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Uncovering prospective teachers' sense of moral agency within a multi-layered framework: An integrative grounded theory approach
(Routledge Journals, Taylor & Francis Ltd, 2023) Eren, Altay; Söylemez, Anıl Rakıcıoğlu
Using an integrative grounded theory design, this study investigated prospective teachers' moral perceptions, emotions, behavioral intentions, and reasons for their moral behavioral intentions concerning their future teaching to uncover whether prospective teachers' sense of moral agency would be explained within a multi-layered framework. The data were collected through semi-structured focus-group interviews with 40 conveniently sampled prospective teachers. The results revealed that prospective teachers' sense of moral agency encompassed perceptual (i.e. moral perceptions, emotions, behavioral intentions, and reasons for moral behavioral intentions), regulatory (i.e. prescriptive and proscriptive moral regulation systems), and contextual layers (i.e. personal, interpersonal, and social contexts). Theoretical and practical implications were also discussed in the study.
Teacher candidates' intercultural communication in telecollaboration: Locating acts of positioning in translingual negotiations
(Emerald Group Publishing Ltd, 2024) Üzüm, Baburhan; Yazan, Bedrettin; Akayoğlu, Sedat; Keleş, Ufuk
PurposeThis study aims to examine how teacher candidates (TCs) in Turkiye and the USA navigate their intercultural communication skills in a telecollaboration project.Design/methodology/approachForty-eight TCs participated (26 in Turkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.FindingsThe findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Turkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.Research limitations/implicationsWhen TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.Practical implicationsTeachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.Social implicationsSpeakers' pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns.Originality/valueThis study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.
Teacher candidates' ideological tensions and covert metaphors about Syrian refugees in Turkey: Critical discourse analysis of telecollaboration
(Elseiver, 2022) Turnbull, John; Yazan, Bedrettin; Akayoğlu, Sedat; Üzüm, Babürhan; Mary, Latisha
This study draws data from an asynchronous discussion to which teacher candidates (TCs) from France, Turkey, and USA contributed as part of their participation in a semester-long telecollaboration in 2017. The analysis focused on the contributions of TCs ( n = 34) from Turkey and explored how they represented Syrian refugees in their responses to a question about refugees and immigration in their country. Using critical discourse analysis, the study examined metaphorical expressions in participants' representation of Syrian refugees in Turkey. Findings present six metaphorical constellations about Turkey's acceptance of refugees fleeing the Syrian war and these metaphors involve three ideological tensions that were dominant in TCs' discourse: (a) similarity and togetherness/difference and separation, (b) gift/scarcity, (c) openness and bridging/spreading and disruption. The paper discusses these tensions in relation to the earlier research on the use of metaphors in discourses about immigrants and provides implications for educating teachers to work with refugee children.(c) 2022 Elsevier Inc. All rights reserved.
Teacher agency for social justice in telecollaboration: Locating agentive positioning in virtual language interaction
(Routledge Journals, Taylor & Francis Ltd, 2022) Üzüm, Babürhan; Yazan, Bedrettin; Mary, Latisha; Akayoğlu, Sedat
In this study, we draw data from a tripartite telecollaborative project that involved 112 teacher candidates (TCs) from university-based teacher education programmes in France, Turkey, and the USA. Theoretically, we rely on Pantie's (2015. A model for study of teacher agency for social justice. Teachers and Teaching 21, no. 6: 759-778) model of teacher agency for social justice and use discourse analytic methods (Gee. 2018. Introducing Discourse Analysis; from Grammar to Society. Routledge) to examine how TCs negotiated their agency for social justice in small group discussions around the topics of social justice (e.g. conditions of refugees and immigrants, gender inequities, and LGBTQ+ rights) in their educational contexts. We found that when TCs used agentive positionings in their discussions, their discourse involved first person pronouns coupled with will + infinitive structure (e.g. I will teach ...) followed by specific plans of action, as opposed to when agentive positioning was lacking with the use of generic pronouns and hypothetical structures (e.g. teachers/everyone would/could ...). We also found that TCs used the discursive space of telecollaboration to negotiate their agencies and had variable success as they navigated tensions in their beliefs and positioned themselves as future social justice teachers in relation to the discussion topics. Their positionings demonstrated their level of engagement and their individual/collective efficacy. Our findings suggest that future research should continue to investigate the micro-level discourse involved in telecollaborative spaces.
