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dc.contributor.advisorMirici, İsmail Hakkı
dc.contributor.authorPulatsü, Gülsen
dc.date.accessioned2025-01-16T11:15:06Z
dc.date.issued2024
dc.date.submitted2024-12-24
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dc.identifier.urihttps://hdl.handle.net/11655/36345
dc.description.abstractAbstract This case study seeks to investigate the efficacy of Individualized Professional Development (IPD) approaches and their possible advantages over traditional professional development (PD) methods in enhancing SDL and personalized professional growth. The study aims to deliver an in-depth overview about the EFL instructors' PD perceptions and needs, their related experiences, and the impact of IPD implementation on their teaching. The participants of the study were EFL instructors working at a foundation university in Turkey. This study employed an embedded experiential mixed-method research design. In the pre-intervention phase, a survey was administered to 32 EFL instructors to find out their initial perceptions and needs related to PD Practices. Then, pre-test and post-test were employed to 6 EFL instructors to explore their self-assessment before and after the implementation. Descriptive Statistics and The Wilcoxon signed-rank test were carried out to analyze the quantitative data by using the SPSS Version 25 and 30. The qualitative data were obtained from 6 EFL instructors via Structured Follow-up Interviews and a focus group meeting. Thematic analysis was carried out to describe the EFL instructors’ viewpoints related to the IPD. The findings emphasizes the drawbacks of traditional, one-size-fits-all PD methods, advocating alternative PD practices promoting self-reflection, flexibility, autonomy and customization by catering to instructors’ specific needs and interests to synchronize their self-directed IPD with classroom requirement. Despite initial skepticism and challenges in self-regulation, the participants exhibited a positive shift towards adopting IPD strategies by emphasizing the significance of getting scaffolded support and guidance by a mentor or an expert. Keywords: EFL instructors, professional development, self-directed learning, individualized professional developmenttr_TR
dc.language.isoentr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectEFL instructors, professional development, self-directed learning, individualized professional developmenttr_TR
dc.subject.lcshA - Genel konulartr_TR
dc.titleAN INDIVIDUALIZED PROFESSIONAL DEVELOPMENT MODEL FOR EFL PROFESSIONALS: A SELF-DIRECTED LEARNING APPROACHtr_TR
dc.title.alternativeYABANCI DİL EĞİTMENLERİ İÇİN BİREYSELLEŞTİRİLMİŞ BİR MESLEKİ GELİŞİM MODELİ: ÖZYÖNETİMLİ BİR ÖĞRENME YAKLAŞIMItr_TR
dc.typeinfo:eu-repo/semantics/doctoralThesistr_TR
dc.description.ozetÖz Bu vaka çalışması, Bireyselleştirilmiş Mesleki Gelişim (BMG) yaklaşımlarının etkinliğini ve kendi kendine öğrenmeyi ve kişiselleştirilmiş mesleki gelişimi geliştirmede geleneksel mesleki gelişim (MG) yöntemlerine göre olası avantajlarını araştırmayı amaçlamaktadır. Çalışma, İngilizce öğretmenlerinin MG algıları ve ihtiyaçları, ilgili deneyimleri ve BMG uygulamasının öğretimleri üzerindeki etkisi hakkında derinlemesine bir genel bakış sunmayı amaçlamaktadır. Çalışmanın katılımcıları, Türkiye'deki bir vakıf üniversitesinde görev yapan İngilizce öğretim görevlileridir. Bu çalışmada gömülü deneyimsel karma yöntem araştırma deseni kullanılmıştır. Müdahale öncesi aşamada, 32 İngilizce eğitmenine MG Uygulamaları ile ilgili ilk algılarını ve ihtiyaçlarını öğrenmek için bir anket uygulanmıştır. Ardından, uygulama öncesi ve sonrasında öz değerlendirmelerini araştırmak için 6 İngilizce öğretmenine ön test ve son test uygulanmıştır. Nicel verileri analiz etmek için SPSS Sürüm 25 ve 30 kullanılarak Tanımlayıcı İstatistikler ve Wilcoxon işaretli sıralar testi yapılmıştır. Nitel veriler, yarı yapılandırılmış görüşmeler ve bir odak grup toplantısı yoluyla 6 İngilizce eğitmeninden elde edilmiştir. İngilizce eğitmenlerinin BMG ile ilgili görüşlerini tanımlamak için tematik analiz yapılmıştır. Bulgular, geleneksel yöntemlerinin dezavantajlarını vurgulamakta ve eğitmenlerin öz-yönetimli BMG’lerini sınıf gereksinimleriyle senkronize etmek için özel ihtiyaç ve ilgi alanlarına hitap ederek öz-yansıtma, esneklik, özerklik ve kişiselleştirmeyi teşvik eden alternatif MG uygulamalarını savunmaktadır. Başlangıçtaki şüpheciliğe ve öz denetimdeki zorlanmalara rağmen katılımcılar, bir mentor ya da uzman tarafından destek ve rehberlik almanın önemini vurgulayarak BMG stratejilerini benimseme yönünde olumlu bir değişim sergilemiştir. Anahtar Kelimeler: İngilizce öğretim görevlileri, mesleki gelişim, öz-yönetimli öğrenme, bireyselleştirilmiş mesleki gelişim.tr_TR
dc.contributor.departmentYabancı Diller Eğitimitr_TR
dc.embargo.termsAcik erisimtr_TR
dc.embargo.lift2025-01-16T11:15:07Z
dc.fundingYoktr_TR
dc.subtypeworkingPapertr_TR


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