İçindekiler - Öğrenim Kuramı, Yaklaşım, Yöntem, Teknik ve Strateji - Dil Öğretimine Tarihsel Bakı... more İçindekiler - Öğrenim Kuramı, Yaklaşım, Yöntem, Teknik ve Strateji - Dil Öğretimine Tarihsel Bakış - Yapısalcı Dil Öğretim, Yöntem ve Yaklaşımlar: Audio-Lingual (Duy ve Söyle), Silent Way (Sessiz Biçem), Suggestopedia (Esinlemeli), Total Physical Response (Fiziksel Tepki) Yöntemleri - İletişimsel Dil Öğretim, Yöntem ve Yaklaşımlar: Communicative Approach (İletişimsel Yaklaşım), Natural Approach (Doğal Yaklaşım), Cooperative Language Learning (Kubaşık Öğrenme), Content Based Instruction (İçeriğe Dayalı Öğretim), Task-Based Language Teaching (Göreve Dayalı Öğretim) - Dil Öğretim/Öğrenim Sürecinde Farklı Yaklaşımlar Çoklu Zekâ Kuramı NLP
Abstract
Problem statement: Incorporation of acting theories into teacher education has always in... more Abstract Problem statement: Incorporation of acting theories into teacher education has always indicated a positive influence on certain critical aspects of teacher competences such as professional identity development, nonverbal communication and immediacy. Although teacher beliefs are considered to be the heart of professional identity, the relevant literature does not present a study in which the impact of an acting course on the beliefs of prospective teachers was investigated. The reason why researchers have not pondered over this issue may be the lack of studies and accordingly a limited body of literature discussing the profession in terms of aesthetic criteria. In this respect, this paper aims at analyzing the development process of pre-service teachers’ beliefs on learning and teaching through an acting course that is specifically designed for English teacher education. Purpose of Study: This paper presents a study measuring the impact of an acting course on the beliefs of prospective teachers about teaching English. Method: Drawing findings from a qualitative research conducted at a Turkish university, the study investigates the transformational process through which prospective teachers shape their beliefs during the acting course. 67 student-teachers were randomly selected from seven different classes of an English Language Teaching department, and they were observed through certain qualitative tools during the course. Findings and Results: The results suggested that an acting course designed for English teacher education helps student-teachers reconstruct their beliefs and approximate them to an academic level. Examination of prospective teachers’ beliefs at the beginning of the study showed that almost all of them possessed a behaviorist understanding of teaching English. However, the findings obtained at the end of the course displayed a significant improvement in two major variables. First, the sources of teacher beliefs were found to shift from personal experiences to an academic origin. Second, the types of teacher beliefs were observed to evolve from a behaviorist perspective to a more cognitive/constructivist ones. While types of teacher beliefs did not display a radical change like the impressive improvement in the sources of beliefs, the available findings, nevertheless, provided us with a glimpse of the change or the process of development in teacher beliefs. Conclusions and Recommendations: The results are promising in many ways for pre-service teacher education. While still remaining as an uncharted territory, the literature of teaching as a performing art at least indicates that the pursuit of integrating arts and acting into teacher education is not a burden but a must. A longitudinal study beginning in pre-service years and ending in in-service years of teachers may investigate whether, and to what extent, the impact of such courses is permanent and influential in shaping the teacher beliefs. Key Words: Pre-service education, teacher beliefs, teacher behavior, acting
This paper presents a four-year longitudinal study of student teachers’ beliefs about language le... more This paper presents a four-year longitudinal study of student teachers’ beliefs about language learning and teaching over the course of an English teacher education (ELT) program. The study attempts to track possible changes in the beliefs and to analyze the impact of an ELT pre-service program by taking the program itself as a dynamic variable. Interviews were conducted with 49 student teachers for four years, and the data were processed through a mixed-method design. The results of the study indicate that different phases of the program resulted in various changes at certain degrees. Student teachers’ engagement in the teaching practicum seems to have a higher impact on the development of the beliefs about language learning and teaching. The findings may be influential in developing and designing more effective ELT programs.
