İbn Haldun Üniversitesi Kurumsal Akademik Arşivi
DSpace@İHÜ, İbn Haldun Üniversitesi tarafından doğrudan ve dolaylı olarak yayınlanan; kitap, makale, tez, bildiri, rapor, araştırma verisi gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, Üniversitenin akademik performansını izlemeye aracılık eder, kaynakları uzun süreli saklar ve yayınların etkisini artırmak için telif haklarına uygun olarak Açık Erişime sunar.
Güncel Gönderiler
An autoethnographic inquiry into a teacher educator's transnational identity formation: A transnational ecological perspective
(Routledge, 2025) Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
The present study aims to explore the author’s identity formation as an Iranian transnational teacher educator (TE) over two years of residence in Istanbul, Türkiye. Data were collected from 12 critical autoethnographic narratives (CANs) written by the author in the given period. The data analysis was conducted using the transnational ecological framework in which three layers emerged: microtransnational, meso-transnational, and macro-transnational. The results revealed that his identity construction was influenced by different factors in three levels of the transnational ecological framework. The results of this study can motivate transnational TEs to identify commonalities with the concepts explored in this study and record their lived experiences as a tool for reflection. There are also implications for transnational TEs’ professional development, encouraging reflection on their identity formation, and providing a model for the creation and collection of their own CANs to enhance their understanding of diverse cultural and educational contexts.
Türkçede yazma
(Ketebe Yayınları, 2025) Doğan Hoşoğlu, Emine; Karataş, İbrahim Hakan; İnsan ve Toplum Bilimleri Fakültesi, Karşılaştırmalı Edebiyat Bölümü
Ana dili Türkçenin yazılı olarak etkin ve kurallarına uygun biçimde kullanımını hedefleyen yazma eğitimi, ana dili sevgisi ve farkındalığının yerleşmesiyle yakından ilintilidir. Bu nedenle yazma eğitiminin küçük yaşlardan başlayarak titizlikle yönetilmesi, başarısında önemli rol oynar. Bu bölümde, Türkçede yazı türleri, ana dili olarak Türkçe kullananlara yönelik yazma eğitiminin farklı düzeylere göre amaç, yöntem ve teknikleri, geleneksel ve yeni nesil öğretim araçları, ölçme-değerlendirmede temel prensipler, yazma becerisinin dinleme, konuşma ve okuma becerileri ile ilişkisi ve örnek öğrenme yaşantıları konu edilmektedir.
Qualitative research method in Türkiye: A systematical overview of doctoral theses in educational sciences
(Ataturk University, 2025) Çelik Görgüt, Rahime; Öz, Eda; Çolak, Aysun; Varol, Nurgün; Yurdunkulu, Adem; Yazıcı Demir, Yeliz; Tiryaki, Sevgi; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
This study provides a systematic overview of doctoral theses in the field of educational sciences in Türkiye that use qualitative research methods. To ensure both comprehensiveness and accessibility, the national theses database was reviewed. A total of 491 doctoral theses aligned with the qualitative research paradigm were identified through keyword searches. The data were analyzed using content analysis techniques, focusing on various aspects such as research design, sampling methods and groups, data collection tools, data analysis methods, trustworthiness criteria, the researcher’s role, and presentation of findings. The results showed that while certain elements—such as qualitative design types, sampling strategies, and data analysis techniques—were commonly used, other components received less attention. Notably, the presentation of trustworthiness and the role of the researcher were often vague or missing, indicating inconsistency across the theses. Most of the studies lacked sufficient detail regarding the methodological rigor expected in qualitative research. Overall, the findings suggest several methodological shortcomings and a need for improvement in the effective and consistent use of qualitative research methods in doctoral theses in the field of educational sciences in Türkiye. The study emphasizes the importance of providing detailed methodological information and adhering to qualitative research standards to enhance the quality and credibility of future research in this field.
Technological interventions and language teacher immunity: A narrative inquiry into triggers and coping strategies
(Castledown, 2025) Haghi, Sara; Jafarpour, Muhammad; Behroojeh, Mohammad; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu
Language teacher immunity, as a coping mechanism for managing professional tensions and stressors, has gained increasing relevance due to the growing integration of technology in the classroom, which presents teachers with new and complex challenges. This qualitative case study explores the impact of integrating technology tools on three in-service language teachers’ immunity. To do so, this study employed the narrative inquiry method by asking participants to complete narrative frames first to investigate their personal stories and experiences in detail. To corroborate the data, reflective journals were kept consistently over three months (i.e., one instructional semester), and follow-up narrative interviews were conducted. The data were analyzed to identify recurring themes regarding triggers and coping strategies. The findings highlight three major triggers, namely educational, contextual, and learner-related factors. Teachers faced issues such as lack of preparation time, inadequate training, outdated equipment, and limited internet access, all of which disrupted their teaching practices. To mitigate these challenges, they adopted various coping strategies, including personal preparation, peer collaboration, and utilizing personal technology. The study concludes that addressing these challenges not only restored equilibrium in the teaching process but also positively influenced the teachers’ professional identity, enhancing their resilience and adaptability in technology-enhanced learning environments.
Validation of Hindi version of revised olweus bullying questionnaire: A psychometric study among Kashmiri school students
(IAHRW, 2025) Nazir, Thseen; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Bullying is a significant issue in educational systems worldwide, impacting students’ mental and physical well-being. This study sought to validate the Hindi adaptation of the revised Olweus Bullying Questionnaire (OBQ-R), a widely used instrument for assessing bullying and victimization. The study involved 3,216 students from Grades 3 to 12 in Kashmiri schools, employing a convenient sampling method. The data were analysed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to assess the construct validity of the tool, along with measurement invariance testing across genders and grade levels. The EFA revealed a robust two-factor structure, encompassing bullying and victimization. The CFA confirmed this structure with excellent model fit indices. Measurement invariance testing demonstrated that the OBQ-R was consistent across genders and different grade levels, supporting its reliability and applicability. The findings affirm that the Hindi OBQ-R is a reliable and valid instrument for assessing bullying in Kashmiri school settings. This validation facilitates targeted interventions and policy creation, contributing to safer school environments and enhanced student well-being.
