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Öğe A Transcendental Phenomenological Study of Teachers' Self-efficacy Experiences(Franco Angeli, 2013) Eryaman, Mustafa Y.; Kocer, Omer; Kana, Fatih; Sahin, Esin Y.This phenomenological study explored the nature of the self-efficacy phenomenon as experienced by three teachers of Turkish as a Foreign Language (TFL). A transcendental phenomenological inquiry design was used to explore the meaning ascribed to self-efficacy by teachers. Data were collected through one-on-one interviews. The data were analyzed in accordance with the guidelines of Moustakas' phenomenological approach. Seven main themes emerged from the lived experiences of teachers regarding their perceptions of the self-efficacy. The findings of the study indicated that teacher self-efficacy could also be conceptualized in an alternative framework as a socio-cultural, relational, emotional, social psychological and moral accomplishment.Öğe Conceptual and Psychometric Properties of a Self-efficacy Perception Scale Based on Teaching Turkish as a Foreign Language(International Association of Educators, 2013) Sahin, Cavus; Eryaman, Mustafa Yunus; Kocer, Tugba; Kocer, OmerThe main purpose of this descriptive research study is to investigate the conceptual and psychometric properties of a self-efficacy perception scale developed for determining selfefficacy perception of 3rd and 4th grade Turkish pre-service teachers, who took Turkish as a Foreign Language (TFL) course theoretically in undergraduate level, towards teaching TFL. As a result of analysis of the related literature and written responses of participants, researchers initially formed an item-pool by considering that they best suit to TFL context. Then, they adapted the items into 5-point Likert scale. The current instrument was administered to 176 pre-service Turkish teachers with a random sampling design. The repetitive statistics showed that the instrument has three factors with 25 items that measure the self-efficacy of participants. The factors which have been identified in the instrument possess the construct validity and psychometric properties of internal consistency. The reliability and validity of the scale were analyzed with SPPS 17.0. According to exploratory factor analysis results for maintaining construct validity of the scale, factor values of the scale changed between 0.57 and 0.82, and total variant of the scale was found to be 70.379 %. As for the Kaiser-Meyer-Olkin (KMO) measuring of sampling adequacy and Bartlett‟s test of sphericity, KMO is found to be 0.95 being greater than 0.60 and Bartlett‟s test is large with Chi-square value (χ2(300)= 4143.5; p< ,0001) and significant at 0.000. As for reliability, the results showed that the items of scale in terms of item-total correlation changed between 0.45 and 0.84, and the total internal reliability coefficient of the scale (Cronbach‟s Alpha) was calculated as 0.972. Additionally, the two scholars gave their positive opinions in favor of the scale for face validity.The results indicates that the scale has the validity and reliability. Furthermore, the findings of the study confirmed that this scale had validity and reliability that could be used in TFL context for exploring pre-service teachers‟ self-efficacy perception towards teaching TFLÖğe INVESTIGATING THE BELIEFS OF TURKISH AS A FOREIGN LANGUAGE LEARNERS AFTER TARGET-CULTURE INTEGRATED LANGUAGE COURSES(Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2013) Kocer, OmerThis study was carried out with 15 university students who came from different European countries to Turkey within ERASMUS mobility program, for the purpose of learning Turkish as a Foreign Language in a Turkish University in one month period. It was, then, aimed to determine the participants' beliefs on the Turkish courses which were integrated with target culture. To that end, one open-ended and four close-ended questions were asked to participants at the end of the courses, so as to determine their perceptions related to language skills, cultural awareness, attitude towards target culture, evaluation upon current courses. Within qualitative paradigm, by adopting a case study design, the data which were derived from close-ended questions were digitized in a descriptive manner. The data related to one open-ended question were analyzed by inductive content analysis with QSR NVivo 8 software. As a result, it was revealed that there was a meaningful conceptual similarity between scholars' views and participants' beliefs concerning the effects of culture-integrated language courses on success, cultural awareness, and attitude towards target society. Hence, it can be asserted that culture-integrated language courses have a positive influence on TFL learners' motivation, language skills, cultural awareness, and attitude towards target society. The results of this study are also in parallel with the scholar views which assert the necessity of target culture in foreign language teaching. It can also be mentioned that this study would be a seminal research with regard to those of culture and language in this newly founded discipline which is titled as Turkish as a Foreign Language (TFL).Öğe Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context(Springer, 2013) Yuce, Kemal; Sahin, Esin Y.; Kocer, Omer; Kana, FatihAs teaching is a nation-building profession, the career motivations of pre-service teachers are worth exploring. This study examines the career motivations of 283 Turkish pre-service teachers who have chosen teaching as a career. Accordingly, they were asked questions about deciding to teach, career perceptions, and major expectations. A profile of the participants was then developed by analyzing their responses in quantitative and qualitative ways as being descriptive, statistical, and inductive steps. It is seen that extrinsic, altruistic, and intrinsic motivations all play a role when individuals choose teaching as a career. In addition, although altruistic motives are very dominant for females, mercenary-based extrinsic motives are dominant for males. Associatively, teaching is further desired as a first profession by females. In light of the findings, we give suggestions for teacher training institutions and policy makers.Öğe The First Step in Curriculum Development: Needs and Situation Analysis in Teaching Turkish as a Foreign Language(Turkish Education Assoc, 2013) Kocer, OmerOwing to the fact that teaching Turkish as a Foreign Language (TFL) is a new discipline, determining students' needs through students' and teachers' views is important for students' active involvement in the educational environment. Thus, an effective curriculum for satisfying student language needs can be prepared in advance. However, there are external factors for designing and implementing the curriculum. So, an analysis of the existing situation is required. In this respect, parameter of identifying the needs being the first step of curriculum development model of Taba-Tylar has been the starting point in this study. The aim of this case study in which Holistic single-case design has been used is to clarify how to make analyses of needs and existing situation being the starting point for developing an effective curriculum for TFL learners. As a conclusion, the diversity of student needs has been revealed in light of obtained qualitative and quantitative data from observations of 40 young-adult TEL learners in Turkish language teaching center, questionnaire administered to the learners, an open-ended question and interviews with two TFL teachers. Considering these results, TFL curriculum developers should develop a curriculum by taking into consideration the diversity of student needs. Thus, the foundations of this new discipline entitled with teaching TEL can be just laid. With reference to results of this study, some suggestions were offered for TEL curriculum developers.
