Hacettepe Üniversitesi Açık Erişim Sistemi (HÜAES)
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Yabancılara Türkçe Öğretiminde Öğretici Konuşmasının Etkileşimsel Özellikleri
(Türkiyat Araştırmaları Enstitüsü, 2026) ÖZGE ÜNVER; Türkiyat Araştırmaları
This study investigates the interactional features of teacher talk in Teaching Turkish to Foreigners (TTF) classrooms at two proficiency levels, A1 (beginner) and C1 (advanced), and explores teachers’ self-evaluations of their own classroom discourse practices. Adopting a qualitative case study design, the research was conducted with five teachers working at a TÖMER in Türkiye who taught at both proficiency levels. Classroom interaction data were collected through systematic observations and stimulated recall interviews, yielding a total of 860 minutes of audio recordings. Classroom discourse was analyzed descriptively using Walsh’s (2006) Self-Evaluation of Teacher Talk (SETT) framework, while interview data were subjected to content analysis. Triangulation across data sources was employed to enhance the trustworthiness of the findings. The findings reveal a clear developmental shift in teacher talk from form-focused, teacher-controlled interaction at the A1 level toward meaning-focused, dialogic, and jointly constructed communication at the C1 level. At the beginner level, interaction is predominantly characterized by direct correction, display questions, short wait-time, teacher echo, and tightly structured B-Y-G sequences. In contrast, advanced-level classrooms display increased use of referential questions, content-focused feedback, extended wait-time, selective echoing, and learnerinitiated self-repair. Similarly, scaffolding practices evolve from explicit and rule-based support at A1 to more implicit and strategic guidance at C1. The distribution and use of SETT modes also vary by proficiency level, with the Skills and Systems and Managerial modes dominating at A1, while the Classroom Context and Material modes are employed more flexibly and purposefully at C1. Stimulated recall interviews indicate that teachers conceptualize interaction as the primary mechanism through which language learning occurs and view teacher talk not only as a pedagogical tool but also as an emotional and relational resource. Engagement with the SETT framework increased teachers’ reflective awareness by making intuitive practices visible and by highlighting areas for development, such as excessive teacher control, limited wait-time, ix and interactional routines that constrain learner participation. By applying the SETT framework to the TTFL context, this study provides locally grounded, data-driven insights into the proficiency-sensitive, context-dependent, and pedagogically adaptive nature of teacher talk. The findings underscore the need for reflective, interactionfocused, and emotionally responsive teacher education in TTF and suggest that teacher talk should be conceptualized as a dynamic professional expertise rather than a routine instructional practice.
OKUL MÜDÜRLERİNİN ANLAM YARATMA ROLLERİNİN DEĞİŞİM YÖNETİMİ BAĞLAMINDA İNCELENMESİ: KEŞFEDİCİ BİR DURUM ÇALIŞMASI
(Eğitim Bilimleri Enstitüsü, 2026) BARAN Melike Aslı; Eğitim Bilimleri
The intensified migration flows in Türkiye after 2011 transformed the student composition of schools, and the inclusion of students under temporary protection created profound uncertainty for principals. While the literature has largely examined this process among students, teachers, and macro policy, how principals make sense of this uncertainty and transmit the constructed meaning to teachers has remained understudied. This study examines how principals make sense of demographic change (sensemaking) and convey this understanding to teachers (sensegiving).
Using an exploratory case study design, semi-structured interviews were conducted with 27 principals and 20 teachers in six provinces (Ankara, Erzurum, Hatay, İstanbul, Konya, Uşak) with notable densities of students under temporary protection. Data were analyzed abductively with MAXQDA 26.
The findings show that principals manage demographic change through a cyclical process comprising the enactment, selection, and retention phases of Weick's (1995) theory. Sensegiving is not unidirectional but a reciprocal negotiation jointly carried out by principals and teachers through direction-setting, symbolic communication, and reframing.
The study offers five contributions. (1) Through mental rehearsal and scenario simulation, principals evaluate possibilities not yet materialized and develop proactive strategies. (2) Emotions such as anxiety, responsibility, and empathy shape the content of decisions. (3) Provisional frames are matured by being tested like hypotheses. (4) Initially perceived as a crisis, the change becomes ordinary through sensemaking embedded in routine action. (5) Principals simultaneously assume multiple roles as manager, mediator, emotional regulator, and policy interpreter. Consequently, integration's school-level success depends, beyond central directives, on principals' sensemaking and sensegiving capacities.
