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    An Analysis on Mission Statements of Turkish Primary Schools: Similarities and Differences
    (Turkish Educational Admin Research & Development Assoc, 2020) Turhan, Burcu; Kirkgoz, Yasemin
    Mission statements are increasingly becoming an inevitable component of educational institutions. The main reason behind this can be attributed to the fact that they are determinants for the accreditation of schools in today's competitive educational arena. Thus, gaining an insight into the emphasized concepts in mission statements of primary schools is essential since primary schools are the places where the education starts for every single individual. In this regard, the aim of this study is to provide a document analysis of mission statements of Turkish public primary schools which are governed by the Ministry of National Education. To achieve this, mission statements of 500 primary schools across Turkey were compiled; particularly schools from the Western and the Eastern parts of the country were randomly selected and included in the analysis. As well as the comparison between mission statements of schools located in two opposite sides of the country, a special attention was paid to whether any reference to language teaching and learning was available in the mission statements. The whole data were analysed via content analysis. The results give in-depth information about common and differing points among mission statements. The most common mission was found to be educating individuals who valued Ataturk's principles and reforms underpinning the Turkish education system. Besides, a number of distinct missions were detected with regard to some targeted personality traits between the most cited points in missions of the Eastern and the Western schools. In terms of foreign language education, only a few references were revealed in mission statements of primary schools in Turkey.
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    A critical and collaborative stance towards retrospective reflection in language teacher education
    (Routledge Journals, Taylor & Francis Ltd, 2023) Turhan, Burcu; Kirkgoz, Yasemin
    The focus of this paper is to investigate how teacher candidates reflect on their observations in practicum schools from a retrospective angle. First, ten English language teacher candidates, who were pairs during the practicum, wrote reflection reports considering the dynamics of a language classroom throughout a period of ten weeks. Those reports were scrutinised to reveal the criticality level of the participants' reflections. Second, the researchers conducted retrospective interviews on the reflection process with each pair twice, one in the middle of the semester and the other at the end of the semester. Third, critical incidents experienced by the participants during observations were elicited via snake interviews. All qualitative data were analysed using constant comparative analysis technique. Some slight changes in the participants' views on language teaching towards the end of observations were detected, although the participants could not reach a high level of criticality in their reflections.
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    Designing and Implementing a Teacher Immediacy Course for EFL Teacher Trainees
    (Turkish Education Assoc, 2023) Turhan, Burcu; Kirkgoz, Yasemin
    The purpose of this action research was, first, to explore in what ways an elective teacher immediacy course incorporated into a immediacy behaviours. Based upon the trainees' background immediacy knowledge, the second purpose was to detect the trainees' learning gains, perceptions, and self-evaluations throughout the course. To this end, a 14-week course was designed and implemented in a way that the trainees worked on the theories and applications of immediacy. The participants were composed of 61 senior teacher trainees majoring in ELT at a public university in Turkey. The data were triangulated through the concurrent employment of immediacy measurements, focus group interviews, session evaluation forms, and the researcher journal. Descriptive statistics of the quantitative data and inductive content analyses of the qualitative data demonstrate that the course was effective in enhancing and expanding the trainees' immediacy behaviours, and provided the trainees to gain various theoretical and practical knowledge of immediacy.