced teacher identities aimed to explore how five temporary novice English language instructors mediated their teacher identities in the professional community. The study was conducted at a foundation university’s School of Foreign Languages in Turkey. Data were collected over the period of one academic semester using semi-structured individual interviews, focus group meetings, and field notes. The data were examined through a multilayered analytic method. v The findings revealed that the participants mainly invested in temporary teaching as a career advancement strategy. Before the start of the semester, the teachers constructed positive imagined teacher identities and hoped to be part of a supportive and welcoming teaching community. However, in reality, the participants’ temporary status directly translated into shaping the teacher identities they envisioned enacting and the teacher identities they were influenced to practice both at the institutional and classroom level. Rooted in the practice of precarious engagement, the participants throughout the semester found themselves in a state of pervasive uncertainty which prevented them from forming secure teacher identities.Thesis (M.S.) -- Graduate School of Social Sciences. English Language Teaching

Migration from face-to-face to online instruction: Redesigning an ESAP course in the face of a biosocial crisis

Faced with the greatest disruption in modern times, educational systems around the world are trying to do their best to respond to the educational implications of the COVID-19 pandemic in the most effective way possible. This case study aims to find out how an ESAP course for law students at a foundation university in central Turkey copes with the challenges of the obligatory migration from face-to-face instruction to online instruction, and whether there is a need for curriculum renewal. In the investigation of the needs of the curriculum renewal for online instruction, we focused on data collected through document review, questionnaires, and interviews as part of needs analysis and environment analysis for the identification of the revisions needed in each domain of the curriculum design process. Our findings point to major revisions in format and presentation, monitoring and assessment, and evaluation with minor revisions in content. The study also found that teachers are in urgent need of pedagogical and technological support and training to better cope with the consequences of the migration. Keywords: Online instruction, course renewal, language curriculum design, COVID-1