Pub Date : 2021-04-04DOI: 10.47216/literacytrek.854554
Nazmi Ağil
{"title":"On the Possibility of Multiculturalism: Birds Without Wings by Louis de Berniéres","authors":"Nazmi Ağil","doi":"10.47216/literacytrek.854554","DOIUrl":"https://doi.org/10.47216/literacytrek.854554","url":null,"abstract":"","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128605006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-15DOI: 10.47216/literacytrek.672319
M. Çeli̇kel
Daniel Keyes’ Flowers for Algernon was first published as a short story in The Magazine of Fantasy & Science Fiction in 1959. After the story successfully elicited critical acclaim and brought literary awards to its author, Keyes expanded the story into a novel that was first published in 1966. Daniel Keyes recounts the saddening story of Charlie Gordon, a mentally retarded thirty-two-year-old man, who is chosen by scientists for an experiment that would supposedly improve one’s mental capacity in a short time span. The experiment gradually proves to be successful as Charlie’s mental health improves. Yet, as Charlie turns unexpectedly very intelligent and cultured, reaching the ability to speak several languages including Latin, he finds out that the experiment he has been through brings a temporary state of mental well-being to the subject who would quickly return to one’s initial mental state. This purpose of paper is to discuss the concept of healing and well-being and question whether being well is an ideological or medical concept in terms of madness and civilization from the perspective of Foulcault who sees madness in a certain cultural space in society which the position and definition of “healthy” individuals depend on.
{"title":"Mental Health and Being Smart in Daniel Keyes’ Flowers for Algernon","authors":"M. Çeli̇kel","doi":"10.47216/literacytrek.672319","DOIUrl":"https://doi.org/10.47216/literacytrek.672319","url":null,"abstract":"Daniel Keyes’ Flowers for Algernon was first published as a short story in The Magazine of Fantasy & Science Fiction in 1959. After the story successfully elicited critical acclaim and brought literary awards to its author, Keyes expanded the story into a novel that was first published in 1966. Daniel Keyes recounts the saddening story of Charlie Gordon, a mentally retarded thirty-two-year-old man, who is chosen by scientists for an experiment that would supposedly improve one’s mental capacity in a short time span. The experiment gradually proves to be successful as Charlie’s mental health improves. Yet, as Charlie turns unexpectedly very intelligent and cultured, reaching the ability to speak several languages including Latin, he finds out that the experiment he has been through brings a temporary state of mental well-being to the subject who would quickly return to one’s initial mental state. This purpose of paper is to discuss the concept of healing and well-being and question whether being well is an ideological or medical concept in terms of madness and civilization from the perspective of Foulcault who sees madness in a certain cultural space in society which the position and definition of “healthy” individuals depend on.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121939604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-08DOI: 10.47216/literacytrek.775199
Muhlise Cosgun Ögeyik
Performing reflective procedures is among the attempts to improve the quality of professional development in teacher training process. Reflective procedures are assumed to be functional for increasing normative ways of thinking and for encouraging student teachers to develop more enthusiastic attitudes towards teaching profession. Action research, among such procedures, is used to employ numerous teaching drills and to reflect on the teaching practice. Therefore, this study discusses the importance of action research in teacher training process for developing reflective thinking skills of student teachers and for fostering their enthusiastic attitudes towards professional development. In the study, action research was designed with the participation of the student teachers attending English Language Teaching Department at a Turkish university. The results of this small scaled study demonstrated that action research reasonably contributed to professional innovation and renovation of the student teachers, helped them reflect on their inner thoughts about the process, and increased their enthusiastic behaviors towards teaching practices.