This study investigates the perception of nonverbal immediacy behavior with regard to effective t... more This study investigates the perception of nonverbal immediacy behavior with regard to effective teaching among student teachers of English language teaching (ELT) programs from a cultural aspect. Nonverbal immediacy behavior fosters various educational objectives such as affective learning, cognitive learning and motivation. Like many aspects of communication, nonverbal immediacy behavior constitutes cultural components that display differences among cultures. The present research was conducted on 450 student teachers studying in ELT undergraduate programs in Japan, Turkey and the USA. Nonverbal Immediacy Scale and a questionnaire item were utilized in a survey model. The findings indicated that each of the cultures considers nonverbal immediacy as an indispensable part of effective teaching, which also revealed that nonverbal immediacy positively correlates with effective teaching. Also American student teachers believe 'touching' is a critical variable in defining effective teaching. This study indicated while the perceptions of the nonverbal immediacy behavior vary across cultures, its use in effective teaching is considered to be indispensable by the student teachers.
Novitas-ROYAL (Research on Youth and Language), Jan 1, 2011
Abstract: This paper presents a study investigating the washback effect of Inter-university Forei... more Abstract: This paper presents a study investigating the washback effect of Inter-university Foreign Language Examination (ILE) on candidate academics in Turkey. Over the last decades, washback studies have become even more critical in the field of applied ...
Abstract This paper reviews the literature of Critical Thinking (CT) in higher education of moder... more Abstract This paper reviews the literature of Critical Thinking (CT) in higher education of modern societies. Some cornerstone studies on CT are discussed in relation with the other influential works of educational pioneers by referring to key definitions. Also, the current ...
İçindekiler - Öğrenim Kuramı, Yaklaşım, Yöntem, Teknik ve Strateji - Dil Öğretimine Tarihsel Bakı... more İçindekiler - Öğrenim Kuramı, Yaklaşım, Yöntem, Teknik ve Strateji - Dil Öğretimine Tarihsel Bakış - Yapısalcı Dil Öğretim, Yöntem ve Yaklaşımlar: Audio-Lingual (Duy ve Söyle), Silent Way (Sessiz Biçem), Suggestopedia (Esinlemeli), Total Physical Response (Fiziksel Tepki) Yöntemleri - İletişimsel Dil Öğretim, Yöntem ve Yaklaşımlar: Communicative Approach (İletişimsel Yaklaşım), Natural Approach (Doğal Yaklaşım), Cooperative Language Learning (Kubaşık Öğrenme), Content Based Instruction (İçeriğe Dayalı Öğretim), Task-Based Language Teaching (Göreve Dayalı Öğretim) - Dil Öğretim/Öğrenim Sürecinde Farklı Yaklaşımlar Çoklu Zekâ Kuramı NLP
Abstract
Problem statement: Incorporation of acting theories into teacher education has always in... more Abstract Problem statement: Incorporation of acting theories into teacher education has always indicated a positive influence on certain critical aspects of teacher competences such as professional identity development, nonverbal communication and immediacy. Although teacher beliefs are considered to be the heart of professional identity, the relevant literature does not present a study in which the impact of an acting course on the beliefs of prospective teachers was investigated. The reason why researchers have not pondered over this issue may be the lack of studies and accordingly a limited body of literature discussing the profession in terms of aesthetic criteria. In this respect, this paper aims at analyzing the development process of pre-service teachers’ beliefs on learning and teaching through an acting course that is specifically designed for English teacher education. Purpose of Study: This paper presents a study measuring the impact of an acting course on the beliefs of prospective teachers about teaching English. Method: Drawing findings from a qualitative research conducted at a Turkish university, the study investigates the transformational process through which prospective teachers shape their beliefs during the acting course. 67 student-teachers were randomly selected from seven different classes of an English Language Teaching department, and they were observed through certain qualitative tools during the course. Findings and Results: The results suggested that an acting course designed for English teacher education helps student-teachers reconstruct their beliefs and approximate them to an academic level. Examination of prospective teachers’ beliefs at the beginning of the study showed that almost all of them possessed a behaviorist understanding of teaching English. However, the findings obtained at the end of the course displayed a significant improvement in two major variables. First, the sources of teacher beliefs were found to shift from personal experiences to an academic