İLKOKULDA ÇEVRE TEMALI KİTAPLARLA UYGULANAN PROBLEM ÇÖZMEYE DAYALI ELEŞTİREL-YARATICI OKUMA (PÇDEYO) MODELİNİN ETKİLİLİĞİ
(Eğitim Bilimleri Enstitüsü, 2026) Kübra Süreyya AÇIKEL; Eğitim Bilimleri
The aim of this research is to examine the effect of Problem-Solving Critical-Creative Reading (PSBCCR) activities conducted with environmentally themed children's books on the environmental awareness, reading comprehension, and PSBCCR competencies of primary school students. The study was conducted over 10 weeks with 4th-grade students attending a public primary school in Ankara using a quasi-experimental design with a pre-test-post-test control group. In the experimental group, PSBCCR activities developed by the researcher were applied using environmentally themed books. In the control group, reading activities aligned with existing curriculum guidelines and aimed at basic text comprehension, rather than targeting higher-order thinking processes, were conducted using the same books. For quantitative data collection, the "Primary School Environmental Awareness Scale," "Reading Comprehension Achievement Test," and "Problem-Solving Critical-Creative Reading Achievement Test" were used; for qualitative data collection, a semi-structured interview form was administered to the students in the experimental group. In the study, Mixed-Measures Two-Factor ANOVA and Mann-Whitney U Test were used to analyze quantitative data, and content analysis was used to analyze qualitative data. The quantitative findings showed that the PSBCCR activities had a positive effect on students' environmental awareness, reading comprehension, and problem-solving-based critical-creative reading competencies. In the qualitative findings, students mentioned positive aspects of the PSBCCR model, including improved reading comprehension, increased environmental awareness, greater willingness to read, a desire to apply it across different courses, and the development of thinking skills. These data, consistent with the quantitative analysis results, confirmed that the model supports students' holistic cognitive and affective development. In conclusion, it is believed that the interdisciplinary applicability and holistic reading approach offered by the PSBCCR model will be effective in achieving the objectives of the curricula and meeting the skills-based education needs of the future.
PALYATİF BAKIM HASTALARINA BAKIM VEREN KADINLARIN DENEYİMLERİNDE TOPLUMSAL CİNSİYET ROLLERİNİN ANALİZİ
(Sosyal Bilimler Enstitüsü, 2026) Özkurt Elif; Sosyal Hizmet
Although caregiving responsibilities in palliative care are predominantly undertaken by women, studies examining how women experience this process within the context of gender and how caregiving experiences relate to gender inequalities remain limited. This study aims to analyze the gender roles experienced by women caregivers during the caregiving process from a feminist perspective. The study was conducted using a qualitative research design. Data were collected through in-depth interviews based on a semi-structured interview form. The participants consisted of women caregivers who voluntarily agreed to participate in the study and who were providing care to patients receiving treatment in the palliative care units of Kocaeli State Hospital, Ankara Etlik City Hospital, Samsun Training and Research Hospital, and Ordu Training and Research Hospital in 2025. Using purposive sampling, data were collected from 18 women caregivers. The data were analyzed through thematic analysis using the MAXQDA software program. The findings of the study were examined under four themes: the gendering of care and the assignment of caregiving responsibilities to women; economic dependency, power relations, and gender-based inequalities; the burden and coping strategies of women caregivers during the caregiving process; and the questioning and partial transformation of gender roles. The study revealed that women caregivers in palliative care bear not only caregiving responsibilities but also substantial emotional labor and mental burden. This burden is reinforced by inequalities in family power relations, the transfer of caregiving responsibilities to families—and predominantly to women—through policy choices, and the inadequacy of psychosocial support mechanisms.
This study contributes to the literature by highlighting the need to restructure palliative care services through a gender-sensitive perspective, develop systematic psychosocial support models for caregivers, and provide practice implications for multidisciplinary palliative care teams from a feminist social work perspective.
TÜRK HUKUKU İLE KARŞILAŞTIRMALI OLARAK KAZAKİSTAN’DA HASTA HAKLARI
(Sosyal Bilimler Enstitüsü, 2026) GULMIRA SANDYBAYEVA; Özel Hukuk
The aim of this study is to analyse the concept of patient rights, their legal nature, and the legal framework governing their protection during medical interventions. The subject is examined in the context of Turkish and Kazakh law, with particular reference to the legal relationships between patients, healthcare professionals and healthcare institutions.
This study examines patient rights arising from the legal relationship between patients, healthcare professional (physician) and healthcare institutions, from the perspective of the Turkish Patients’ Rights Regulation and Kazakhstan`s Code No. 360-VI on Public Health and the Healthcare System. It aims to identify, classify, and systematize the relevant legal norms within the legal systems of both countries, while highlighting their similarities and differences.