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Mustafa Öztürk

Bogazici University, Educational Sciences, Faculty Member

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Assoc. Prof. Dr. @UniBogazici / B.A., M.S., Ph.D. @METU_ODTU / M.Ed. @UniTurku / PGCert @ChulalongkornU / Post-doc @TeachersCollege @Columbia

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Papers by Mustafa Öztürk

Sistemik Düşünce Ekseninde Eğitimde Sürdürülebilir Kalkınma Vizyonu ve Döngüsel Ekonomi Modeli

Döngüsel Ekonomi ve Sürdürülebilir Hayat

The concepts of Systemic Thinking, Sustainable Development and Circular Economy have become incre... more The concepts of Systemic Thinking, Sustainable Development and Circular Economy have become increasingly important for scientists, theorists, academics, policy makers, decision makers, practitioners and educators. These concepts have become essential bases of the solution for the global problems, especially in overcoming environmental and social difficulties appearing in the agenda of today’s economies. Considering that ecological, sociological and economic problems are complex and multi-cause, touch every area of our society and require more holistic solutions, the education field, as one of the most critical areas in order to encourage the transition to a sustainable world order and to overcome the consequences of the current global crises, is indisputably important in terms of policies to be determined and initiatives to be implemented. Education, while equipping our children, youth and even adults with the required knowledge, skills, behaviors, attitudes, and values of the curre...

Modular EFL curriculum in higher education: the case of Hacettepe University

Bu calismada, Hacettepe Universitesi’nde uygulanan Moduler Yabanci Dil Egitim Programi, planlama,... more Bu calismada, Hacettepe Universitesi’nde uygulanan Moduler Yabanci Dil Egitim Programi, planlama, uygulama ve degerlendirme surecleri acisindan incelenmis ve sorunlarla ilgili cozum yollari onerilmistir. Calisma, nitel ve nicel yontemlerin benimsendigi karma yontemli bir durum calismasidir. Arastirma icin bes temel veri kaynagi esas alinmistir: program yonergesi; programi olusturan materyal ve sinav gelistirme birimi sorumlulari; programin uygulayicilari olan ogretim elemanlari, ogrenciler ve ogrencilerin yil ici sinav notlari ile yilsonu yeterlik puanlari. Arastirmada, cok duzeyli karma yontem orneklemi kullanilmis, uygun ornekleme, amacli ornekleme ve sistematik ornekleme yontemlerinden faydalanilmistir. Nicel veriler betimsel istatistik yontemi ile analiz edilmis, nitel veriler ise tematik kodlama yontemi ile yorumlanmistir. Genel sonuclara gore, programin esnek, dinamik, asamali, surec--‐‑sonuc odakli olusu ve ogrenci kaybini minimuma indirmesi programin guclu yanlaridir. Progra...

Self-Regulation and Interactivity Types as the Predictors of Learner Satisfaction with Flipped Courses: Evidence from a Vocational College

DergiPark (Istanbul University), Sep 1, 2016

Learner satisfaction, which implies learners' positive perceptions of their learning experiences ... more Learner satisfaction, which implies learners' positive perceptions of their learning experiences in a particular learning environment, is assumed to be a critical indicator of academic achievement as well as the effectiveness of a method. Flipped courses, receiving a growing interest among contemporary instructional designs, appear to be a promising pedagogical model that entails high learner satisfaction through a variety of features. One is related to learners' self-management of their own learning processes throughout the courses. The other feature is about the way learners interact with their instructors, peers and the content. A lack of appropriate educational technology would lead to limited interactivity and self-regulation, which might in turn decrease learners' satisfaction with the courses. In this study, we assessed the values of self-regulation and interactivity features (the interactivity among learners, between learners and the instructor, and between learners and the course content) as the factors impacting learners' satisfaction with the flipped courses. The participants (n=243) were from a two-year vocational college and took the courses Computer Use, Operating Systems, and Computer Programming in a flipped way in the 2015-2016 academic year. The data were collected via an online questionnaire and analyzed through linear regression analyses. The general results of the study revealed that selfregulation, interactivity between learners and the course content and among learners were found to be the significant predictors of learner satisfaction with the flipped courses. On the other hand, the interactivity between learners and the instructor did not appear to effect learners' satisfaction with the flipped courses, which could imply the changing role of instructors in contemporary learning environments. Accordingly, the flipped courses seem to eliminate the traditional role of instructors (being at the center of all interactions) and bring the selfregulation along with the interactivity among learners and with the course content to the front.

Self-Regulation and Interactivity Types as the Predictors of Learner Satisfaction with Flipped Courses: Evidence from a Vocational College

Learner satisfaction, which implies learners’ positive perceptions of their learning experiences ... more Learner satisfaction, which implies learners’ positive perceptions of their learning experiences in a particular learning environment, is assumed to be a critical indicator of academic achievement as well as the effectiveness of a method. Flipped courses, receiving a growing interest among contemporary instructional designs, appear to be a promising pedagogical model that entails high learner satisfaction through a variety of features. One is related to learners’ self-management of their own learning processes throughout the courses. The other feature is about the way learners interact with their instructors, peers and the content. A lack of appropriate educational technology would lead to limited interactivity and self-regulation, which might in turn decrease learners’ satisfaction with the courses. In this study, we assessed the values of self-regulation and interactivity features (the interactivity among learners, between learners and the instructor, and between learners and the ...