The effect of the conceptual metaphor theory on the teaching of orientation idioms in teaching Turkish as a foreign language
(WILEY, 2022) Karatay, Halit; Kartallıoğlu, Nurettin; Zorpuzan, Sena Sapmaz; Tezel, Kadir Vefa
In this study, the effects of the conceptual metaphor theory (CMT) on the teaching of orientation idioms was investigated. The study was designed as an action research project and was conducted with 45 B2 level students from 21 countries who were native speakers of 10 different languages. The students were learning Turkish to pursue the undergraduate degrees in Turkish universities. The students were learning and using Turkish for their daily interactions with Turkish people but continued to use their native languages in their closely knit communities. Thus, they formed good examples of true bilingual individuals. At the planning stage of the study, the orientation idioms in the Turkish as a foreign language course books were identified to be used in the teaching activities during the study and a list of orientation idioms was prepared. The students were asked to write the meanings of those idioms and use each one in a sentence to determine whether they had already learned those idioms. The orientation idioms in the B2 level course books were taught through activities based on CMT. At the end of the study, the students were asked to write the meanings of the idioms and use each one in a sentence once again. Pre- and poststudy mean scores of the students' performances were compared. It was determined that the implementation based on CMT developed the students' ability to learn metaphors and use them contextually appropriately. Furthermore, it was observed that the teaching activities based on the theory made it easier for the students to learn the idioms and increased their retention in the students' minds. It was also observed that the students had developed the skills of guessing the meanings of new orientation idioms from the contexts they were used in and using them more easily.
Neo-nationalist discourses and teacher identity tensions in a telecollaboration for teachers of minoritized language learners in Turkiye
(Wiley, 2023) Yazan, Bedrettin; Turnbull, John; Üzüm, Babürhan; Akayoğlu, Sedat
In this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo-nationalist discourses and rely on data from online conversations among preservice and in-service teachers of English in Turkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issues of social justice (particularly for minoritized immigrant students) and to have a discursive and experiential space in which to negotiate their language teacher identities (LTI). Gathering 117 teachers from five universities (three in Turkiye, two in the US) and underserved school districts in both contexts, this telecollaboration is our pedagogical, agentive response to dominant neo-nationalist discourses in the two countries. To make quantities of data more manageable, we analyze interactions from one-third of those 117 participants (five of 15 small groups) to address this research question: How do preservice and in-service teachers from Turkiye construct their teacher identities in response to neo-nationalist discourses in their sociopolitical context? In particular, how do they engage in this identity work through asynchronous small-group discussions in a social justice-focused telecollaboration with teachers from the US? Findings indicate that participants from Turkiye discussed teacher agency, conservatism and cultural difference in the society, and discrimination/xenophobia against refugees as important factors that shape their work with minoritized English language learners. They experienced tensions in their identity construction between their desire to advocate for their students and the external forces coming from meso- and macro-level policies that impact their instruction and assessment procedures. We discuss our findings in relation to previous research on language teacher identity and social justice in sociopolitical contexts shaped by neo-nationalist discourses. We also share the implications of our study for pedagogizing identity in teacher education.
Pre-service teachers' translingual negotiation strategies at work: Telecollaboration between France, Turkey, and the USA
(Routledge Journals, Taylor & Francis Ltd, 2022) Uzum, Baburhan; Yazan, Bedrettin; Akayoğlu, Sedat; Mary, Latisha
Our study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural, linguistic, and professional identities? The findings indicate that preservice teachers employed: Envoicing and interactional strategies to create a caring teacher identity and resolve conflicts; recontextualizing strategies to maintain the frame of culturally-responsive instruction through their linguistic choices; and entextualizing strategies to locate self in time and space when discussing future teaching and diverse students.
