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    Exploring the Wellbeing of Pre-Service Teachers During Their Practicum
    (2023) Zaimoglu, Senem; Dagtas, Aysun
    Understanding the psychology of pre-service teachers and the factors that affect their well-being have received relatively little attention in the relevant literature. Therefore, the present study seeks to investigate how pre-service teachers perceive their wellbeing during their practicum by collecting data from pre-service teachers via narratives and semi-structured interviews. Interpretative Phenomenological Analysis (IPA) was used to analyze the data. The results revealed a number of factors influencing the well-being of pre-service teachers, including motivation, students, their appreciation of the profession, feelings of inadequacy, relationship management, their multiple roles, technical concerns, and future perceptions. The findings highlight how pre-service teachers’ well-being influences their professional practices and provide insights for teacher educators, pupils, and researchers who are concerned with the well-being of pre-service teachers and work in the field of teacher education. Overall, the study sheds light on the complex and multifaceted nature of pre-service teacher wellbeing during practicum and emphasizes the need for a more holistic approach that considers the various factors that influence pupils' psychological and emotional states.
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    Öğe
    Foreign Language Learners' Uncertainty Experiences and Uncertainty Management
    (Springer/Plenum Publishers, 2024) Dagtas, Aysun; Sahinkarakas, Sehnaz
    Uncertainty is unavoidable in life; it is also an indispensable characteristic of educational settings. The process of learning a foreign language naturally involves interaction and coconstruction of knowledge. During this process, students may encounter uncertainty from a variety of sources, including the course, context, friends, or the teacher. Besides, to communicate meaningfully, the mutual effort of both the listener and the speaker is needed to deal with uncertainty. Considering this, the present study makes an effort to comprehend how learners appreciate and manage uncertainty in language learning environments. Although uncertainty is considered a multidisciplinary research topic, a limited number of studies are found in the literature which examine how students experience uncertainty and how they react to it. Regarding foreign language learning, related research focused on a specific form of uncertainty, Tolerance of Ambiguity, which is conceptualized as a cognitive style. In-class pen-and-paper surveys, reflective journals, video recordings, and stimulated recall interviews were the instruments used to gather data. The findings demonstrate that language learners frequently encounter uncertainty during the language learning process due to course-related, cognitive, and social factors, and learners may appreciate uncertainty in both positive and negative ways. Additionally, learners' emotional reactions to uncertainty depend on their positive or negative appraisals of uncertain situations. By recognizing and embracing uncertainty, language learners will adapt to it and be able to handle it through a variety of techniques. The results suggest that learners employ a variety of strategies, such as reducing, maintaining, and resolving uncertainty as well as ignoring uncertainty.
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    Öğe
    The Predictors of EFL Students’ International Posture at a University Context
    (2024) Zaimoglu, Senem; Dagtas, Aysun
    This study aimed to look at the uncertainty management and social-emotional competences of students at a university context to see if these are predictors of students’ international posture. The data was collected from a sample of 214 students enrolled in an English Preparatory School at a university context in the spring term of the 2022-2023 academic year through three scales, including Uncertainty Management (UMS), Social-Emotional Foreign Language Learning (SEFLLS), and Students International Posture Scale (IPS). The results yielded that there was a meaningful and positive relationship between the three variables. Moreover, it was shown that 48.3 % of the variability in the students’ international posture variable could be explained by the variables of uncertainty management and social-emotional competences through linear regression. Regarding the path analysis, it was revealed that social-emotional competences could predict the international posture levels of students whereas uncertainty management indirectly affects university students’ sense of international posture through social-emotional competences. The analysis concerning gender revealed that female students’ UM, SEFLL, and IP levels were significantly higher than males. It can be concluded that if institutions empower learners’ social emotional competences and uncertainty management skills, they will be more equipped to flourish in diverse cultures.