{"title":"Expanding normative ways of reflective thinking and enthusiastic behaviors towards teaching profession","authors":"Muhlise Cosgun Ögeyik","doi":"10.47216/literacytrek.775199","DOIUrl":"https://doi.org/10.47216/literacytrek.775199","url":null,"abstract":"Performing reflective procedures is among the attempts to improve the quality of professional development in teacher training process. Reflective procedures are assumed to be functional for increasing normative ways of thinking and for encouraging student teachers to develop more enthusiastic attitudes towards teaching profession. Action research, among such procedures, is used to employ numerous teaching drills and to reflect on the teaching practice. Therefore, this study discusses the importance of action research in teacher training process for developing reflective thinking skills of student teachers and for fostering their enthusiastic attitudes towards professional development. In the study, action research was designed with the participation of the student teachers attending English Language Teaching Department at a Turkish university. The results of this small scaled study demonstrated that action research reasonably contributed to professional innovation and renovation of the student teachers, helped them reflect on their inner thoughts about the process, and increased their enthusiastic behaviors towards teaching practices.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117162585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-02DOI: 10.47216/literacytrek.730300
Burçak Yılmaz Yakışık, Asuman Aşık
Language teacher education (LTE) is a dynamic field which needs to keep abreast of the changes in other fields and the teacher-oriented developments. In the 21st century, teacher education is required to meet the expectations of the pre-/in-service teachers, the learners, the technology, and the changing qualifications. In this sense, it is fundamental to investigate how the research trends in LTE should be shaped with a bottom-up perspective. To this end, the current study aims to investigate the needs of academics and researchers in the field of LTE in a variety of contexts (i.e., Turkey, Portugal, and Poland). The study was conducted as a part of an Erasmus+ Project called ILTERG (International Language Teacher Education Research Group) co-funded by the Turkish National Agency and Erasmus+ Program. A total number of 139 participants from three countries participated in the study. The data were collected through a needs analysis survey and semi-structured interviews. Quantitative and qualitative analysis of the data revealed that all items in the survey might be guiding for the academics to conduct research on. The list of the research topics could guide novice and/or expert researchers to conduct further studies in LTE. practical implementation of at secondary longitudinal studies
{"title":"Research Needs in Foreign Language Teacher Education: Insights from Researchers in Poland, Portugal, and Turkey","authors":"Burçak Yılmaz Yakışık, Asuman Aşık","doi":"10.47216/literacytrek.730300","DOIUrl":"https://doi.org/10.47216/literacytrek.730300","url":null,"abstract":"Language teacher education (LTE) is a dynamic field which needs to keep abreast of the changes in other fields and the teacher-oriented developments. In the 21st century, teacher education is required to meet the expectations of the pre-/in-service teachers, the learners, the technology, and the changing qualifications. In this sense, it is fundamental to investigate how the research trends in LTE should be shaped with a bottom-up perspective. To this end, the current study aims to investigate the needs of academics and researchers in the field of LTE in a variety of contexts (i.e., Turkey, Portugal, and Poland). The study was conducted as a part of an Erasmus+ Project called ILTERG (International Language Teacher Education Research Group) co-funded by the Turkish National Agency and Erasmus+ Program. A total number of 139 participants from three countries participated in the study. The data were collected through a needs analysis survey and semi-structured interviews. Quantitative and qualitative analysis of the data revealed that all items in the survey might be guiding for the academics to conduct research on. The list of the research topics could guide novice and/or expert researchers to conduct further studies in LTE. practical implementation of at secondary longitudinal studies","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114329946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-13DOI: 10.47216/literacytrek.793002
Serhat Başar, Halenur Çeliktürk, İrem Çomoğlu
This qualitative cross-case study explores and reflects on the insights of six English language teachers working at one secondary school and one tertiary level institution in Turkey regarding the Continuous Professional Development (CPD) practices offered by their institutions respectively. It also investigates what contextual factors interact with these teachers’ insights and experiences about CPD as part of teacher education regarding within-case and cross-case differences. The data were collected through semi-structured interviews, written reflections and program documents and analysed using a descriptive coding strategy. The findings reveal that the participant teachers consider CPD as a customized, practice-focused, collaborative and reflective endeavour. Implications for future continuous professional development programs are also discussed.
{"title":"English Language Teachers’ Insights into Continuous Professional Development A Cross-case Exploration","authors":"Serhat Başar, Halenur Çeliktürk, İrem Çomoğlu","doi":"10.47216/literacytrek.793002","DOIUrl":"https://doi.org/10.47216/literacytrek.793002","url":null,"abstract":"This qualitative cross-case study explores and reflects on the insights of six English language teachers working at one secondary school and one tertiary level institution in Turkey regarding the Continuous Professional Development (CPD) practices offered by their institutions respectively. It also investigates what contextual factors interact with these teachers’ insights and experiences about CPD as part of teacher education regarding within-case and cross-case differences. The data were collected through semi-structured interviews, written reflections and program documents and analysed using a descriptive coding strategy. The findings reveal that the participant teachers consider CPD as a customized, practice-focused, collaborative and reflective endeavour. Implications for future continuous professional development programs are also discussed.","PeriodicalId":390917,"journal":{"name":"The Literacy Trek","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127279288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：