Çağ Üniversitesi Kurumsal Akademik Arşivi
DSpace@ÇAĞ, Çağ Üniversitesi tarafından doğrudan ve dolaylı olarak yayınlanan; kitap, makale, tez, bildiri, rapor, araştırma verisi gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, Üniversitenin akademik performansını izlemeye aracılık eder, kaynakları uzun süreli saklar ve telif haklarına uygun olarak Açık Erişime sunar.
Güncel Gönderiler
Applying the role critical pedagogy in ELT through art and drama
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Cebeci, Mustafa Ahmet
This study explores the role of critical pedagogy in English Language Teaching (ELT) through the mediums of art and drama, drawing on Paulo Freire's principles of fostering critical consciousness among learners. By integrating the challenging and thought-provoking artworks of Mona Hatoum, this research aims to delve into how art and drama can enhance critical thinking, cultural awareness, and social justice in ELT settings. The methodological approach is quantitative and qualitative, situated within the interpretive research paradigm, and focuses on the experiences, beliefs, and interpretations of 18 participants aged 23 to 24 enrolled in an ELT program. These participants were purposively selected for their interest in art as a medium for language learning and their willingness to engage in reflective practices, with a diversity of linguistic and cultural backgrounds considered to enrich the interpretive depth of the study. Data collection methods include critical pedagogy principles scale, reflective journals, semi-structured interviews, and participant observations during workshops and
discussions. These instruments are designed to capture the participants' reflective processes and interpretations of Hatoum's artworks, their emotional and cognitive responses, and the impact of these experiences on their language learning and critical thinking skills. The study also examines how engagement with art and drama influences participants' understanding of cultural and social issues. Through thematic analysis of the collected data, the research aims to identify recurring themes, patterns, and insights that emerge from the participants' reflections and interpretations. This analysis is guided by principles of reflexivity to ensure an accurate representation of participants' experiences. Ethical considerations, including informed consent and confidentiality, are rigorously adhered to, with approval obtained from the institutional review board. The inclusion of art analysis, drama workshops, and reflective sessions is intended to provide participants with a comprehensive understanding of critical pedagogy and Mona Hatoum's art, enhancing their analytical skills and fostering a deeper, experiential comprehension of socio-political issues. This study contributes to the field of ELT by demonstrating the potential of art and drama to facilitate a more engaging, reflective, and transformative learning experience, aligned with the goals of critical pedagogy.
A study on elt teachers’ well-being and their professional autonomy
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Sancar, Ali Murat
This study aims to analyze the relationship between ELT Teachers’ well-being and their professional autonomy. The challenges that teachers face both in professional life and personal life effect their psychological and physical health and this effects their teaching processes directly. Especially when English teachers’ carry out the multi tasks that are required for global language teaching, it is important that they should feel high levels of motivation, flexibility and autonomous in their profession. In this respect, this study aims to determine the relationship between ELT Teachers’ well-being and their professional autonomy. This study was conducted in a quantitative way. The data were collected from 143 English teachers working in Kayseri province, by using Teachers’ Well-Being Scale (TWBS) and Teachers Professional Autonomy Scale (TPAS). Findings Show that teachers have high levels of well-being and professional autonomy perception. However, there is no significant and positive relationship between their well-being and professional autonomy level. When it comes to demographic variables; age, years of teaching and graduation level has significant differences but gender, institution type and teaching level has no significant differences. The collected data has revealed that teachers’ professional autonomy effects their well-being in a positive way. Accordingly, it is suggested as important strategies to support teachers’ professional development, to involve them in the decision making process and improve their working conditions.
