Yazar "Seferoglu, Golge" seçeneğine göre listele

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    Qualities and Qualifications of EFL Professionals: What Do Intensive English Program Administrators Think?
    (WILEY, 2017) Akcan, Sumru; Aydin, Belgin; Karaman, A. Cendel; Seferoglu, Golge; Korkmazgil, Sibel; Ozbilgin, Alev; Selvi, Ali Fuad
    Recent educational research has underscored the criticality and centrality of teacher quality as a decisive and prominent influence on students' academic growth and success. Consequently, it becomes imperative to define, understand, and study the qualities and qualifications of effective teachers so as to inform preservice and in-service teacher education practices. Therefore, the primary objective of this study was to investigate administrators' views and expectations on teacher recruitment processes and qualities of English language teaching (ELT) professionals who work as instructors in intensive English programs at institutions of higher education in Turkey and Northern Cyprus. The study focused on 19 institutions of higher education in Turkey and Northern Cyprus and utilized a qualitative approach for data collection (semistructured face-to-face interviews, Skype interviews, and written responses) and analysis consistent with the principles of grounded theory methodology. The thematic analysis of the data revealed views on language teacher recruitment processes and practices in higher education and highlighted the vitality of language proficiency, openness for professional development and self-reflection, character, and pedagogical knowledge for ideal applicants for teaching positions. Administrators' perceptions regarding teacher recruitment processes and qualities of ELT professionals offer insights that are useful for developing contextually sensitive preservice and in-service teaching practices.
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    Teacher professionalism: insights from Turkish teachers of English into the motives that drive and sustain their professional practices
    (Routledge Journals, Taylor & Francis Ltd, 2021) Korkmazgil, Sibel; Seferoglu, Golge
    This qualitative study aimed to provide an empirical examination of professionalism from the perspectives of practising Turkish teachers of English in order to provide insights into the assumptions and motives that drive and sustain their professional practices. Data were collected from 41 EFL teachers working at public schools through semi-structured interviews. Hermeneutic interpretative phenomenological analysis was administered to analyse these interview data. Data analysis showed that teachers in this study viewed teaching as a profession, not just a job carried out to earn one's living. However, teachers have differing perceptions regarding the nature of this profession. According to the participants in this study, professionalism is exhibited in many ways and encompasses knowledge, skills, attitudes, and behaviours. Results indicated that characteristics of a professional language teacher can be grouped under four categories: personal traits and virtues, subject knowledge, pedagogical knowledge and professional development. While EFL teachers discussed personal traits and values more than any other components of teacher professionalism, teachers' English language proficiency is found to be a basic professional quality.