Kamali, Jaber
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Araştırma projeleri
Organizasyon Birimleri
Rektörlük, Yabancı Diller Okulu
İbn Haldun Üniversitesi Diller Okulunun sunduğu İngilizce Hazırlık Programının genel amacı, iletişimsel yaklaşımı kullanarak öğrencileri akademik çalışmalara hazırlamak ve onları etkin, istekli ve kendi kendilerine öğrenebilir bireyler olmaya teşvik etmektir. İngilizce Hazırlık sistemi kurulurken öğrencilerimizin profilleri ve üniversitemizin akademik gereksinimleri göz önüne alınarak Modüler Sistem uygulanması uygun görülmüştür.
Uygulamaya konulan Modüler Sistem, seviye gruplarına göre öğrencilerin devam edecekleri modüller sonunda hedeflenen dil becerilerine ulaşmalarını sağlar ve dil eğitim verimliliğin artmasına yardımcı olur.
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Jaber Kamali
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Yayın An ecological inquiry into transnational English language teachers’ emotional vulnerability and agency(Routledge, 2024) Nazari, Mostafa; Kamali, Jaber; Rektörlük, Yabancı Diller OkuluIn this study, we propose an ecological model of teacheragency and emotional vulnerability that draws on epistemological rootsof these two constructs to capture historico-personal, socio-organizational,and prospective levels of teacher professionalism. We then ontologicallyapply the model to exploring transnational language teachers’ agency andemotional vulnerability in the context of Turkey. Framing the study withina narrative inquiry methodology, we collected data from open-ended ques-tionnaires, narrative frames, and semi-structured interviews. Data analysesrevealed that the teachers’ personal emotions, embodied agencies, andvulnerabilities were profoundly shaped by individual histories, contextualdiscourses, and sociocultural particularities. The findings unpack noveldimensions of teachers’ agency and emotional vulnerability, attesting totheir interconnection, especially within the context of transnationalism. Weconclude the study with implications for teacher educators to reduce thepressure on transnational teachers and render their agencies as rooted ineffective professional growth, rather than being defined by excessive vul-nerabilities that in turn restrict teacher agencies.Yayın Transnational language teachers emotional vulnerability and professional identity construction: An ecological perspective(Routledge, 2023) Kamali, Jaber; Nazari, Mostafa; Kamali, Jaber; Rektörlük, Yabancı Diller OkuluDespite the recent growth of attention to language teachers’emotionalvulnerability, little research has explored emotional vulnerability andidentity construction among transnational teachers. Drawing on anecological theoretical lens, we explored the emotional vulnerability andprofessional identity construction of transnational language teachersworking in the context of Turkey. Data were collected from open-endedquestionnaires, narrative frames, and semi-structured interviews. Dataanalysis revealed that across the three classroom (micro), institutional(meso), and sociocultural (macro) ecologies, the transnational teachersexperienced contextually-invoked emotional conflicts that positionedtheir identities in a vulnerable state. Most notably, we found thattransnational teachers need to become contextually adaptable to thethree ecologies in order to develop professional coping strategies thatsafeguard them against the chronicle stressors of their profession andcontext. We situate such adaptability within implications calling forholding preparatory courses that facilitate transnational teachers’transition to the new setting with the hope of positively contributing totheir effective professional identity construction.
