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Temir, Tuğçe

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Dr. Öğr. Üyesi

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Temir

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Tuğçe

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Tuğçe TEMİR

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2018 - 201912020 - 20221

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    Publication
    Issues in pre-service and in-service teacher training programs for university English instructors in Turkey
    (2018) Cemile DOĞAN Tuğçe TEMİR İlknur PAMUK Seher BALBAY; Temir, Tuğçe; Necmettin Erbakan Üniversitesi Türk Hava Kurumu Üniversitesi Hacettepe Üniversitesi Orta Doğu Teknik Üniversitesi
    English language teaching programs in Turkish universities do not have uniform standards. The quality ofeducation given to teachers in their undergraduate programs varies as does the teacher training provided duringemployment. The factors affecting the teacher training policies are numerous, such as the needs of the institution,the funding, time, technology and especially the importance attached to an ongoing development process.Particularly in higher education, lip service is paid to English language teacher training policies. To investigatethe shortcomings of these teacher training policies, this research study was conducted by interviewing instructorsfrom twenty different universities in Turkey. The study conducted has revealed the fact that there is a gap inspecific language learning management policies concerning preservice and in-service language teacher trainingfor university instructors in Turkey.
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    The Role of Scaffolding in L2 Learners’ Dialogic Reflections
    (Bartin Universitesi, 2022-10-13) Tugce TEMİR; Hatice ERGÜL; Temir, Tuğçe
    This article examines (1) the role of scaffolding and (2) scaffolding patterns that emerged in L2 learners’ dialogic reflections on their spoken performances. Dialogic reflection has recently become a vital concept in teacher development studies (Mann & Walsh, 2017), however, the role of dialogic reflection on learner empowerment has not been investigated. In this study, the term “dialogic reflection” is used to define 24 tertiary level L2 learners’ reflections on their spoken performances after they conduct six different paired speaking tasks which last 17 hours in total. The present study observes these dialogic reflections of the students under the scope of Sociocultural Theory, which posits human mental functioning as a mediated process that occurred with the help of others (Ratner, 2002). The data is gathered from these reflection sessions, and it is analyzed through sociocultural discourse analysis (Mercer, 2004). Thanks to microanalysis of the data, the findings show that learners use scaffolding to be able to establish mutual understanding between each other (Musiol & Trognon, 1999) in terms of word search, grammatical correction, and content development, and they used three different patterns to reach their aim; asking for help, intentional intervention, and showing joint effort.