Person: GÜRSOY, ESİM
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GÜRSOY
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ESİM
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Publication Clinical supervision model in teaching practice: Does it make a difference in supervisors' performance?(Edith Cowan Univ, 2016-11-01) Kesner, John; GÜRSOY, ESİM; Salihoğlu, Umut M.; SALİHOĞLU, UMUT MUHARREM; Eğitim Fakültesi; 0000-0003-3715-4583; 0000-0002-5321-6556; ABB-9052-2020; ABF-7017-2020In search for better practices there has been a plethora of research in preservice teacher training. To contribute to the literature, the current study aims at investigating teacher trainees' and cooperating teachers' views about the performance and contribution of supervisors during teaching practice after using Clinical Supervision Model. Experimental in design, the study gathered both qualitative and quantitative data from participants in the experimental (n= 108 CT; n= 191 TT) and control (n= 32 CT; n= 100TT) groups. The findings revealed that there are statistically significant differences in participants' evaluations of their university supervisor in favor of the experimental group, suggesting the implementation of Clinical Supervision Model for teaching practice.Publication Private school efl teachers' perceptions on assessment: A case study in Turkey(Univ Granada, 2020-01-01) Onalan, Okan; Gürsoy, Esim; GÜRSOY, ESİM; Bursa Uludağ Üniversitesi; 0000-0003-3715-4583; ABF-7017-2020Teachers' selection and use of appropriate assessment methods requires not only their contemplation on lesson objectives, but also their knowledge, awareness and understanding of assessment processes. The present study aims to investigate Turkish private school language teachers' perceptions, use and understanding of assessment as an integral part of their teaching practices. Using a sequential mixed method approach, researchers triangulated the data to get an in-depth understanding of the phenomena: a 5-point Likert type online survey, participants' self-reports on assessment terminology as a part of an inservice training session, and participants' metaphors to explain formative and summative assessments which were collected during the same training. Results revealed participants' high self-confidence on traditional summative uses of assessment, but moderately low perceptions on using assessment formatively. Findings showed significant inconsistency between participants' limited knowledge on assessment terminology as opposed to high self-perceptions.Publication Syrian refugees' perception of barriers and bridges towards integration into Turkish society(Routledge Journals, Taylor & Francis Ltd, 2019-05-04) Gürsoy, Esim; Ertasoğlu, Leyla Deniz; GÜRSOY, ESİM; Eğitim Fakültesi; Yabancı Diller Eğitimi; İngiliz Dili Eğitimi; 0000-0003-3715-4583; ABF-7017-2020Population displacements have occurred in tremendous amounts in the last few decades due to the collapse in civil order of the neighbouring countries of Turkey. This situation not only created a need for researchers to deal with the social, psychological and economical aspects of this forced mobility, but also with the acculturation process of the refugees who left their home owing to serious human rights violations. Because they do not occupy a great space in the policy agendas, they are an 'invisible' group. This poses a major problem that there are no specific theories regarding the second language acquisition process of refugees, because they are considered together with all immigrants although their experiences distinguish them from other groups. Thus, feeling the need to be the voice of this unvoiced group with their SLA experiences and witnessing the swiftly changing dynamics in the world, the Middle East in particular, and its impact on the sociocultural context, this paper concentrates on the perceptions of Syrian refugees about the L2 (Turkish) and the target language group (Turkish people).Publication The effect of critical thinking embedded English course design to the improvement of critical thinking skills of secondary school learners(Elsevier, 2021-07-29) Bağ, Hatice Kübra; Gürsoy, Esim; GÜRSOY, ESİM; Eğitim Fakültesi; İngilizce Öğretmenliği Bölümü; 0000-0003-3715-4583; ABF-7017-2020Evolving trends of 21st century require the continuous development of individuals to become competent in using the skills of era effectively. Critical thinking (CT) is one of the basic skills of the century for the intellectual development of individuals to sustain global welfare. Infusion of CT into the subject matter content is one of many efforts for the training of individuals to think critically. Thus the derive for this study was the possibility of CT training in a secondary school context with elementary level of EFL learners. Having concurrent embedded mixed method research design; this study used various data collection methods. Quantitative data was gathered through a CT skills scale conducted as pretest and posttest. The structured interview was the qualitative tool to gather the opinions of the participants about the CT embedded English learning process. The results showed that the treatment group statistically outperformed the control group in the development of CT skills. Qualitative data indicated that the treatment was effective for the improvement of both language and CT skills. Moreover, the instruction process was motivating for the learners due to its meaningful, fun, authentic and supportive nature. The results have implications for EFL teachers that the full integration of CT to the English course objectives, language learning activities, assignments, assessment and teacher attitude is possible and supportive for the improvement of low-proficiency secondary school EFL learners as qualified thinkers in the target language.Publication Using six thinking hats to raise intercultural awareness: A pre-experimental study(Univ Granada, 2022-01-01) Gürsoy, Esim; Özcan, Eda Nur; GÜRSOY, ESİM; Bursa Uludağ Üniversitesi; 0000-0003-3715-4583; ABF-7017-2020Due to the increased mobility of the world population driven by technology, people in today's world are interacting more than ever. Globalization reveals the need for intercultural awareness. Therefore, this study aims to raise the intercultural awareness of EFL learners, aged between 12 and 13 through the use of Six Thinking Hats model with several modifications and presents an alternative way for the original model proposed by Edward De Bono. A purposive sampling method was used to select participants assumed to have less intercultural awareness as a result of the pretest. For close and in-depth observation, one group pretest-posttest design was preferred. To track the differences and similarities that occurred in the behaviors of participants during the treatment; qualitative data were collected and analyzed with the use of the constant comparison method. The findings suggested that the modified version of Six Thinking Hats model showed effects on participants' attitudes. Participants' approach to culture-based issues switches from personal judgments to questioning and understanding.