Yazar "Toköz, Fatma" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • [ X ]
    Öğe
    A Systematic Literature Review of EFL/ESL Teachers' Emotional Experiences
    (2024) Yildirim, A. Beyza Şahin; Toköz, Fatma
    There is a growing body of literature regarding language teachers’ emotions and their impact on teaching practices. However, the connection between their emotional experiences and their impact on teaching remains substantial. Evidently, integrative research methods are necessary to provide a more dynamic perspective on this complex subject. Thus, this study is based on the concept that emotions are complex and dynamic aspects of language teachers and learners during the learning and teaching stages. It is also motivated by the interest in conducting systematic literature reviews, the dynamic shift in language teaching, and the focus on a complex research phenomenon. On this basis, this study builds on 14 research articles conducted over the last ten years concerning teacher emotions. The study also used the Preferred Reporting Items for Systematic Reviews and Meta-Analysis checklist. The findings suggest that further research is needed to explore the variation among language teachers’ emotions in different contexts and their impact on teaching practice. This study also provides insights into professional identity, professional development, and fostering emotional connections between teachers and students.
  • [ X ]
    Öğe
    Researching Language Teacher Identity Towards Critical Pedagogy
    (2023) Toköz, Fatma
    The landscape of teacher education has recently experienced a significant transformation, shifting away from conventional constructivist methodologies towards more socio-culturally grounded and critical pedagogical approaches. This shift underscores the growing importance of exploring language teacher identity and underscores the imperative for in-depth research into its construction within teacher education programs. This evolution is vital not only to enable language educators to gain deeper insights into their students' ideologies but also to facilitate their understanding and cultivation of their own professional identities. Within the framework of critical pedagogy, pivotal concepts such as power, identity, and agency empower language instructors with the tools necessary to actively shape their own identities and effectively challenge the language ideologies held by their students. Consequently, it is essential to investigate how socio-cultural and political contexts influence the identities of language educators and how these educators can proactively mold their identities to meet the diverse needs of their students. Throughout this study, critical pedagogy serves as a lens for evaluating teacher education programs, highlighting how their incorporation can enhance the educational landscape. In light of the dynamic nature of education, particularly in evolving contexts, a critical language pedagogy perspective necessitates further research into the identity of language teachers within the field. This aligns with the assertion made by Kubota (2017), emphasizing the imperative of additional research concerning the identity of language teachers within the realm of critical language pedagogy.