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 Applying Galperin model to teacher professional development: A qualitative case study of a peer coaching program(John Wiley & Sons, 2024) Kamali, Jaber; Javahery, Pourya; Kamali, Jaber; Rektörlük, Yabancı Diller OkuluThe present study is an attempt to apply Galperin spiral model to implement and analyze a peer coaching program. To do so, six teachers (three coaches and three protégés), who attended a 3-month peer coaching program in which protégés received help from their more experienced peers (coaches), completed narrative frames about the program and participated in individual semistructured interviews. After the transcription of the interviews, the thematic analysis was conducted on the gathered data. The results of the study revealed that although there are evidential obstacles to doing the program including inter alia, cultural schema, teacher financial well-being and discontinuity of it, the employed model could provide additional aid and critical look for implementing peer coaching programs in educational contexts. Teachers and teacher educators can benefit from the findings by applying the proposed model in peer coaching programs.Yayın Examining the interplay of teacher emotional intelligence and feedback responsiveness in post-observation conferences: Voices from Iran(Springer Nature, 2024) Kamali, Jaber; Javahery, Pourya; Rektörlük, Yabancı Diller OkuluThis study attempted to investigate the impact of teachers’ Emotional Intelligence (EI) on how they respond to post-observation feedback. To do so, 11 Iranian EFL teachers were selected and divided into two groups of high and low EI based on their EI test results. Based on their observed classes, post-observation conferences were held between the teacher and the observer. A thorough thematic analysis of the data unveiled three pre dominant themes: (1) maintaining positive moods and coping with stressful situations, (2) accepting negative feedback and justifying one’s performance, and (3) accepting negative feedback and becoming defensive. The findings of the study suggested that there were obvious differences in the way the teachers reacted to feedback from their observers. High EI teachers remained more confident after the negative feedback, were willing to listen to the observer, were active listeners, were open to criticism, and reflected on their performance. Low EI teachers, however, became agitated, failed to control their stress, tried to justify their performance, did not tend to accept the negative feedback, became defensive, responded immediately, and used discourse boosters frequently after the nega tive feedback. The study urges updated teacher education programs informed by teachers’ EI, particularly in providing feedback on their performance.Yayın Teachers' personality types and their attitude toward receiving and employing postobservation feedback(Wiley, 2023) Kamali, Jaber; Kamali, Jaber; Javahery, Pourya; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu; Rektörlük, Yabancı Diller OkuluClassroom observation has been long considered a power-ful tool for evaluating and monitoring teachers' perform-ance and progress. Teachers can benefit from the feedbackduring the postobservation conference but giving feedbackis not a simple skill and needs knowledge and training.Research on tackling postobservation problems remainsemerging and the aim of this study is to explore the rolethat a teacher's personality type–based on DiSC personal-ity test?might play in postobservation conferences andreaction to receiving feedback from the supervisor. Togather data, 20 nonnative EFL teachers were asked to takethe DiSC personality test to have their personality typesidentified, then they were observed three times, and eachtime they received feedback on their classroom manage-ment techniques. Results indicate that teachers withdifferent personality types act differently during thepostobservation conferences. While D and i styles areactive and tend to employ feedback moderately andstrongly in their classes, S and C styles are mostly passivewith the tendency of employing feedback moderately andweakly. The findings contribute to a better understandingof the role of personality types in teachers' tolerance ofcriticism and their tendency to apply the received feedbackin their future classes.Yayın Revisiting an anti-Machiavellian model for teacher education: A critical perspective(SAGE Publications, 2024) Kamali, Jaber; Kamali, JaberThis study examines a borrowed concept from politics, that is, Machiavellian, in second language teacher education (SLTE), develops an anti-model to it, and explores teacher educators’ viewpoints about the developed model with an eye on critical aspects of teacher education, that is, Anti-Machiavellian. To do so, the literature on Machiavellian thoughts was studied thoroughly based on which a model was proposed and interview questions were constructed. Then, five Iranian expert teacher educators were selected based on non-random convenient sampling to attend individual extensive semi-structured interviews in which they discussed their opinions about the principles of Anti-Machiavellian SLTE. Adopting a thematic analysis, the data revealed that Anti-Machiavellian SLTE associates closely with critical teacher education where teacher education is context-specific, responsive to learners, dialogically engaging, reflective, and practical. The results of the in-depth interviews also indicated that Anti-Machiavellian SLTE is compatible with critical teacher education which, albeit widely advertised, is hard to practice.