Vocational college students' acceptance of web-based summative listening comprehension test in an EFL course

Computers in Human Behavior, 2016

There is a substantial increase in the utilization of web-based assessment procedures to assist t... more There is a substantial increase in the utilization of web-based assessment procedures to assist teaching and learning processes in higher education institutions. Despite their benefits, institutions use them to a limited extent due to a number of factors influencing both instructors' and students' behaviors. This study examines students' acceptance of a web-based summative listening test administered in the 2014 e2015 academic year within an 'English as a Foreign Language' course at a two-year post-secondary military school in Turkey. The participants consisted of 602 military students. As a model, Computer Based Assessment Acceptance Model based on Technology Acceptance Model was adopted in order to analyze the participants' perceptions on a web-based summative listening comprehension test. The data were collected via an online questionnaire. A structural equation modeling analysis was utilized to analyze the relationships among factors. The general results showed that perceived ease of use and perceived playfulness had a direct influence on the participants' behavioral intentions to use web-based tests. In other words, web-based tests are expected to be used if they are easy to use and playful enough.

Generating Teacher Development Models from Context-specific Predicaments of New Teachers in Induction Period

Procedia - Social and Behavioral Sciences, 2014

This paper presents conceptual review of literature about early experiences of teachers passing t... more This paper presents conceptual review of literature about early experiences of teachers passing through different pathways and comprehensive model taking its root from common distresses induction period. What emerged in the review is clustered around three themes: (a) work-related problems including workload, instructional challenges, and classroom management; (b) problems related to new teacher psychology like social status and identity challenges, isolation and loneliness, and need for professional support; and (c) problems related to school context and teaching society pertaining to the relationships with students, parents, colleagues, supervisors, and administrative staff. In this regard, an inquiry-oriented teacher education program, which asserts a hand-in-hand engagement of training faculties and school settings in all procedures, can be adopted and implemented. A welldesigned training put forwards an inclusive model covering both pre-service and in-service as well as novice years.

English as a Foreign Language Instructors’ Induction: Early Practices of Language Teachers Teaching at Tertiary Level

Turkish Online Journal of Qualitative Inquiry, 2012

This study aimed to investigate the nature of the induction process of English as a foreign langu... more This study aimed to investigate the nature of the induction process of English as a foreign language (EFL) teachers teaching at tertiary level through individual interviews. In order to gather intended data, fifteen novice instructors teaching at four different public universities in Ankara were interviewed on a basis of two criteria: (a) having 1 to 3 years of teaching experience, and (b) teaching at higher education level. The data gathered from the interviews were transcribed, coded, and categorized under themes in a qualitative research tradition. Subsequently the Şndings were interpreted. The findings were organized around research questions and there appeared four main themes: (1) nature of induction process; (2) common concerns of novice teachers; (3) possible adaptation challenges; and (4) practices to overcome difŞculties. The results revealed that pre-service education, especially of the graduates of nonEducation Faculties, did not adequately respond to the needs of the no...

Köy ve Kasabalarda Görev Yapan Öğretmenlerin Mesleğin İlk Yılında Yaşadıkları Güçlükler

İlköğretim Online, 2016

Bu çalışma, köy ve kasabalarda mesleğinin ilk yılını icra etmekte olan öğretmenlerin, öğretmenlik... more Bu çalışma, köy ve kasabalarda mesleğinin ilk yılını icra etmekte olan öğretmenlerin, öğretmenlik mesleğine ve sosyal çevrelerine ilişkin yaşadıkları güçlükleri ve bu güçlüklerin demografik değişkenlere göre farklılık gösterip göstermediğini araştıran betimsel ilişkisel bir tarama çalışmasıdır. Çalışmanın örneklemini, kartopu örnekleme yöntemiyle saptanan, Türkiye'nin çeşitli köy ve kasabalarında görev yapan toplam 210 aday öğretmen oluşturmaktadır. Elde edilen veriler, betimsel ve çıkarsamalı istatistik yöntemleriyle analiz edilmiştir. Bulgulara göre, katılımcı öğretmenler, mesleğin ilk yılında en çok iş yükü, sosyal statü ve öğretmen kimliği, amirlerle ilişkiler ve sınıf yönetimine ilişkin güçlükler yaşamaktadırlar. En az sıklıkta yaşanan güçlük ise öğrencilerle ilişkiler boyutu olmuştur. Bu güçlüklerin yaşa, cinsiyete ve görev yerine göre farklılık göstermediği; fakat katılımcıların öğretmenlik yaptığı eğitim-öğretim kademesine ve öğretmenlik alanlarına göre farklılık gösterdiği görülmüştür.

Teacher cognition: A powerful phenomenon developing and governing habits of teaching

Turkish Journal of Education, 2021

Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus... more Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus, it is highly crucial to monitor how teachers develop and govern their habits and behavioral tendencies in the classroom. Teachers' mental government has been the focus of educational research for a long time, because it is known to drive their actions. Considering teacher cognition as a powerful asset to develop and govern the habits of teaching, this paper adopts a conceptual review approach and presents a comprehensive and integrated literature review on teacher cognition along with its historical basis, key components, conceptual domains, origins, and driving forces. Building upon the empirical and theoretical literature compiled over a four-decade period, the paper presents a tripartite model regarding the conceptual domains of teacher cognition. As it is influenced by contextual circumstances surrounding teachers' personal and professional lives, the concept of teacher cognition is revisited with regard to three origins and three driving forces. In this regard, the paper reconsiders teacher cognition in terms of the ways it is constructed and the ways it is oriented to action, and finally concludes with implications for teacher education.

