Browsing by Author "Ates, Burcu"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item CULTURAL RESPONSIVENESS OF U.S. IN-SERVICE TEACHERS ON A STUDY ABROAD EXPERIENCE(2017-04-17) Craft, Hykeem M.; Bustamante, Rebecca M.; Eaton, Paul W.; Ates, BurcuPurpose The purpose of this qualitative dissertation was to explore the experiences of a select group of in-service teachers, who participated in a three-week study abroad program in Chile, and how these experiences might have influenced their cultural responsiveness. The primary research question that served as a guide for this study was as follows: How does participation in a short-term study abroad program influence in-service teachers’ cultural responsiveness? Methods Pre- and post-interviews were conducted with in-service teachers from the United States who participated in a study abroad program in Chile during the summer 2016. Blog entries were also collected from the participants while they were in Chile. Using narrative data from participants’ interviews and blog entries, data were analyzed using a constant comparative approach to identify emergent themes. Each individual participant’s experience was viewed as an individual case study. A cross-case analysis also was done to compare themes that arose across the individual cases and to outline similarities and differences. Findings Several unique themes arose in each participant’s description of his or her experiences in this collective case study. However, there were several common themes that arose across the four individual cases. Those themes were: (a) allowing lax environments/leniency, (b) being the auxiliary support, (c) owning the instruction, (d) discussing worldly issues, (e) recognizing the vision, (f) preparing the instruction, and (g) interacting positively with others. Descriptions of participants’ experiences before and during the study abroad experience revealed presence of markers that signified culturally relevant education. Self-reflections indicated that most of the participants believed that they moved from being moderately culturally responsive educators before their three-week abroad experience to highly culturally responsive educators after their three-week abroad experience.Item Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers(2010-01-16) Ates, BurcuThe purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants (GTAs) in English as a second language (ESL) methodology and/or ESL assessment courses at a Southwestern U.S. university. This study also investigated the perceptions of NES and NNES GTAs toward preservice teachers. This study explored the issue of whether preservice teachers are prepared to accept and validate diversity among their instructors which in turn should make them sensitive to diverse learners they will encounter in their future teaching. In the first part of the study, a total of 262 preservice teachers were surveyed. The survey data were collected in spring 2007 and fall 2008. Of the 262 preservice teachers, 20 participated in focus group discussions to provide further insight on their views of NES and NNES GTAs. In the second part of the study, four GTAs participated in a longitudinal study by writing online blog entries after any encounters (positive or negative) they had with their students inside and outside the classroom. The blogs reflected the GTAs? immediate reactions after their classes. In addition, semi-structured interviews were conducted with the GTAs. Findings of the first study revealed that preservice teacher perceived NES and NNES GTAs differently. Preservice teachers put a lot of emphasis on the intelligibility of the NNES GTAs. The preservice teachers were ?tolerant? if their NNES spoke English ?clearly?. However, there were some preservice teachers who were dissatisfied with their NNES GTAs due to their possessing a non-mainstream language. Findings of the second study revealed that NNES GTAs faced major challenges in their effort to be recognized as legitimate and competent instructors. Although the GTAs had vastly different personal backgrounds, perceptions, and identities as instructors, common themes or issues emerged from the data: (1) teaching is complex (linguistic, cultural, and racial issues are involved); (2) beliefs about teaching can change; (3) challenges are faced as an ?outsider? instructor; and (4) teaching provides experiences of joy. The study has implications for teacher education programs and training programs offered for international graduate students by universities.