Telecollaboration as translingual contact zone: Teacher candidates’ translingual negotiation strategies
(Routledge, 2021) Yazan, Bedrettin; Üzüm, Babürhan; Akayoglu, Sedat; Mary, Latisha
Telecollaboration has been designed, explored, and theorized as a new communication tool in the field of language teaching and teacher education and it affords language learners and teachers to interact with people from other cultures and engage with cultural otherness (Guth & Helm, 2010; O’Dowd & Lewis, 2016). In this chapter, we investigate teacher candidates translingual practices in a semester-long telecollaboration project between three teacher education classes offered at universities in France, Turkey, and the United States. Participating in this project, 117 teacher candidates from three classes (a) wrote pre-project expectations and post-project reflections essays; (b) asynchronously discussed the topics of immigration, gender, religion, ethnicity, and education within groups of six in light of assigned readings and videos; and (c) had two video-conference interviews. Reporting on the data from three groups, this chapter addresses the following research questions: How do teacher candidates negotiate and construct cultural identities in online translingual contact zones? How do they use translingual negotiation strategies as they negotiate and construct these identities? The findings suggest the teacher candidates employed: (a) envoicing strategies as they narrated their cultural identities; (b) recontextualization strategies in an effort to create multicultural framing and create a collaborative environment; (c) interactional strategies through clarification requests when communication broke down; and (d) entextualization strategies in which they anticipated gaps and preemptively explained cultural and procedural differences across their respective contexts. These findings implicate that telecollaborative projects should be complemented with an explicit language focus on the ways in which participants’ use of translingual negotiation strategies influence their intercultural and professional learning experiences in such virtual contact zones.
Training in?service teachers through individualized technology?related mentorship
(Springer, 2021) Başer, Derya; Akkuş, Recai; Akayoğlu, Sedat; Top, Ercan; Gürer, Melih Derya
Following the recent developments in information and communication technologies (ICT), educators cannot opt-out using technology in educational settings. Yet, research studies have indicated that teachers' lack of ICT knowledge is considered among the barriers for successful technology integration. Within this framework, this study aimed at documenting the perceptions of in-service teachers about individualized technology-related (ITR) mentoring processes based on the TPACK model. The ITR mentorship provided one-to-one mentoring sessions lasting two semesters at the schools where the teachers worked. The collaboration between the mentor and the mentee (teacher), called ITR mentorship, included not only the support for technological needs of the teachers but also preparing course materials for teaching specific content of the subject. Through mixed methodology, quantitative and qualitative data were collected from participating 31 (17 mathematics and 14 language) teachers. At the end of the study, the change in perceived TPACK levels of teachers was quantitatively examined and qualitatively supported with their views on this process. It was found that technology-related TPACK constructs significantly increased through one-to-one mentoring due to its non-threatening atmosphere, enabling flexible time and content, and addressing the needs of the teachers. In the light of these findings, the ITR mentorship can be suggested for the professional development of teachers and considered for in-service teacher trainings.
One-on-one technology mentoring for in-service teachers: The experiences of future ICT coordinators
(International Society for Technology, Education and Science, 2021) Top, Ercan; Gürer, Melih Derya; Başer, Derya; Akayoğlu, Sedat; Akkuş, Recai
With the increasing demands of technology integration by the institutions, educators felt the need to develop themselves professionally. In this study, as a way of professional development, we focused on one-on-one technology mentoring for in-service teachers because the experiences of mentors would shed light on professional development programs in the context of both mentors' progress and mentoring in-service teachers. Mentors for teachers were assigned to facilitate teachers' ICT usage and ICT integration skills. The mentorship implementation lasted two semesters with 42 mentors' participation. The determination of the content of the mentoring process was completely based on the needs and interests of the teachers. After the implementation, the perceptions and experiences of the mentors were asked and coded through content analysis. According to the analysis, the responses of the mentors were grouped into five main categories; (a) affordances of the technology mentoring process, (b) the contribution of the project to the teachers, (c) the contribution of the project to the mentors, (d) the challenges experienced by the mentors, and (e) the weaknesses of and the suggestions for the mentoring process. The findings of this study indicated that future ICT coordinators believed that one-on-one technology mentoring in real school settings is an effective way not only for training in-service teachers but also for creating awareness of being an ICT coordinator and developing ICT mentoring skills.
