Bulut, Mehmet Akın
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Araştırma projeleri
Organizasyon Birimleri
Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Eğitim Bilimleri Fakültemiz, kuram ve uygulamaların öğretildiği bir yer olmanın ötesinde, fikirlerin yeşerdiği, yeteneklerin geliştiği ve ömür boyu süren arkadaşlıkların kurulduğu dinamik ve çeşitlilik gösteren bir topluluktur.
Adı Soyadı
Mehmet Akın Bulut
İlgi Alanları
Education & Educational Research, Educational Technology, Teacher Training Instructional Design, Mooc, Micro-learning Micro-credentials
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Yayın Teaching self-regulation through role modeling in K-12(Frontiers Media S.A., 2023) Adıgüzel, Tufan; Aşık, Gürsu; Bulut, Mehmet Akın; Kaya, Mehmet Haldun; Özel, Serkan; Bulut, Mehmet Akın; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüFor K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the selfregulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modelingintegrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of selfregulated learning.Yayın Integrating cognitive presence strategies: A professional development training for K-12 teachers(Bastas, 2023) Bulut, Mehmet Akın; Bulut, Mehmet Akın; Adıgüzel, Tufan; Kaya, Mehmet Haldun; Bulut, Mehmet Akın; Mete, Sinem Emine; Nalkesen-Akın, Yeşim; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüFor K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.
