Kitap Bölümü Koleksiyonu
Bu koleksiyon için kalıcı URI
Güncel Gönderiler
Öğe TALİHSİZ HATA(2023) BEHN, APHRA; Söylemezoğlu, Rana SuedaKıskançlığın tesiri her zaman pek ölümcül olmuştur ve o, incir çekirdeğini doldurmayacak sebeplerden ortaya çıkmış olsa da kuşkusuz insan ruhunun taşıyabileceği en ıstıraplı duygulardan biridir: Doğruluğunu bu hikâye gözler önüne serecektir. Sör Henry Hardyman, Somersetshire'da koskoca bir malikânenin efendisiydi. Çok bonkör ve yüce gönüllü biriydi. Neredeyse abartıya kaçacak kadar misafirperverdi. Dürüst, sözünü esirgemeyen, inanılmaz babacan ancak bir o kadar da hırslı bir tüccardı. Ölen eşinden geriye, aralarında yaklaşık altı yaş olan oğlu ve kızı kalmıştı. Oğlu, Miles Hardyman büyük olandı ve tıpkı kız kardeşi gibi onun da erdemli tabiatı, asil ve dini bir eğitimle yoğrulmuştu. Miles yirmi ikisindeydi; iri yapılı, oldukça uzun ve düzgün vücutluydu, cesur ve çevikti. Her ne kadar biz kadınlar gibi sevgiyi sezip bilen ince bir yüreği olsa da onu gören savaşmak için doğduğunu düşünürdü. Üniversitede bir süre eğitim görmüştü; burada, diğer uğraşların yanı sıra eskrim yapmayı öğrendi; bununla birlikte, şehirde kaldığı on iki aylık zaman zarfında eskrimde oldukça ilerleme kaydetti.Öğe Language Teacher Psychology: Teachers Matter(2023) SAHINKARAKAS Sehnaz, INOZU Julide, CAN Cem, TOKOZ FatmaWe, as editors, are pleased to introduce this book, which serves as a scholarly platform for a collection of research papers exploring the significance of Language Teacher Psychology and emphasizing the crucial role of teachers. The study of language teacher psychology delves into the psychological factors that impact the teaching and learning of a second language. This includes examining the attitudes, beliefs, and emotions that language teachers hold, as well as the influence of these factors on their instructional practices. In language learning, teachers play a crucial role in shaping students' attitudes, motivation, and engagement. Thus, it is essential for language teachers to possess a thorough understanding of both the language they are teaching and the psychological factors that impact language learning. Key factors that can affect language teacher psychology include their language learning experiences, cultural and individual beliefs, and their sense of efficacy in the classroom. Understanding these factors can assist language teachers in creating a positive learning environment that enhances students' language acquisition and success. In spite of the indispensable role that teachers assume in the realm of education, the majority of research in language learning psychology has predominantly concentrated on learners. Such neglect of teachers' psychological dimensions is tantamount to overlooking the needs of learners themselves. The psychological aspects encompassing teachers' well-being, resilience, motivation, and other influential factors are of utmost significance. In essence, the impact of teachers cannot be understated. The objective of this book is to offer a distinctive platform, uniting research endeavors pertaining to the psychology of language teachers, thereby providing a forum for their contributions to be heard. As editors, our primary objective is to comprehensively address an extensive array of topics pertinent to teachers, including emotions, agency, identity, burnout, self-concept, and selfefficacy. This book represents the culmination of a collaborative endeavor involving scholars from diverse regions across the globe. We extend our sincere gratitude to the reviewers, members of the international editorial board, the publisher, and those involved in the technical aspects, as this book is a testament to their collective efforts. It is a product of teamwork, and we express our appreciation to all who contributed throughout each stage of its development. We trust that the research papers contained within this book will provide valuable insights and captivating reading material for you.Öğe E-Mentoring as a professional teacher development tool(IGI GLOBAL, 2017) Çetin, Muzaffer; Sahinkarakas, SehnazThis action research study was aimed at exploring how a collaborative e-mentoring platform can be used as a supplemental tool for professional teacher development, specifically on the issue of formative assessment practices. The platform consisted of a group of eight volunteer teachers working in locationally disadvantaged areas and the mentors. Five modules were prepared and implemented based on the needs of the teachers, and the data were collected constantly from various sources throughout the study. The analysis of data revealed two basic themes: Positive aspects and challenges of e-mentoring. Overall, the study revealed that most of the teachers believed in the importance of having professional development support through e-mentoring because it could break down the locational barriers between teachers. Although there were some difficulties such as the unique problems or heavy workloads of the teachers, it still had implications for broader expressions for professional development.