Sürdürülebilir Gelişme odaklı Eğitim: Kuramsal Çerçeve, Tarihsel Gelişim ve Uygulamaya Dönük Öneriler

İlköğretim Online, 2017

ÖZ. 21. yüzyıl hedefleriyle birlikte 'Nasıl bir dünya istiyoruz?' sorusundan yola çıkarak, mevcut... more ÖZ. 21. yüzyıl hedefleriyle birlikte 'Nasıl bir dünya istiyoruz?' sorusundan yola çıkarak, mevcut kuşağın ve gelecek kuşakların refahını garanti edebilecek sürdürülebilir gelişme gösteren toplumlar oluşturulması için küresel bir yol haritası belirlenmiştir. Bu hedeflere dair bilinç ve kararlılığın ancak eğitim yoluyla kazandırılabileceği düşünülerek, 2005-2014 yılları arasındaki dönem, Birleşmiş Milletler tarafından Sürdürebilir Gelişme odaklı Eğitim Dönemi olarak ilan edilmiştir. Sürdürebilir Gelişme odaklı Eğitim (SGE) yaklaşımı, öncelikle sürdürülebilir bir yaşam biçiminin nasıl etkin kılınabileceği konusunda bireylerin hassasiyet kazanmasını ve bilgi sahibi olmasını, bu yolla da uzun vadede toplumsal dönüşümlerin gerçekleşmesini hedeflemektedir. Konuya ilişkin bir derleme makalesi olan bu çalışmanın ilk kısmında, sürdürülebilir gelişme kavramının küresel bağlamdaki tanımı, kapsamı ve tarihsel gelişimi sunulmuş ve SGE girişiminin kavramsal çerçevesi ortaya konmuştur. Çalışmanın ikinci kısmında ise, yaklaşımın Türkiye'deki yansımalarının ne yönde olduğunu saptamak amacıyla, yürütülen eğitim programları ve uygulamalara ilişkin kaynaklar, akademik dergilerde yayınlanmış bilimsel çalışmalar ve lisansüstü programlarda yürütülmüş tezler taranarak konunun yerel resmi çizilmiş ve son olarak temel eğitime ve öğretmen eğitimine yönelik uygulama önerileri sunulmuştur.

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

The International Review of Research in Open and Distributed Learning, 2016

There is a substantial increase in the use of learning management systems (LMSs) to support teach... more There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, students use them to a limited extend due to a number of factors influencing behaviors. This study executed a three-tier use model to examine the predictors of students’ behavioral intention to use LMSs at a two-year post-secondary military school in Turkey, and the participants consisted of 155 students. The data were collected through an online questionnaire and analyzed through Pearson correlation coefficients and linear regression analyses. Results showed that multimedia instruction had a direct influence on perceived usefulness and perceived ease of use, while interactivity had a direct influence only on perceived satisfaction. Perceived satisfaction was also affected by perceived usefulness and perceived ease of use. Perceived ease of use exerted a direct influence on perceived usefulness, as well...

English as a Foreign Language Instructors’ Cognitions on Language Learning Processes and Factors Affecting Those Cognitions

TED EĞİTİM VE BİLİM, 2016

'Teacher' is among the most influential variables in educational achievements, and 'actions' of a... more 'Teacher' is among the most influential variables in educational achievements, and 'actions' of a teacher are powerful indicators of this influence. Since the actions are assumed to be the reflections of certain cognitions, 'teacher cognition' becomes a significant variable to study in educational research. In this sense, this quantitative study aims to investigate EFL instructors' language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners as well as to identify factors influencing those cognitions. The participants consisted of 606 EFL instructors teaching in 15 different higher education institutions in Ankara, Turkey. The data were collected through a cross-sectional inventory and analyzed through descriptive and inferential statistics. The descriptive results indicated that the participants tended to adopt an interactionist perspective emphasizing the significance of the environment around individuals learning a language; a performance-oriented approach focusing on real-life functions of language skills and areas; and a slight orientation to legislative learners who can create their own rules and decide on their own priorities. The inferential analyses revealed that the participants' cognitions on certain aspects differed in relation to age, teaching experience, and academic background. The findings obtained from this study offer implications for teachers as well as other stakeholders in the contexts of both pre-service and in-service teacher education. Teacher cognition Foreign language learning EFL/ESL teaching Teacher education Article Info

Perceptions of Beginning Teachers on Pre-service Teacher Preparation in Turkey

The purpose of this study is to investigate the perceptions of beginning teachers on preservice t... more The purpose of this study is to investigate the perceptions of beginning teachers on preservice teacher education. Through a survey, 465 beginning teachers working in randomly selected provinces of Turkey assessed the benefits of their pre-service programs. For data analysis, descriptive and inferential statistics were used. The results of the study indicated that the participant teachers’ perceptions on their pre-service trainings were not positive and that these perceptions changed significantly by the type of faculty they graduated from, the amount of practice teaching they did during their pre-service years, the existence of a mentor teacher as a part of practice teaching done during pre-service years, and their teaching fields

Relationships between Foreign Language Teachers Cognitions and Actions: Evidence from Instructors at Tertiary-level

Hacettepe University Journal of Education, 2018

Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to ... more Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning cognitions may predict their language teaching practices. The data were collected from 606 instructors teaching English in various higher education institutions in Turkey by means of a cross-sectional inventory and then analyzed primarily through canonical correlation analysis. During the data analysis process, multivariate normality; linearity (among variables and linear composites); homoscedasticity; and multicollinearity were also evaluated. The general results indicated that the participants having competenceoriented approaches and executive learner preferences would exhibit adherence to traditional (conservative) pedagogy, but divergence from communicative practices in instructional planning and error correction. Similarly, the participants disfavoring legislative learners would tend to diverge from communicative practices in instructional planning and error correction; on the contrary they would reflect a tendency towards traditional (conservative) pedagogy.

Adaptation Challenges of Novice Teachers

The purpose of this study was to investigate adaptation challenges of novice teachers during indu... more The purpose of this study was to investigate adaptation challenges of novice teachers during induction period. Through a questionnaire prepared in a cross-sectional descriptive design, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The results indicated that novice teachers had both job-related challenges and social challenges. The most frequent adaptation challenges were related to (1) workload, (2) social status and identity, (3) supervisors (school principals and inspectors), and (4) classroom management.

