Taner Yavuz, Gülden

Profile Picture
Profile URL
https://hdl.handle.net/20.500.14365/7103
Name Variants
Taner, Gulden
Taner, G.
Taner-Yavuz, Guelden
Taner, Gülden
Job Title
Email Address
gulden.taner@ieu.edu.tr
Main Affiliation
02.01. English Translation and Interpreting
Status
Current Staff
Website
ORCID ID
0000-0001-8040-5195
Scopus Author ID
58024222900
Turkish CoHE Profile ID
DFA8AF5275829DFB
Google Scholar ID
YaJT1nMAAAAJ
WoS Researcher ID
ADA-9651-2022
Files
Gulden_Taner.png (112.09 KB)

Sustainable Development Goals

Documents

4

Citations

47

h-index

2

Go to Scopus profile
Documents

5

Citations

44

Go to WoS profile
Scholarly Output

4

Articles

3

Views / Downloads

14/601

Supervised MSc Theses

0

Supervised PhD Theses

0

WoS Citation Count

3

Scopus Citation Count

3

WoS h-index

1

Scopus h-index

1

Patents

0

Projects

0

WoS Citations per Publication

0.75

Scopus Citations per Publication

0.75

Open Access Source

2

Supervised Theses

0

JournalCount
Current Page: 1 / NaN

Scopus Quartile Distribution

Competency Cloud

GCRIS Competency Cloud

Filters

2023 - 20254
Reset filters

Settings

Scholarly Output Search Results

Now showing 1 - 4 of 4
  • Thumbnail Image
    Book Part
    Addressing Diversity in Language Teacher Education: Perspectives on Practicum
    (IGI Global, 2023) Taner, G.; Ataş, U.
    This chapter defines diversity with its relation to initial teacher education and discusses its significance for the pre-service teachers’ practicum experience, which, in addition to the theoretical courses that might (and usually might not) address diversity, enables them to conceptualize the term. It also refers to teacher education systems in some European countries to present the ways in which diversity could be addressed in teacher education. The second half of the chapter presents a case study carried out in Turkey to illustrate how diversity is perceived from the views of teacher educators and pre-service teachers in the context of pre-service language teaching practicum. Though the case study is context-specific, the context bears similarities with many other teacher education environments offering suggestions, implications, and conclusions for initial language teacher education, policy development, and research. © 2023 by IGI Global. All rights reserved.
  • Thumbnail Image
    Article
    Research Competence in Initial Teacher Education: Perceptions, Orientations, and Suggestions
    (Mehmet Tekerek, 2024) Gümüşok, Fatma; Taner, Gülden; Balıkçı, Gözde; Taner-Yavuz, Guelden
    This study aimed to investigate student teachers' perceived competence in educational research, along with teacher educators' and graduates' opinions and suggestions regarding research in an initial English language teacher education program at a state university in Turkiye. To this end, this case study employed a mixed -method design to explore data from 70 student teachers, nine graduates, and six teacher educators through surveys and interviews. We observed that the student teachers perceive themselves as competent in designing, conducting, and reporting research, and their competence was also acknowledged by the graduates and teacher educators. All the participants highlighted the importance of research for teachers; however, some had reservations. They found the context too academically oriented and emphasized the need to introduce the inherent link between teaching and research, which seemed to be obscure especially for the student teachers. We conclude that introducing action research early on is an ideal way to address and embrace all the diverse perceptions, orientations, interests, and motivations about research in initial teacher education.
  • Thumbnail Image
    Article
    Citation - WoS: 3
    Citation - Scopus: 3
    Surviving Uncertainty: the Impact of Covid-19 Policies on the Teaching Practicum in Turkey
    (Routledge Journals, Taylor & Francis Ltd, 2023) Taner, Gülden; Gümüşok, F.; Balıkçı, G.; Uysal, B. C. Basaran; Başaran Uysal, B. Ç.
    The pandemic outbreak has yielded tremendous uncertainty in educational procedures worldwide, with teaching practicum among the most challenged areas. The internal actors in practicum (supervisors, mentor teachers, and pre-service teachers) had to go through an unprecedented process. In this respect, this study aims to scrutinise the experiences of teacher educators and pre-service teachers to unearth the influence of educational policies on COVID-dominated practicum, based on the data from nine universities in seven different regions across Turkey. Data obtained via interviews with teacher educators (9 supervisors and 11 mentors) and qualitative surveys with 35 pre-service teachers were analysed from an exploratory lens. The results indicate that educational policies during the pandemic and lack of a standard policy negatively influenced practicum experience and teacher learning. We suggest that professional flexibility and adaptive expertise are of utmost importance for teacher education, as a discipline both susceptible and responsive to radical changes in society.
  • Thumbnail Image
    Article
    First Time in the Classroom: Imagined and Negotiated Language Teacher Identities of Non-Education Degree Students in Voluntary Practicum
    (Wiley, 2025) Atas, Ufuk; Balikci, Gozde; Taner Yavuz, Gulden
    Language teacher identity (LTI) research has primarily focused on pre-service and in-service teachers, with limited attention to how non-education degree students develop teacher identities in alternative certification programmes. This study uses the communities of practice framework and Wenger's dual process of identity formation to explore the imagined and negotiated identities of 14 English Literature students during an 8-week voluntary practicum. Data from interviews and reflective tasks reveal that participation in the community helps students actively shape their teacher identities. Personal biographies, prior teaching experiences, and professional interactions also influence this process. The findings show both alignment and divergence between imagined and negotiated identities, offering insights into LTI development for non-education students and the effectiveness of alternative certification pathways. The results have implications for designing tailored support and training to foster identity development of teacher candidates in such programmes, enhancing their preparation for teaching roles.