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    Öğe
    An Investigation of Turkish EFL Teachers' Work Alienation during the COVID-19 Pandemic
    (Natl Research Univ Higher Sch Economics, 2023) Bilgi, Tugce; Tuyan, Seden Eraldemir
    Introduction: The education sector has been severely affected by the pandemic caused by the sudden outbreak of coronavirus disease (COVID-19), despite the preventive measures taken and innovations brought to mitigate its effects. Purpose: This study investigated the impact of alienation experienced by EFL teachers as a result of obligatory social distancing that has become the new normal because of the COVID-19 pandemic. Further, it was determined whether gender, educational level, institution type, and years of experience in the profession were among the active determinants of work alienation. Method: A mixed-method approach was adopted for this study. Quantitative data were collected using the Work Alienation scale, completed by 160 EFL teachers working at public and private schools in Mersin, Turkey. Qualitative data were gathered from the responses of 18 teachers within the survey group. The data collected from the scale were analysed, and the data from the open-ended survey were coded and classified into three themes. Results: The findings indicated that EFL teachers experienced low levels of work alienation during the pandemic, and the survey data provided thought-provoking examples of the damage caused by the pandemic. Although no significant differences were identified in alienation based on gender, institution type, and educational level, significant differences based on the years of experience were found in the powerlessness, meaninglessness, and isolation subscales, whereby teachers with 1-5 years of experience endured a higher level of work alienation than those with more experience. Conclusion: The findings of the study not only raise awareness regarding the importance of providing guidance to EFL teachers during the pandemic but also raise concerns about their wellbeing and digital literacy.
  • [ X ]
    Öğe
    Dialogic research mentoring in pre-service teacher education
    (Emerald Group Publishing Ltd, 2023) Tuyan, Seden Eraldemir
    PurposeThis paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy.Design/methodology/approachThrough this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers.FindingsEffective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies.Originality/valueThe insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process.