Professionals or adventure seekers? Eliciting the impact of relocation and mobility on teaching quality of mathematics and science teachers

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buir.advisorÇorlu, M. Sencer
dc.contributor.authorNiğdelioğlu, Rabia Merve
dc.date.accessioned2016-01-08T18:27:27Z
dc.date.available2016-01-08T18:27:27Z
dc.date.issued2014
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionAnkara : The Program of Curriculum and Instruction Bilkent University, 2014.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2014.en_US
dc.descriptionIncludes bibliographical references leaves 68-81.en_US
dc.description.abstractGlobalization has been traditionally associated with cultural, social, economic, and environmental changes in the global contexts and how people react to these changes. The role of a teacher in managing a culturally diverse classroom environment became important in regulating the effect of these changes in the classroom. The main purpose of the current study was to explore the professional life stories of four teachers who moved to teach mathematics or science in a country other their own. The study inquired how these teachers reflected on their understandings of the relationship between teaching and culture while they developed skills to survive in a foreign country. The naturalistic inquiry was instrumental throughout the study. Semi-structured interviews were conducted with four informants. Data were analyzed by using the constant comparative method. The result of the study showed that movement could be categorized either as a relocation or mobility, both of which had a positive impact on the personal and professional development of the teachers. Moving to another country helped those teachers, who chose mobility as a life style, successfully embed cultural aspects into their teaching. However, it was found that all four teachers believed that the key element to sustain effectiveness was the personal effort to enculturate to the host culture, which was empowered by an interest in cultural diversity, in general. Findings were discussed in terms of existing research on globalization theory, internationalism, and teacher movement.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityNiğdelioğlu, Rabia Merveen_US
dc.format.extentxii, 92 leaves, plates, illustrationsen_US
dc.identifier.urihttp://hdl.handle.net/11693/15961
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectGlobalization theoryen_US
dc.subjectmulticulturalismen_US
dc.subjectinternationalismen_US
dc.subjectprofessional growthen_US
dc.subjectteacher movementen_US
dc.subject.lccLB2838 .N54 2014en_US
dc.subject.lcshTeacher effectiveness--Cross-cultural studies.en_US
dc.subject.lcshEffective teaching--Case studies.en_US
dc.subject.lcshMathematics--Study and teaching.en_US
dc.subject.lcshScience--Study and teaching.en_US
dc.subject.lcshTeaching--Sociological aspects.en_US
dc.subject.lcshTeacher mobility--Cross-cultural studies.en_US
dc.subject.lcshScience teachers--Attitudes.en_US
dc.subject.lcshMathematics teachers--Attitudes.en_US
dc.subject.lcshTeachers--Conduct of life--Case studies.en_US
dc.subject.lcshTeachers--Social aspects--Evaluation.en_US
dc.subject.lcshSocial change--Cross-cultural studies.en_US
dc.titleProfessionals or adventure seekers? Eliciting the impact of relocation and mobility on teaching quality of mathematics and science teachersen_US
dc.typeThesisen_US

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