Kaya, Haldun
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Kaya, Mehmet Haldun
Kaya, M. Haldun
Kaya, M. Haldun
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Email Address
mehmethaldunkaya@gmail.com
haldun.kaya@ieu.edu.tr
haldun.kaya@ieu.edu.tr
Main Affiliation
13.02. English Preparatory Program
Status
Current Staff
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ORCID ID
Scopus Author ID
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Sustainable Development Goals
1NO POVERTY
0
Research Products
2ZERO HUNGER
0
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3GOOD HEALTH AND WELL-BEING
0
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4QUALITY EDUCATION
6
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5GENDER EQUALITY
0
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6CLEAN WATER AND SANITATION
0
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7AFFORDABLE AND CLEAN ENERGY
0
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8DECENT WORK AND ECONOMIC GROWTH
0
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9INDUSTRY, INNOVATION AND INFRASTRUCTURE
3
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10REDUCED INEQUALITIES
0
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11SUSTAINABLE CITIES AND COMMUNITIES
0
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12RESPONSIBLE CONSUMPTION AND PRODUCTION
0
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13CLIMATE ACTION
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14LIFE BELOW WATER
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15LIFE ON LAND
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16PEACE, JUSTICE AND STRONG INSTITUTIONS
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17PARTNERSHIPS FOR THE GOALS
0
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Documents
11
Citations
711
h-index
6
Documents
9
Citations
368
Scholarly Output
13
Articles
13
Views / Downloads
106/152
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
368
Scopus Citation Count
707
Patents
0
Projects
0
WoS Citations per Publication
28.31
Scopus Citations per Publication
54.38
Open Access Source
9
Supervised Theses
0
| Journal | Count |
|---|---|
| Contemporary Educational Technology | 3 |
| Boğaziçi Üniversitesi Eğitim Dergisi | 1 |
| Dil Dergisi | 1 |
| Education and Information Technologies | 1 |
| Elt journal | 1 |
Current Page: 1 / 3
Scopus Quartile Distribution
Competency Cloud
13 results
Scholarly Output Search Results
Now showing 1 - 10 of 13
Article An E-Reflective Hybrid Professional Training for In-Service Teachers(2023-10-10) Kaya, Haldun; Adıgüzel, Tufan; Kaya, Mehmet HaldunThis qualitative case study aims to analyze how an E-Reflective Teaching and Learning Hybrid course is experienced by in-service English language instructors in terms of particular teaching skills, perception, and practice of reflection at the tertiary level. The implementation and evaluation stages of this course involved two different data sources (instructors’ opinions and recorded lessons) and six data collection tools (interviews, discussion forum questions, trainer’s reflection forms, instructors’ reaction forms, instructors’ reflection forms, and peer observation forms). The findings showed this course made a noticeable difference in the participants’ target teaching skills and the understanding and skill of reflection. This study sets itself up as a model for trainers and instructors who aim to improve themselves through reflective practice.Article Citation - WoS: 6Citation - Scopus: 7Teaching Self-Regulation Through Role Modeling in K-12(Frontiers Media Sa, 2023-02-03) Adiguzel, Tufan; Asik, Gursu; Bulut, Mehmet Akin; Kaya, Haldun; Ozel, Serkan; Kaya, Mehmet HaldunFor K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers' instructional competence. Conducted within the self-regulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modeling- integrated lesson plans, trainers' feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers' role modeling strategy implementation skills, particularly in terms of teachers' role as agents in students' self-regulated learning skills, promotion of student-centered learning and overall improvement in students' self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students' self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of self-regulated learning.Article Citation - WoS: 3A Professional Training To Make English Language Instructors Ai-Ready(OXFORD UNIV PRESS, 2024-08-21) Kaya, M. HaldunThis qualitative case study aims to investigate the impact of a specially designed professional development course on three aspects: English language instructors' (1) knowledge, (2) skills, and (3) self-efficacy in integrating AI into their teaching. Cognitive apprenticeship and socio-constructivism set the theoretical foundations of this course. Working with 20 instructors at university, the researcher used two data sources (participants' opinions and their recorded lessons) and four data collection tools (pre-post course interviews, weekly-assigned implementations, their self-reflections on their AI use, and feedback on the course) to evaluate the impact of this course. The data suggest that this AI course for English language instructors likely made a significant difference, enhancing AI integration into teaching. This training could serve as a model for AI-ready instructors, improving their knowledge, skills, and self-efficacy. There are also some data that highlight challenges and limitations, unveiling different aspects of this complex field of study.Article Citation - WoS: 2Citation - Scopus: 2Hyflex Teaching Experience and Reflections in K-12(Bastas Publications Doo, 2024-01-01) Filiz, Özan; Kaya, Haldun; Adıgüzel, Tufan; Kaya, Mehmet HaldunThis study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in 'HyFlex lesson plan development,' participated. Data were collected through lesson plans, pre-and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well -trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students' higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.Article Citation - Scopus: 18Blending Technology With Constructivism: Implications for an Elt Classroom(IATEFL Poland Computer Special Interest Group, 2015) Kaya, HaldunThe constructivist approach in learning a foreign language has been receiving a great deal of attention over the last years due to its tenets, which fully comply with the principles of the effective language learning environment. Taking the foundations of constructivist pedagogy