Teaching CALL to pre-service teachers of English in a flipped classroom
(Springer, 2019) Akayoğlu, Sedat
With the emergence of online tools in education, the search for the new models and approaches has gained importance. Flipped Classroom Model (FCM), in which online and face-to-face instructions are blended and the place of homework and classroom instruction is reversed, is one of the recent models. The purpose of this study is to investigate the perceptions of pre-service teachers of English in Turkey context on FCM and an LMS platform, Google Classroom. The participants of this study were 58 pre-service teachers of English enrolled at a state-run university in Turkey. The findings revealed that the pre-service teachers' perceptions on FCM were quite positive in terms of motivation, effectiveness, engagement and overall student satisfaction. It was also found that they believed that more time was required to prepare before the class, being prepared was something positive in terms of motivation, each learner had to chance to learn on his/her own pace and learning by doing was encouraged through more practice. As for the platform, Google Classroom was found to be user-friendly, particularly due to its features related to assignment submission and following deadlines. It was also observed that the participants were satisfied with the instructor's attitude in online platform.
Secondary school teachers' preferences in the process of individual technology mentoring
(Pergamon-Elsevier Science Ltd, 2021) Top, Ercan; Başer, Derya; Akkuş, Recai; Akayoğlu, Sedat; Gürer, Melih Derya
Technology mentoring helps to overcome various barriers to ICT integration in education and increases teachers' use of ICT for personal and professional purposes. Technology mentoring could make this improvement possible by providing a flexible environment for teachers in their educational settings. For this reason, one-to-one teacher-mentor matching was designed, and the details of the process were led by the teachers' preferences. In this study, which lasted for two semesters, 54 mentors and 48 teachers were paired based on the mentors' decision whether they preferred to work with language teachers or Mathematics teachers. As for the data of the study, the mentors' weekly logs and their responses to the question on the way of content determination were collected. Analyzing the responses of the mentors, it was seen that teachers were more dominant in the content decision process. Moreover, the analysis of the mentors' weekly logs revealed that teachers asked for help with learning software programs, designing instructional materials, workload support, and technical support, from the most frequently demanded to least one, respectively. Teachers' demands related to program learning constitute almost three-fourths of the total demands. When the teacher was given enough flexibility in their context, it was seen that a teacher-centered process of ICT integration emerged. The study concluded that teachers put forward their knowledge of ICT in solving problems if they had the opportunity to try their ideas. Therefore, it is suggested that teachers should be actively involved in the decision-making process of ICT training content.
Digital literacy practices of Turkish pre-service EFL teachers
(Australasian Soc Computers Learning Tertiary Education-Ascilite, 2020) Akayoğlu, Sedat; Satar, H. Müge; Dikilitaş, Kenan; Cirit, Nazlı Ceren; Korkmazgil, Sibel
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.
Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA
(Cambridge Univ Press, 2020) Üzüm, Babürhan; Akayoğlu, Sedat; Yazan, Bedrettin
Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram's (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees' interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants' experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants' culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.
Preservice teachers' discursive constructions of cultural practices in a multicultural telecollaboration
(Eastern Coll, Dept Education, 2019) Üzüm, Babürhan; Yazan, Bedrettin; Avineri, Netta; Akayoğlu, Sedat
The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social Justice Issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs' positionings and impacted how PTs connected to individuals only and/or to broader society. PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.
Investigating the relations among pre-service teachers' teaching/learning beliefs and educational technology ıntegration competencies: A structural equation modeling study
(Springer, 2019) Bahçıvan, Eralp; Gürer, Melih Derya; Yavuzalp, Nuh; Akayoğlu, Sedat
With the rapid developments in technology, training of pre-service teachers in terms of technology integration has become a crucial issue for all stakeholders of education. However, it is important to investigate the relationships among pre-service teachers' teaching beliefs, skills, and educational technology integration competencies before training pre-service teachers of all fields. Within the scope of this objective, a model was proposed to investigate the relations among pre-service teachers' epistemological beliefs, conceptions of teaching and learning (COTL), and educational technology integration competencies. As for the participants, 1499 pre-service teachers enrolled at the School of Education at Northwestern region of Turkey participated in the study. An Educational Technology Integration Competencies Scale, Epistemological Beliefs Scale, and COTL Scale, which were developed by the researchers, were utilized to collect the data. At the end of the study, it was found that there were significant relations between pre-service teachers' beliefs (epistemological beliefs and COTL) and their educational technology integration competencies, which is parallel with the findings of the studies in the literature.