Critical Components of Online Learning Readiness and Their Relationships with Learner Achievement

Turkish Online Journal of Distance Education, 2016

This study aimed to examine the relationship between certain factors of online learning readiness... more This study aimed to examine the relationship between certain factors of online learning readiness and learners' end-of-course achievements. The study was conducted at a twoyear post-secondary Turkish military school within the scope of the course titled Computer Literacy, which was designed and implemented in a blended way. The data were collected from 155 post-secondary military students through an online questionnaire. Three sub-scales of Hung et al.'s Online Learning Readiness Scale were used to collect the data during the first two weeks of the course. Descriptive and inferential statistics, such as Pearson correlation coefficients and linear regression analyses were performed to analyze the data. The descriptive results of the study indicated that students' motivation for online learning was higher than both their computer/Internet self-efficacy and their orientations to self-directed learning. The inferential results revealed that the students' end-of-course grades had significantly positive relationships with their computer/Internet self-efficacy and self-directed learning orientations. Finally, the students' self-direction towards online learning appeared to be the strongest predictor of their achievements within the course; whereas computer/Internet self-efficacy and motivation for learning did not predict the learner achievement significantly.

Response of educational research in Turkey to the UN Decade of Education for Sustainable Development

Asia Pacific Education Review, 2018

Relationships between foreign language teachers’ cognitions and actions: Evidence from instructors at tertiary-level [Yabancı dil öğretmenlerinin bilişleri ile eylemleri arasındaki ilişkiler: Üniversite öğretim elemanlarından Bulgular]

Hacettepe University Journal of Education [Hacettepe Üniversitesi Eğitim Fakültesi Dergisi], 2018

Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to ... more Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning cognitions may predict their language teaching practices. The data were collected from 606 instructors teaching English in various higher education institutions in Turkey by means of a cross-sectional inventory and then analyzed primarily through canonical correlation analysis. During the data analysis process, multivariate normality; linearity (among variables and linear composites); homoscedasticity; and multicollinearity were also evaluated. The general results indicated that the participants having competenceoriented approaches and executive learner preferences would exhibit adherence to traditional (conservative) pedagogy, but divergence from communicative practices in instructional planning and error correction. Similarly, the participants disfavoring legislative learners would tend to diverge from communicative practices in instructional planning and error correction; on the contrary they would reflect a tendency towards traditional (conservative) pedagogy.

Edges of sustainability through numbers, themes and discourse: A critical analysis of theses and dissertations in Turkish higher education institutions

International Journal of Comparative Education and Development, 2017

A Comparative Analysis of Language Teachers' and Learners' Preferences for Thinking Styles in EFL Classrooms, JLTL Vol:7 No:1

by The Journal of Language Teaching and Learning (JLTL) and Mustafa Öztürk

Sistemik Düşünce Ekseninde Eğitimde Sürdürülebilir Kalkınma Vizyonu ve Döngüsel Ekonomi Modeli

Döngüsel Ekonomi ve Sürdürülebilir Hayat

The concepts of Systemic Thinking, Sustainable Development and Circular Economy have become incre... more The concepts of Systemic Thinking, Sustainable Development and Circular Economy have become increasingly important for scientists, theorists, academics, policy makers, decision makers, practitioners and educators. These concepts have become essential bases of the solution for the global problems, especially in overcoming environmental and social difficulties appearing in the agenda of today’s economies. Considering that ecological, sociological and economic problems are complex and multi-cause, touch every area of our society and require more holistic solutions, the education field, as one of the most critical areas in order to encourage the transition to a sustainable world order and to overcome the consequences of the current global crises, is indisputably important in terms of policies to be determined and initiatives to be implemented. Education, while equipping our children, youth and even adults with the required knowledge, skills, behaviors, attitudes, and values of the curre...

Modular EFL curriculum in higher education: the case of Hacettepe University

Bu calismada, Hacettepe Universitesi’nde uygulanan Moduler Yabanci Dil Egitim Programi, planlama,... more Bu calismada, Hacettepe Universitesi’nde uygulanan Moduler Yabanci Dil Egitim Programi, planlama, uygulama ve degerlendirme surecleri acisindan incelenmis ve sorunlarla ilgili cozum yollari onerilmistir. Calisma, nitel ve nicel yontemlerin benimsendigi karma yontemli bir durum calismasidir. Arastirma icin bes temel veri kaynagi esas alinmistir: program yonergesi; programi olusturan materyal ve sinav gelistirme birimi sorumlulari; programin uygulayicilari olan ogretim elemanlari, ogrenciler ve ogrencilerin yil ici sinav notlari ile yilsonu yeterlik puanlari. Arastirmada, cok duzeyli karma yontem orneklemi kullanilmis, uygun ornekleme, amacli ornekleme ve sistematik ornekleme yontemlerinden faydalanilmistir. Nicel veriler betimsel istatistik yontemi ile analiz edilmis, nitel veriler ise tematik kodlama yontemi ile yorumlanmistir. Genel sonuclara gore, programin esnek, dinamik, asamali, surec--‐‑sonuc odakli olusu ve ogrenci kaybini minimuma indirmesi programin guclu yanlaridir. Progra...