into consideration, the most innovative attempt that English language teachers have made so far is to integrate technology into their classes in order to improve students' communication skills, help them become active learners, and encourage them to reflect on their own learning. Along with a brief literature review on constructivist learning and the use of technology, this article aims to provide the readers with the related practical applications and implications.Article Citation - Scopus: 1Integrating Cognitive Presence Strategies: a Professional Development Training for K-12 Teachers(Bastas, 2023-04-01) Adiguzel T.; Kaya, Haldun; Bulut M.A.; Mete S.E.; Nalkesen-Akin Y.; Bulut, Mehmet Akin; Adiguzel, Tufan; Kaya, Mehmet Haldun; Nalkesen-Akin, Yesim; Mete, Sinem EmineFor K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension. © 2023 by authors; licensee CEDTECH by Bastas, CY.Article Citation - WoS: 340Citation - Scopus: 629Revolutionizing Education With Ai: Exploring the Transformative Potential of Chatgpt(Bastas, 2023-07-01) Adıgüzel, T.; Kaya, Haldun; Cansu, F.K.; Kaya, Mehmet HaldunArtificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use. © 2023 by authors;.Article Citation - WoS: 11Citation - Scopus: 25Teachers and Ai: Understanding the Factors Influencing Ai Integration in K-12 Education(Springer, 2025-03-20) Filiz, Ozan; Kaya, Mehmet Haldun; Adiguzel, TufanThis study investigates the psychological and pedagogical factors influencing K-12 teachers' readiness to integrate artificial intelligence (AI) into educational settings. An exploratory qualitative approach was employed, involving 66 teachers from 11 disciplines at a private school in T & uuml;rkiye participating in a professional development program focused on AI-enhanced teaching. Data were collected through online discussion forums and AI-supported learning activity design tasks and analyzed using inductive thematic analysis. Findings reveal that teachers valued AI for its efficiency, interactivity, and adaptability, particularly in tools like ChatGPT and MagicSchool, which supported personalized learning and lesson planning. However, significant challenges emerged, including technical issues, curriculum misalignment, ethical concerns, and cultural barriers, such as difficulties adapting AI-generated content to local contexts. The study concludes that while AI offers significant potential to enhance education, successful integration requires addressing the identified barriers through targeted support, resources, and ethical guidelines. Implications for further research include exploring diverse educational settings to generalize findings, conducting longitudinal studies to assess long-term impacts, and investigating strategies to align AI tools with existing curricula and ethical standards.Article Unveiling the Role of Identity in Teacher Education(2016) Kaya, HaldunÖğretmenlerin kim olduğunu anlamak dil öğrenimi ve öğretimini anlamanın bir önşartıdır çünkü öğretmenlik dil öğretimi bilgi ve becerileri ile sınırlı olmayıp genl itibariyle bir dil öğretmeninin kim olduğunu kapsamaktadır. Bu doğrultuda, öğretmen kimliği pek çok araştırmacının ilgi alanı haline gelmiştir. Farklı öğrenme kuramları öğretmen kimliğinin doğasını kendine özgü ifadelerle tanımlar. Davranışçı yaklaşımda öğretmen bil aktaran; İnsancılık'ta ise danışmandır. Yapılandırmacılık kuramında öğretmen eğitimsel faaliyetlerin tasarımcısıdır. Davranışçılık ve İnsancılık'ta olduğu gibi, Yapılandırmacı yaklaşımında da psikolojik ve zihinsel boyutların üzerinde durulmuş öğretimin sosyal rolü, öğretmenin ilişkileri ve öğretmenin diğer kişilerden beklentileri göz ardı edilmiştir. Bu durum bizi sosyal yapılandırmacı kuramına yönlendirir çünkü öğretmen kimliği sosyal bir ortamda yapılandırılan, yeniden yapılandırılan ya da geliştirilen bir olgudur. Sosyal yapılandırmacılıkta öğretmen, eğitim ve sosyal faaliyetlerin tasarımcısı olarak hareket eder ve işbirlikli öğrenme ve öğrencilerin birbirleriyle etkileşimi için uygun öğrenme ortamı yaratır. Neden bazı öğretmenlerin kimliklerini geliştirebildiği ve bunu nasıl yaptıkları dikkat çeken bir başka konudur. Bu değişim sırasında neler olur? Bu değişime kim ve ne etken olur? Öğretmen eğitim programlarının öğretmen kimliği geliştirme / yeniden yapılandırmaya yaklaşımı nasıl olmalıdır? Bu makale öğretmen eğitimcilerinin rolleri ve öğretmen kimliğini geliştirmek amaçlı mesleki gelişim faaliyetleri üzerinde de durmaktadırArticle Citation - WoS: 4Citation - Scopus: 11Technology Integration Through Evidence-Based Multimodal Reflective Professional Training(Bastas Publ Ltd - Uk, 2021-08-14) Kaya, Mehmet Haldun; Adiguzel, TufanFor technology integration to achieve intended instructional objectives, professional development is of paramount importance for in-service instructors. Technology enhanced reflection providing multimodality and evidence-based data has the potential of helping instructors achieve technology integration in their teaching. Thus, this study addressed the lack of professional development programs for in-service English language instructors aiming at technology integration through evidence-based multimodal reflective practices. By following the developmental research methodology, an instrumental case study was conducted using mixed-methods design including both qualitative and quantitative data. The professional training was carried out with eight English language instructors at tertiary level who aimed to integrate technology into their English classes by being involved in evidence-based multimodal reflective practice. In this study, there were five different data sources (instructors' opinions, recorded lessons, video annotations, face-to-face interaction notes and pages in the learning management system) and seven data collection tools (interviews, tutor reflection template, self-reflection template, peer -reflection template, technology integration questionnaire, online discussion forums and evaluation criteria form). As a result, this professional training particularly designed and implemented for the in-service English language instructors at tertiary level did make a change in their both technology integration and evidence-based multimodal reflective practice. Apart from the change in the instructors' technology integration, this study had an impact on their understanding, practice and quality of reflective practice involving evidence-based multimodal reflection tools as it helped the instructors to increase depth in their evidence-based multimodal reflective practice.