origin. Second, the types of teacher beliefs were observed to evolve from a behaviorist perspective to a more cognitive/constructivist ones. While types of teacher beliefs did not display a radical change like the impressive improvement in the sources of beliefs, the available findings, nevertheless, provided us with a glimpse of the change or the process of development in teacher beliefs. Conclusions and Recommendations: The results are promising in many ways for pre-service teacher education. While still remaining as an uncharted territory, the literature of teaching as a performing art at least indicates that the pursuit of integrating arts and acting into teacher education is not a burden but a must. A longitudinal study beginning in pre-service years and ending in in-service years of teachers may investigate whether, and to what extent, the impact of such courses is permanent and influential in shaping the teacher beliefs. Key Words: Pre-service education, teacher beliefs, teacher behavior, acting
This paper presents a four-year longitudinal study of student teachers’ beliefs about language le... more This paper presents a four-year longitudinal study of student teachers’ beliefs about language learning and teaching over the course of an English teacher education (ELT) program. The study attempts to track possible changes in the beliefs and to analyze the impact of an ELT pre-service program by taking the program itself as a dynamic variable. Interviews were conducted with 49 student teachers for four years, and the data were processed through a mixed-method design. The results of the study indicate that different phases of the program resulted in various changes at certain degrees. Student teachers’ engagement in the teaching practicum seems to have a higher impact on the development of the beliefs about language learning and teaching. The findings may be influential in developing and designing more effective ELT programs.
This study investigates the perception of nonverbal immediacy behavior with regard to effective t... more This study investigates the perception of nonverbal immediacy behavior with regard to effective teaching among student teachers of English language teaching (ELT) programs from a cultural aspect. Nonverbal immediacy behavior fosters various educational objectives such as affective learning, cognitive learning and motivation. Like many aspects of communication, nonverbal immediacy behavior constitutes cultural components that display differences among cultures. The present research was conducted on 450 student teachers studying in ELT undergraduate programs in Japan, Turkey and the USA. Nonverbal Immediacy Scale and a questionnaire item were utilized in a survey model. The findings indicated that each of the cultures considers nonverbal immediacy as an indispensable part of effective teaching, which also revealed that nonverbal immediacy positively correlates with effective teaching. Also American student teachers believe 'touching' is a critical variable in defining effective teaching. This study indicated while the perceptions of the nonverbal immediacy behavior vary across cultures, its use in effective teaching is considered to be indispensable by the student teachers.
Novitas-ROYAL (Research on Youth and Language), Jan 1, 2011
Abstract: This paper presents a study investigating the washback effect of Inter-university Forei... more Abstract: This paper presents a study investigating the washback effect of Inter-university Foreign Language Examination (ILE) on candidate academics in Turkey. Over the last decades, washback studies have become even more critical in the field of applied ...
Abstract This paper reviews the literature of Critical Thinking (CT) in higher education of moder... more Abstract This paper reviews the literature of Critical Thinking (CT) in higher education of modern societies. Some cornerstone studies on CT are discussed in relation with the other influential works of educational pioneers by referring to key definitions. Also, the current ...
Uploads
Papers by KEMAL SINAN ÖZMEN
Problem statement: Incorporation of acting theories into teacher education has always indicated a positive influence on certain critical aspects of teacher competences such as professional identity development, nonverbal communication and immediacy. Although teacher beliefs are considered to be the heart of professional identity, the relevant literature does not present a study in which the impact of an acting course on the beliefs of prospective teachers was investigated. The reason why researchers have not pondered over this issue may be the lack of studies and accordingly a limited body of literature discussing the profession in terms of aesthetic criteria. In this respect, this paper aims at analyzing the development process of pre-service teachers’ beliefs on learning and teaching through an acting course that is specifically designed for English teacher education.