Self-Regulation and Interactivity Types as the Predictors of Learner Satisfaction with Flipped Courses: Evidence from a Vocational College

DergiPark (Istanbul University), Sep 1, 2016

Learner satisfaction, which implies learners' positive perceptions of their learning experiences ... more Learner satisfaction, which implies learners' positive perceptions of their learning experiences in a particular learning environment, is assumed to be a critical indicator of academic achievement as well as the effectiveness of a method. Flipped courses, receiving a growing interest among contemporary instructional designs, appear to be a promising pedagogical model that entails high learner satisfaction through a variety of features. One is related to learners' self-management of their own learning processes throughout the courses. The other feature is about the way learners interact with their instructors, peers and the content. A lack of appropriate educational technology would lead to limited interactivity and self-regulation, which might in turn decrease learners' satisfaction with the courses. In this study, we assessed the values of self-regulation and interactivity features (the interactivity among learners, between learners and the instructor, and between learners and the course content) as the factors impacting learners' satisfaction with the flipped courses. The participants (n=243) were from a two-year vocational college and took the courses Computer Use, Operating Systems, and Computer Programming in a flipped way in the 2015-2016 academic year. The data were collected via an online questionnaire and analyzed through linear regression analyses. The general results of the study revealed that selfregulation, interactivity between learners and the course content and among learners were found to be the significant predictors of learner satisfaction with the flipped courses. On the other hand, the interactivity between learners and the instructor did not appear to effect learners' satisfaction with the flipped courses, which could imply the changing role of instructors in contemporary learning environments. Accordingly, the flipped courses seem to eliminate the traditional role of instructors (being at the center of all interactions) and bring the selfregulation along with the interactivity among learners and with the course content to the front.

Self-Regulation and Interactivity Types as the Predictors of Learner Satisfaction with Flipped Courses: Evidence from a Vocational College

Learner satisfaction, which implies learners’ positive perceptions of their learning experiences ... more Learner satisfaction, which implies learners’ positive perceptions of their learning experiences in a particular learning environment, is assumed to be a critical indicator of academic achievement as well as the effectiveness of a method. Flipped courses, receiving a growing interest among contemporary instructional designs, appear to be a promising pedagogical model that entails high learner satisfaction through a variety of features. One is related to learners’ self-management of their own learning processes throughout the courses. The other feature is about the way learners interact with their instructors, peers and the content. A lack of appropriate educational technology would lead to limited interactivity and self-regulation, which might in turn decrease learners’ satisfaction with the courses. In this study, we assessed the values of self-regulation and interactivity features (the interactivity among learners, between learners and the instructor, and between learners and the ...

Vocational college students' acceptance of web-based summative listening comprehension test in an EFL course

Computers in Human Behavior, 2016

There is a substantial increase in the utilization of web-based assessment procedures to assist t... more There is a substantial increase in the utilization of web-based assessment procedures to assist teaching and learning processes in higher education institutions. Despite their benefits, institutions use them to a limited extent due to a number of factors influencing both instructors' and students' behaviors. This study examines students' acceptance of a web-based summative listening test administered in the 2014 e2015 academic year within an 'English as a Foreign Language' course at a two-year post-secondary military school in Turkey. The participants consisted of 602 military students. As a model, Computer Based Assessment Acceptance Model based on Technology Acceptance Model was adopted in order to analyze the participants' perceptions on a web-based summative listening comprehension test. The data were collected via an online questionnaire. A structural equation modeling analysis was utilized to analyze the relationships among factors. The general results showed that perceived ease of use and perceived playfulness had a direct influence on the participants' behavioral intentions to use web-based tests. In other words, web-based tests are expected to be used if they are easy to use and playful enough.

Generating Teacher Development Models from Context-specific Predicaments of New Teachers in Induction Period

Procedia - Social and Behavioral Sciences, 2014

This paper presents conceptual review of literature about early experiences of teachers passing t... more This paper presents conceptual review of literature about early experiences of teachers passing through different pathways and comprehensive model taking its root from common distresses induction period. What emerged in the review is clustered around three themes: (a) work-related problems including workload, instructional challenges, and classroom management; (b) problems related to new teacher psychology like social status and identity challenges, isolation and loneliness, and need for professional support; and (c) problems related to school context and teaching society pertaining to the relationships with students, parents, colleagues, supervisors, and administrative staff. In this regard, an inquiry-oriented teacher education program, which asserts a hand-in-hand engagement of training faculties and school settings in all procedures, can be adopted and implemented. A welldesigned training put forwards an inclusive model covering both pre-service and in-service as well as novice years.

English as a Foreign Language Instructors’ Induction: Early Practices of Language Teachers Teaching at Tertiary Level

Turkish Online Journal of Qualitative Inquiry, 2012

This study aimed to investigate the nature of the induction process of English as a foreign langu... more This study aimed to investigate the nature of the induction process of English as a foreign language (EFL) teachers teaching at tertiary level through individual interviews. In order to gather intended data, fifteen novice instructors teaching at four different public universities in Ankara were interviewed on a basis of two criteria: (a) having 1 to 3 years of teaching experience, and (b) teaching at higher education level. The data gathered from the interviews were transcribed, coded, and categorized under themes in a qualitative research tradition. Subsequently the Şndings were interpreted. The findings were organized around research questions and there appeared four main themes: (1) nature of induction process; (2) common concerns of novice teachers; (3) possible adaptation challenges; and (4) practices to overcome difŞculties. The results revealed that pre-service education, especially of the graduates of nonEducation Faculties, did not adequately respond to the needs of the no...

