Browsing by Subject "Habits of mind"

Now showing 1 - 3 of 3

Open Access
Addressing challenges during emergency remote teaching: exploring the habits of mind of experienced EFL teachers
(2022-06) Şahbaz, Leyla
This present study aimed to investigate the challenges and strategies teachers report during emergency remote teaching and explored what intelligent behaviors and Habits of Mind are evident when teachers explain how they organize and address these challenges. This narrative inquiry study was carried out at a private university in Ankara. All participants in this study were experienced EFL instructors at preparatory school at a private university. Three in-depth unstructured interviews were conducted with participants as the data collection tools. The researcher used the conceptual framework developed by Altan et al. (2019) for analysis to explore the connection between participants’ shared experiences and their dispositions as Habits of Mind. Findings reveal that participants use certain intelligent behaviors associated with Habits of Mind during emergency remote teaching. Given the novelty of remote teaching, institutions may need to identify the professional dispositions that an effective educator needs to have in online environments. Profiling these professional dispositions could reveal an indication of the probability that they may foster their dispositions toward remote teaching.
Open Access
Teaching Turkish to Syrian refugee students: teacher perceptions
(2019-07) Savaşkan, Mustafa
This study explores teachers’ perceptions, challenges and needs in teaching Turkish to Syrian refugee students. Content analysis design was used for this qualitative study to gain insights from interviews with three Turkish teachers. The participants were experienced at working with refugee students. The descriptive interview data was analyzed to identify emerging categories and themes. These themes revolved around teachers’ perceptions and challenges when teaching to refugee students. In addition, the study used an analytical framework to discern the teaching dispositions of the participants. These findings were further investigated with a meta-ethnographic review of selected literature. The result of the study gave insights into the teachers’ passions and motivations. The findings identified attributes of the teachers that helped them to overcome challenges related to language, misbehaviors, material and policy. Based on recommendations of the participants, the study provides suggestions for professional development for educators who work with refugees. As the refugee situation in Turkey continues to grow, the findings of the study will be helpful in preparing more teachers to work with displaced students.
Open Access
Using habits of mind, intelligent behaviors, and educational theories to create a conceptual framework for developing effective teaching dispositions
(Corwin Press, 2019) Altan, Servet; Lane, Jennie F.; Dottin, E.
Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can we extend Dewey’s epistemology to learning theories in a manner that informs the making of teaching conduct more intelligent? To address this question, the authors applied qualitative content analysis to review the literature. Through a deductive approach, dispositions as Habits of Mind were related to educational theories using intelligent behaviors as the common denominator. The conclusion is that dispositions can be clustered around Habits of Mind that are related directly to educational learning theories vis-à-vis thoughtfulness, and to learning theories that support learning or mindfulness. Grounding dispositions as habits of mind in selected educational theories may guide and support the professional development of teaching dispositions.