Social presence functions in task-based language activities in a virtual classroom in Second Life
(Igi Global, 2017) Akayoğlu, Sedat; Seferoğlu, Gölge
As the developments occurred in terms of technology, new tools and platforms started to be used in classroom settings. However, there is a need for discourse analysis of these tools and environments in order to better understand the flow of communication. This study aimed at determining discourse patterns in terms of social presence observed in a course carried out in a 3D environment, Second Life. At the end of the study, it was found that the most frequently used social presence functions were expression of emotions, vocatives and asking questions respectively; the least frequently used social presence functions were phatics and salutations, referring explicitly to the others' messages and quoting from others' messages. The findings of this study were found to be in parallel with the literature. This study might be helpful for researchers, educators and students in order to better understand the contexts created in 3D virtual worlds.
The effect of Pecha Kucha presentations on students' English public speaking anxiety
(Univ Nacional Colombia, Facultad Ciencias Humanas, 2017) Coşkun, Abdullah
The objective of this study is to investigate the effect of the Pecha Kucha presentation format on English as foreign language learners' public speaking anxiety. The participants were 49 students in the English Translation and Interpretation Department of a state university in Turkey. A pre- and post-test experimental research design was used in this study. Students were given a questionnaire as the pre- test prior to the preparation of their presentations and as the post-test immediately following the presentation in the classroom. According to the paired samples statistics, students' English public speaking anxiety was reduced significantly as a result of their experience using the Pecha Kucha presentation format. It was concluded that this presentation format can be incorporated into the English as a Foreign Language classroom.
Pre-service teachers' ethical stances on unethical professional behaviors: the roles of professional identity goals and efficacy beliefs
(Pergamon-Elsevier Science Ltd, 2017) Eren, Altay; Rakıcıoğlu-Söylemez, Anıl
By considering the mediating roles of efficacy beliefs, this study examined whether pre-service teachers' ethical stances on student-related unethical teacher behaviors significantly differed according to the levels of their professional commitment when they received bogus negative feedback for their teaching competencies. Pre-service teachers (n = 128) were assigned to either experimental groups (i.e., high commitment-negative feedback/low commitment-negative feedback) or control groups (i.e., high commitment-no feedback/low commitment-no feedback). The results revealed that pre-service teachers' ethical stances on unethical teacher behaviors significantly differed according to their professional commitment. Notably, this result was significantly explained by the mediating roles of efficacy beliefs. (C) 2017 Elsevier Ltd. All rights reserved.
Researching language and social media: a student guide
(Equinox Publishing Ltd, 2016) Akayoğlu, Sedat
Social media platforms have become an inevitable part of our lives, and the language used in these platforms has attracted the attention of many linguists. However, it is not very easy to collect and analyze data in these platforms, as the flow of interaction and patterns of conversation are completely different from other genres, such as books, daily spoken language, newspaper articles, etc. This book provides invaluable insight into researching language use in social media from the perspectives of both students and expert researchers in language studies. One of the key strengths of the book lies in the variety of perspectives that results from the dynamic group of expert contributors to this volume. The first four chapters of the book are dedicated to defining social media, explaining linguists’ perceptions of social media, outlining the basic principles of research in different fields, and discussing Internet ethics for research. Although these chapters give introductory information about the area, they are nonetheless informative for scholars, since these platforms are quite novel as a research area. In addition to the general introduction, researchers canbenefit from the sample case studies, which are used to illustrate the topics in the book. Beginning with Chapter 5, the rest of the book deals with qualitative and quantitative research methods that can be used for studies of social media platforms.

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