Köy ve Kasabalarda Görev Yapan Öğretmenlerin Mesleğin İlk Yılında Yaşadıkları Güçlükler

İlköğretim Online, 2016

Bu çalışma, köy ve kasabalarda mesleğinin ilk yılını icra etmekte olan öğretmenlerin, öğretmenlik... more Bu çalışma, köy ve kasabalarda mesleğinin ilk yılını icra etmekte olan öğretmenlerin, öğretmenlik mesleğine ve sosyal çevrelerine ilişkin yaşadıkları güçlükleri ve bu güçlüklerin demografik değişkenlere göre farklılık gösterip göstermediğini araştıran betimsel ilişkisel bir tarama çalışmasıdır. Çalışmanın örneklemini, kartopu örnekleme yöntemiyle saptanan, Türkiye'nin çeşitli köy ve kasabalarında görev yapan toplam 210 aday öğretmen oluşturmaktadır. Elde edilen veriler, betimsel ve çıkarsamalı istatistik yöntemleriyle analiz edilmiştir. Bulgulara göre, katılımcı öğretmenler, mesleğin ilk yılında en çok iş yükü, sosyal statü ve öğretmen kimliği, amirlerle ilişkiler ve sınıf yönetimine ilişkin güçlükler yaşamaktadırlar. En az sıklıkta yaşanan güçlük ise öğrencilerle ilişkiler boyutu olmuştur. Bu güçlüklerin yaşa, cinsiyete ve görev yerine göre farklılık göstermediği; fakat katılımcıların öğretmenlik yaptığı eğitim-öğretim kademesine ve öğretmenlik alanlarına göre farklılık gösterdiği görülmüştür.

Teacher cognition: A powerful phenomenon developing and governing habits of teaching

Turkish Journal of Education, 2021

Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus... more Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus, it is highly crucial to monitor how teachers develop and govern their habits and behavioral tendencies in the classroom. Teachers' mental government has been the focus of educational research for a long time, because it is known to drive their actions. Considering teacher cognition as a powerful asset to develop and govern the habits of teaching, this paper adopts a conceptual review approach and presents a comprehensive and integrated literature review on teacher cognition along with its historical basis, key components, conceptual domains, origins, and driving forces. Building upon the empirical and theoretical literature compiled over a four-decade period, the paper presents a tripartite model regarding the conceptual domains of teacher cognition. As it is influenced by contextual circumstances surrounding teachers' personal and professional lives, the concept of teacher cognition is revisited with regard to three origins and three driving forces. In this regard, the paper reconsiders teacher cognition in terms of the ways it is constructed and the ways it is oriented to action, and finally concludes with implications for teacher education.

Sürdürülebilir Gelişme odaklı Eğitim: Kuramsal Çerçeve, Tarihsel Gelişim ve Uygulamaya Dönük Öneriler

İlköğretim Online, 2017

ÖZ. 21. yüzyıl hedefleriyle birlikte 'Nasıl bir dünya istiyoruz?' sorusundan yola çıkarak, mevcut... more ÖZ. 21. yüzyıl hedefleriyle birlikte 'Nasıl bir dünya istiyoruz?' sorusundan yola çıkarak, mevcut kuşağın ve gelecek kuşakların refahını garanti edebilecek sürdürülebilir gelişme gösteren toplumlar oluşturulması için küresel bir yol haritası belirlenmiştir. Bu hedeflere dair bilinç ve kararlılığın ancak eğitim yoluyla kazandırılabileceği düşünülerek, 2005-2014 yılları arasındaki dönem, Birleşmiş Milletler tarafından Sürdürebilir Gelişme odaklı Eğitim Dönemi olarak ilan edilmiştir. Sürdürebilir Gelişme odaklı Eğitim (SGE) yaklaşımı, öncelikle sürdürülebilir bir yaşam biçiminin nasıl etkin kılınabileceği konusunda bireylerin hassasiyet kazanmasını ve bilgi sahibi olmasını, bu yolla da uzun vadede toplumsal dönüşümlerin gerçekleşmesini hedeflemektedir. Konuya ilişkin bir derleme makalesi olan bu çalışmanın ilk kısmında, sürdürülebilir gelişme kavramının küresel bağlamdaki tanımı, kapsamı ve tarihsel gelişimi sunulmuş ve SGE girişiminin kavramsal çerçevesi ortaya konmuştur. Çalışmanın ikinci kısmında ise, yaklaşımın Türkiye'deki yansımalarının ne yönde olduğunu saptamak amacıyla, yürütülen eğitim programları ve uygulamalara ilişkin kaynaklar, akademik dergilerde yayınlanmış bilimsel çalışmalar ve lisansüstü programlarda yürütülmüş tezler taranarak konunun yerel resmi çizilmiş ve son olarak temel eğitime ve öğretmen eğitimine yönelik uygulama önerileri sunulmuştur.

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

The International Review of Research in Open and Distributed Learning, 2016

There is a substantial increase in the use of learning management systems (LMSs) to support teach... more There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, students use them to a limited extend due to a number of factors influencing behaviors. This study executed a three-tier use model to examine the predictors of students’ behavioral intention to use LMSs at a two-year post-secondary military school in Turkey, and the participants consisted of 155 students. The data were collected through an online questionnaire and analyzed through Pearson correlation coefficients and linear regression analyses. Results showed that multimedia instruction had a direct influence on perceived usefulness and perceived ease of use, while interactivity had a direct influence only on perceived satisfaction. Perceived satisfaction was also affected by perceived usefulness and perceived ease of use. Perceived ease of use exerted a direct influence on perceived usefulness, as well...

English as a Foreign Language Instructors’ Cognitions on Language Learning Processes and Factors Affecting Those Cognitions

TED EĞİTİM VE BİLİM, 2016

'Teacher' is among the most influential variables in educational achievements, and 'actions' of a... more 'Teacher' is among the most influential variables in educational achievements, and 'actions' of a teacher are powerful indicators of this influence. Since the actions are assumed to be the reflections of certain cognitions, 'teacher cognition' becomes a significant variable to study in educational research. In this sense, this quantitative study aims to investigate EFL instructors' language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners as well as to identify factors influencing those cognitions. The participants consisted of 606 EFL instructors teaching in 15 different higher education institutions in Ankara, Turkey. The data were collected through a cross-sectional inventory and analyzed through descriptive and inferential statistics. The descriptive results indicated that the participants tended to adopt an interactionist perspective emphasizing the significance of the environment around individuals learning a language; a performance-oriented approach focusing on real-life functions of language skills and areas; and a slight orientation to legislative learners who can create their own rules and decide on their own priorities. The inferential analyses revealed that the participants' cognitions on certain aspects differed in relation to age, teaching experience, and academic background. The findings obtained from this study offer implications for teachers as well as other stakeholders in the contexts of both pre-service and in-service teacher education. Teacher cognition Foreign language learning EFL/ESL teaching Teacher education Article Info

