Kamali, Jaber
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Araştırma projeleri
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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 An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus(SAGE Publications, 2024) Kamali, Jaber; Rektörlük, Yabancı Diller OkuluThis study reports on the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers over six months (from the course design to the first research submission). The data is collected from four critical autoethnographic narratives written by the author before, during, and after this period. The narratives were analysed thematically with an eye on the theoretical underpinning of the study, i.e. ecological perspective, in three ecological layers namely micro-, meso-, and macrosystem. The results revealed that the author’s identity construction was influenced by different factors such as ‘autonomy in mentoring’, ‘mediating mentorship’, or ‘academic recognition’ in three levels of educational ecology. The results of this study can motivate research mentors and teacher educators, specifically novice ones, to find some similarities with the ideas discussed in this research and to record their lived experiences as a tool for reflection.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 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 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 A cross-cultural investigation of effective language pedagogy in teachers’ personal practical knowledge narratives: A cultural-ecological perspective(Routledge, 2024) Kamali, Jaber; Rektörlük, Yabancı Diller OkuluThe current case study probes two international language teachers’ perspectives on the role culture plays in their perception of an effective language pedagogy through their personal practical knowledge narratives from a cultural ecological standpoint. To do this, two language teachers from two different cultural backgrounds (Iran and Japan) were asked to write a narrative about an effective class they had taught and how culture had influenced it. These narratives were read carefully and became the basis of three 60-minute semi-structured narrative interviews. Both narratives and interview data were analysed using a thematic analysis based in a cultural ecological perspective. The study contributes to the literature on culturally informed education by recognising culture as a distinctive factor affecting learning in different layers of the cultural ecology and can inform a culture-specific, nativized teacher education programme.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.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.Yayın Collaborative reflection as a means to improve teachers’ reflective skills: A community of practice perspective(Routledge, 2024) Kamali, Jaber; Javahery, Pourya; Rektörlük, Yabancı Diller OkuluThis study aims at using collaborative reflection to see how itimpacts teachers’ breadth and depth of reflection on teachingpractice. To do so, as a part of an in-house professional develop-ment program of two schools of languages in Iran, eight teachersattended four sessions of collaborative reflection in which theyfocused on teacher talk. In these sessions, they wrote a reflectivenote about a teaching session they had observed for 20 minutes,engaged in a discussion with their peers for an additional 30minutes, and wrote another reflective note after the sessions inanother 20 minutes. Their reflective notes were compared to findpossible differences. To corroborate the data, the teachers all com-pleted narrative frames and attended semi-structured interviews inwhich they discussed any changes in their thoughts and the rea-sons for the changes. The gathered data were analyzed using in-depth thematic analysis, which involved iterative coding and themeidentification to uncover differences in reflective depth and diver-sity. The findings indicated that collaborative reflection significantlyenhanced teachers’ reflective skills, leading to more practical, andmore diverse reflections. This study suggested that incorporatingcollaborative reflection in professional development programs canfoster critical thinking and continuous improvement among lan-guage teachers.
