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    Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies
    (Igi Global, 2017) Topkaya, Ece Zehir; Celik, Handan
    This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.
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    Evaluation of the Methodology of an ESP Reading Skills Course for Undergraduate Medical Students: Outsider Perspective
    (Elsevier Science Bv, 2016) Celik, Handan; Topkaya, Ece Zehir
    This study examined the methodology of a compulsory, assessed, intensive reading course at a Turkish university for undergraduate students who were going to study Medicine in Bulgaria. An outsider evaluation was conducted through a structured observation checklist followed by a post-observation interview with the practitioner. The checklist was also used as the semi-structured interview tool for data triangulation. The results showed that the dominant methodology was text-based and lexical. The practitioner as a facilitator provided immediate feedback and used activities focusing on text analysis. Although teaching of lexicon and translation of texts might sometimes be criticized, the interview data showed that the methodology matched students' needs. (C) 2016 The Authors. Published by Elsevier Ltd.
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    Non-native English Language Teachers' Perceptions of Professional Development: Implications for Career Stages
    (Elsevier Science Bv, 2016) Topkaya, Ece Zehir; Celik, Handan
    This study explored English language teachers' perceptions of professional development and professional development practices. The data were gathered through semi-structured interviews, from six non-native teachers who were in different career stages. Inductive content analysis showed that teachers described professional development as the use of various resources and use of skills and knowledge, while their professional development activities included attending courses and seminars, following professional publications, and collaborating with colleagues. Although both the definitions and practices can be considered as traditional, the results indicated that teachers were aware that they needed to keep up with rapid progress and change in teaching and education. (C) 2016 The Authors. Published by Elsevier Ltd.