Perceptions of Beginning Teachers on Pre-service Teacher Preparation in Turkey

The purpose of this study is to investigate the perceptions of beginning teachers on preservice t... more The purpose of this study is to investigate the perceptions of beginning teachers on preservice teacher education. Through a survey, 465 beginning teachers working in randomly selected provinces of Turkey assessed the benefits of their pre-service programs. For data analysis, descriptive and inferential statistics were used. The results of the study indicated that the participant teachers’ perceptions on their pre-service trainings were not positive and that these perceptions changed significantly by the type of faculty they graduated from, the amount of practice teaching they did during their pre-service years, the existence of a mentor teacher as a part of practice teaching done during pre-service years, and their teaching fields

Relationships between Foreign Language Teachers Cognitions and Actions: Evidence from Instructors at Tertiary-level

Hacettepe University Journal of Education, 2018

Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to ... more Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning cognitions may predict their language teaching practices. The data were collected from 606 instructors teaching English in various higher education institutions in Turkey by means of a cross-sectional inventory and then analyzed primarily through canonical correlation analysis. During the data analysis process, multivariate normality; linearity (among variables and linear composites); homoscedasticity; and multicollinearity were also evaluated. The general results indicated that the participants having competenceoriented approaches and executive learner preferences would exhibit adherence to traditional (conservative) pedagogy, but divergence from communicative practices in instructional planning and error correction. Similarly, the participants disfavoring legislative learners would tend to diverge from communicative practices in instructional planning and error correction; on the contrary they would reflect a tendency towards traditional (conservative) pedagogy.

Adaptation Challenges of Novice Teachers

The purpose of this study was to investigate adaptation challenges of novice teachers during indu... more The purpose of this study was to investigate adaptation challenges of novice teachers during induction period. Through a questionnaire prepared in a cross-sectional descriptive design, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The results indicated that novice teachers had both job-related challenges and social challenges. The most frequent adaptation challenges were related to (1) workload, (2) social status and identity, (3) supervisors (school principals and inspectors), and (4) classroom management.

Critical Components of Online Learning Readiness and Their Relationships with Learner Achievement

Turkish Online Journal of Distance Education, 2016

This study aimed to examine the relationship between certain factors of online learning readiness... more This study aimed to examine the relationship between certain factors of online learning readiness and learners' end-of-course achievements. The study was conducted at a twoyear post-secondary Turkish military school within the scope of the course titled Computer Literacy, which was designed and implemented in a blended way. The data were collected from 155 post-secondary military students through an online questionnaire. Three sub-scales of Hung et al.'s Online Learning Readiness Scale were used to collect the data during the first two weeks of the course. Descriptive and inferential statistics, such as Pearson correlation coefficients and linear regression analyses were performed to analyze the data. The descriptive results of the study indicated that students' motivation for online learning was higher than both their computer/Internet self-efficacy and their orientations to self-directed learning. The inferential results revealed that the students' end-of-course grades had significantly positive relationships with their computer/Internet self-efficacy and self-directed learning orientations. Finally, the students' self-direction towards online learning appeared to be the strongest predictor of their achievements within the course; whereas computer/Internet self-efficacy and motivation for learning did not predict the learner achievement significantly.

Response of educational research in Turkey to the UN Decade of Education for Sustainable Development

Asia Pacific Education Review, 2018

Relationships between foreign language teachers’ cognitions and actions: Evidence from instructors at tertiary-level [Yabancı dil öğretmenlerinin bilişleri ile eylemleri arasındaki ilişkiler: Üniversite öğretim elemanlarından Bulgular]

Hacettepe University Journal of Education [Hacettepe Üniversitesi Eğitim Fakültesi Dergisi], 2018

Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to ... more Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning cognitions may predict their language teaching practices. The data were collected from 606 instructors teaching English in various higher education institutions in Turkey by means of a cross-sectional inventory and then analyzed primarily through canonical correlation analysis. During the data analysis process, multivariate normality; linearity (among variables and linear composites); homoscedasticity; and multicollinearity were also evaluated. The general results indicated that the participants having competenceoriented approaches and executive learner preferences would exhibit adherence to traditional (conservative) pedagogy, but divergence from communicative practices in instructional planning and error correction. Similarly, the participants disfavoring legislative learners would tend to diverge from communicative practices in instructional planning and error correction; on the contrary they would reflect a tendency towards traditional (conservative) pedagogy.

Edges of sustainability through numbers, themes and discourse: A critical analysis of theses and dissertations in Turkish higher education institutions

International Journal of Comparative Education and Development, 2017

A Comparative Analysis of Language Teachers' and Learners' Preferences for Thinking Styles in EFL Classrooms, JLTL Vol:7 No:1

by The Journal of Language Teaching and Learning (JLTL) and Mustafa Öztürk

A LANGUAGE OF FREEDOM AND TEACHER'S AUTHORITY CASE COMPARISONS FROM TURKEY AND THE UNITED STATES Edited by FATMA MIZIKACI AND GUY SENESE with YASEMIN TEZGIDEN CAKCAK AND SHARON GORMAN

by Yasemin Tezgiden Cakcak, Hasan H. Aksoy, Ebru Eren, Jim Manley, Fatma Mizikaci, Mustafa Öztürk, mustafa sever, Brian Stone, Barbara Veltri, Joe Wegwert, and Pelin Taşkın