Purpose of Study: This paper presents a study measuring the impact of an acting course on the beliefs of prospective teachers about teaching English.
Method: Drawing findings from a qualitative research conducted at a Turkish university, the study investigates the transformational process through which prospective teachers shape their beliefs during the acting course. 67 student-teachers were randomly selected from seven different classes of an English Language Teaching department, and they were observed through certain qualitative tools during the course.
Findings and Results: The results suggested that an acting course designed for English teacher education helps student-teachers reconstruct their beliefs and approximate them to an academic level. Examination of prospective teachers’ beliefs at the beginning of the study showed that almost all of them possessed a behaviorist understanding of teaching English. However, the findings obtained at the end of the course displayed a significant improvement in two major variables. First, the sources of teacher beliefs were found to shift from personal experiences to an academic origin. Second, the types of teacher beliefs were observed to evolve from a behaviorist perspective to a more cognitive/constructivist ones. While types of teacher beliefs did not display a radical change like the impressive improvement in the sources of beliefs, the available findings, nevertheless, provided us with a glimpse of the change or the process of development in teacher beliefs.
Conclusions and Recommendations: The results are promising in many ways for pre-service teacher education. While still remaining as an uncharted territory, the literature of teaching as a performing art at least indicates that the pursuit of integrating arts and acting into teacher education is not a burden but a must. A longitudinal study beginning in pre-service years and ending in in-service years of teachers may investigate whether, and to what extent, the impact of such courses is permanent and influential in shaping the teacher beliefs.
Key Words: Pre-service education, teacher beliefs, teacher behavior, acting
Problem statement: Incorporation of acting theories into teacher education has always indicated a positive influence on certain critical aspects of teacher competences such as professional identity development, nonverbal communication and immediacy. Although teacher beliefs are considered to be the heart of professional identity, the relevant literature does not present a study in which the impact of an acting course on the beliefs of prospective teachers was investigated. The reason why researchers have not pondered over this issue may be the lack of studies and accordingly a limited body of literature discussing the profession in terms of aesthetic criteria. In this respect, this paper aims at analyzing the development process of pre-service teachers’ beliefs on learning and teaching through an acting course that is specifically designed for English teacher education.
Purpose of Study: This paper presents a study measuring the impact of an acting course on the beliefs of prospective teachers about teaching English.
Method: Drawing findings from a qualitative research conducted at a Turkish university, the study investigates the transformational process through which prospective teachers shape their beliefs during the acting course. 67 student-teachers were randomly selected from seven different classes of an English Language Teaching department, and they were observed through certain qualitative tools during the course.
Findings and Results: The results suggested that an acting course designed for English teacher education helps student-teachers reconstruct their beliefs and approximate them to an academic level. Examination of prospective teachers’ beliefs at the beginning of the study showed that almost all of them possessed a behaviorist understanding of teaching English. However, the findings obtained at the end of the course displayed a significant improvement in two major variables. First, the sources of teacher beliefs were found to shift from personal experiences to an academic origin. Second, the types of teacher beliefs were observed to evolve from a behaviorist perspective to a more cognitive/constructivist ones. While types of teacher beliefs did not display a radical change like the impressive improvement in the sources of beliefs, the available findings, nevertheless, provided us with a glimpse of the change or the process of development in teacher beliefs.
Conclusions and Recommendations: The results are promising in many ways for pre-service teacher education. While still remaining as an uncharted territory, the literature of teaching as a performing art at least indicates that the pursuit of integrating arts and acting into teacher education is not a burden but a must. A longitudinal study beginning in pre-service years and ending in in-service years of teachers may investigate whether, and to what extent, the impact of such courses is permanent and influential in shaping the teacher beliefs.
Key Words: Pre-service education, teacher beliefs, teacher behavior, acting