The effect of efl teachers’ professional identity on their ecological assessment agency
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Öztutuş, Önder
EFL teachers’ ecological assessment agency has been significantly influenced by the complex nature of learning and teaching as well as the high demands of globalized world. As a result of this, prescribed curricula and standardized student assessment can consistently challenge teachers’ assessment agency. Despite the rising interest in the role of teachers’ agency, there is a limited investigation on EFL teachers' ecological assessment agency. Besides, there is an emphasis on repositioning of teachers as assessors and teachers’ role as responsible agents in assessment. Applying a correlational survey research, the study aimed to determine whether EFL teachers’ professional identity has an effect on their ecological assessment agency. This research also examined whether EFL teachers’ professional identity and their ecological assessment agency vary related to gender, academic degree, the type of school in which EFL teachers work, work experience, and EFL teachers’ membership of a professional development community. This study involved 268 EFL primary, secondary and high school teachers working in state and private schools in Diyarbakır. These participating teachers were selected by the convenience sampling. Data were gleaned by “Personal Information Form”, “Teacher Ecological Assessment Agency (TEAA) Questionnaire” (Ghiasvand et al., 2023), and “English Language Teacher Professional Identity Scale” (ELTPIS) (Mahmoodarabi et al., 2021). The
collected data were analysed by SPSS 27. The findings of the study indicated that EFL teachers’
professional identity significantly and positively affects their ecological assessment agency. The
study found that EFL teachers’ ecological assessment agency was significantly different
regarding work experience, academic degree, and membership in a professional development
community. The study also indicated that EFL teachers’ professional identity was significantly
different regarding academic degree and membership in a professional development
community.
Exploring the relationship between teachers’ innovative behavior and artificial intelligence – technological pedagogical content knowledge (ai-tpack)
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Çevik, Tuğbanur
This study explores the relationship between English as a Foreign Language (EFL) teachers' Artificial Intelligence-Technological Pedagogical Content Knowledge (AI-TPACK) and their innovative teaching behaviors in the Çukurova Region of Türkiye. Utilizing a quantitative, correlational research design, data were collected from 152 in-service EFL teachers through AI-TPACK and Innovative Work Behavior (IWB) scales, along with demographic information. The results revealed a generally high level of AI-TPACK proficiency and a moderately high level of innovative work behavior among participants. Statistically significant differences in AI-TPACK scores were observed based on educational attainment, school type, and age, with younger, more educated, and private school teachers reporting higher AI-TPACK levels. However, demographic factors such as gender, age, and teaching experience showed no significant differences in innovative behavior levels. Importantly, a positive and statistically significant correlation was found between AI-TPACK knowledge and innovative work behavior.
TTK ve CMR uyarınca taşıyıcının sorumluluğunu ortadan kaldıran özel sebepler
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Güner, Tuğba Hidayet
Karayolu taşımacılığı hem ulusal hem de uluslararası düzeyde en çok tercih edilen taşıma türlerinden biridir. Karayolu ile yapılan taşımacılık faaliyetlerinin artması ile beraber taşıma sözleşmesinden doğan hukuki ihtilaflar ve tarafların sorumluluklarının önemi de artmıştır. Özellikle karayoluyla eşya taşımacılığında, taşıyıcılar taşınan eşyaya olan özen borçlarından dolayı ağır sorumluluk yüklenmesi tehdidi altındadırlar. Ancak bu sorumluluk mutlak olmayıp belirli şartların varlığı halinde taşıyıcılarının sorumluluğu ortadan kalkabilecektir. Bu çalışmada, taşıyıcının sorumluluğunu ortadan kaldıran özel sebepler Türk Ticaret Kanunu ve CMR çerçevesinde karşılaştırmalı olarak üç ana başlık ile ele alınmış olup; bu kapsamda taşıyıcının sorumluluğu ve bu sorumluluktan kurtulma mekanizmaları teori ve uygulama bakımından değerlendirilmiştir. Birinci bölümünde, konunun daha iyi anlaşılabilmesi adına taşıyıcının sorumluluğu, sorumluluğunun hukuki niteliği ve şartları, yardımcı kişiler ve fiili taşıyıcılar incelenmiştir. Çalışmamızın ikinci bölümünde ise öncelikle taşıyıcının sorumluluğunu ortadan kaldıran genel sebeplere değinilmiş akabinde çalışmamızın ana konusu olarak taşıyıcının sorumluluğunu ortadan kaldıran özel sebepler incelenmiş; mevzuat sistematiğine uygun olarak her bir özel sebep analiz edilmiş, Yargıtay kararları çerçevesinde uygulamada karşılaşılan özellik arz eden durumlara yer verilmiştir. Üçüncü ve son bölümde ise konu bütünlüğü bakımından taşıyıcının sorumluluktan kurtulamadığı durumlarda, sorumluluğunun kapsamı bakımından ödeyeceği tazminat miktarları, bu miktarların sınırları ve sınırlardan yararlanamayacağı haller açıklanmıştır. Akabinde ise taşıyıcının sorumluluğuna dayanarak açılacak davalarda usule ilişkin konular, görevli ve yetkili mahkeme, dava şartları ve tahkim uygulamaları ele alınmıştır.