EDUCATION • COMMUNICATION " Coming together for what may seem an unlikely collaboration of schola... more EDUCATION • COMMUNICATION " Coming together for what may seem an unlikely collaboration of scholars from Turkey and the United States, each of these teachers of conscience (hocam) grapple with authentic inquiry into forms of teacher authority to ground effective and sustained struggle for freedom. They work within and against the naked instrumentalism of global neoliberalism that seeks to annihilate citizen agency as it transforms all levels of schooling into preparation for a new world order of alternative facts, exponential economic exploitation, and unfettered ravaging of the planet. As these progressive colleagues bear witness, the fire of their passion and the courage of their action inspire a profound sense of urgency that compels readers to take new action. " —CAROLYNE J. WHITE, Rutgers University-Newark " Can teachers save nations? Has democracy really slipped into the abyss in the teaching profession in Turkey and also in the United States? This courageous book, the brainchild of Fatma Mızıkacı and Guy Senese, ushers a brave clarion call in essays for all of us who revere and respect the teaching profession, democratic academic process, and the treasured ultimate outcome: enlightened, caring students. Truly a collection to ponder and use as a basis of action to calibrate the profession. " —FRANKIE HUTTON, NJ State Amistad Commissioner " A Language of Freedom and Teachers Authority seems to be a product of serious effort, especially in its focus on the topics rarely discussed in Turkey. I believe this reading inspires teachers and academics to withstand in defiance of their freedom in the classroom even though they have to teach in a hegemonic system. In this regard this book is a big contribution to the field as it particularly addresses practitioners. " —RIFAT OKÇABOL, Boğaziçi University A Language of Freedom and Teacher's Authority: Case Comparisons from Turkey and the United States explores dimensions of authority that are deeply embedded in the profession of teaching. It examines critical dimensions of the foundations of Turkish and United States public education, both of which are under new pressures due to changes in the relationship between public schooling and current reforms in education. This book invites reader to explore the interrelated and highly-differentiated connections between the Turkish and American senses of state, local, and traditionally cultural notions of the teacher, the teacher's profession, and the shifting notions of teacher autonomy toward conformity and uniformity.

Engagement with Sustainable Development in Higher Education: Universities as Transformative Spaces for Sustainable Futures

Engagement with Sustainable Development in Higher Education, 2022

Focuses on higher education for sustainable development in diverse settings Discusses universitie... more

Examining the Teacher Induction Process in Contemporary Education Systems

by Mustafa Öztürk and Paul Hoard

Hershey, PA: IGI Global., 2018

Examining the Teacher Induction Process in Contemporary Education Systems addresses the construct... more Examining the Teacher Induction Process in Contemporary Education Systems addresses the construct of teacher induction through theoretical and empirical research. It also provides an in-depth conceptualization of being a novice teacher through micro-political realities of teaching in different geographical and cultural regions. While highlighting topics including adaptation challenges, mentor-mentee interaction, and teacher retention, this book is ideally designed for school administrators, early career teachers, educational researchers, educational professionals, and academicians seeking current research on early career educator adaptation and practices.

A tale of teacher induction in a culturally diverse setting: Challenges in Southeastern Turkey.

In F. Mızıkacı & G. Senese (Eds.), A Language of Academic Freedom and the Teacher’s Authority: Case Comparison from Turkey and the United States (pp. 185-202). Lanham, MD: Lexington Books., 2017

Analyzing written errors on subject-verb agreement: The case of Turkish learners of English as a Foreign Language (EFL)

In D. Koban-Koç (Ed.), Writing: Suggestions for Improvement in ESL/EFL Contexts (pp. 129-153). Berlin: Dagyeli Verlag., 2017

Effectiveness of EAP Curriculum for the Preparatory Students Enrolled in Language-Related Departments

In M. Akkuş, U. Ataş, G. Balıkçı, Z. Ölçü, & G. Taner (Eds.), 7th and 8th International METU Postgraduate Conference on Linguistics and Language Teaching: Selected Papers (pp. 145-158). Ankara: Gazi Kitabevi., 2013

This study aims to investigate the effectiveness of the EAP Curriculum designed for the students ... more This study aims to investigate the effectiveness of the EAP Curriculum designed for the students enrolled in the departments related to English language and where, necessarily, the medium of instruction is 100% English, through Stufflebeam's CIPP model, in order to: (a) create a broader understanding of the function of the program in serving its philosophy which is to prepare learners better for their academic study and future careers and meeting their needs and (b) make necessary changes or improvements in relation to possible weaknesses. The study maintains both quantitative and qualitative features of the research tradition by including a variety of data collection instruments and diverse participant groups.

How to sort General English curricula into effective preparatory programs?

In Z. Bilgin & B. İnal (Eds.), Çankaya Univ. Prep. School 2nd Foreign Language Teaching Symposium: A Proactive Look at ELT Programs in the Prep. Schools of Universities (pp. 29-36). Ankara: Turuncu Digital., 2012

It was aimed, in this study, to investigate the needs of the target learners attending preparator... more It was aimed, in this study, to investigate the needs of the target learners attending preparatory schools with different aims and compare their expectations from the programs by certain variables. In order to create a broader understanding of the functions of preparatory programs in serving their philosophy, which is to prepare learners better for their departments and future careers, and meeting the needs of the target groups, this study maintained both quantitative and qualitative features of the research tradition and included data collection from diverse student groups for a needs assessment process. In line with the results, suggestions for designing effective preparatory school curricula were provided.

Reflections of culture, religion, ideology and multiculturalism on education: The case of Israeli educational system

In H. Asutay & E. B. Bayır (Eds.), The 5th International Balkan Education and Science Congress: Congress Full Text Book (Vol. 2, pp. 256-260). Edirne: Trakya., 2009

The Israeli Education is structured as: one-year compulsory pre-school education;