Gün, Bahar

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Profile URL
https://hdl.handle.net/20.500.14365/7138
Name Variants
Gun, Bahar
Job Title
Email Address
bahar.gun@ieu.edu.tr
Main Affiliation
13.08. Undergraduate English Coordinator
Status
Current Staff
Website
ORCID ID
0000-0002-0802-2998
Scopus Author ID
37041280800
Turkish CoHE Profile ID
EE8B302FF37F6834
Google Scholar ID
WoS Researcher ID
AAM-6609-2020
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Bahar_Gun.png (125.62 KB)

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88

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WoS Citation Count

74

Scopus Citation Count

87

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9.25

Scopus Citations per Publication

10.88

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JournalCount
Buca Eğitim Fakültesi Dergisi1
Celal Bayar Üniversitesi Sosyal Bilimler Dergisi1
Egıtım Arastırmaları-Eurasıan Journal of Educatıonal Research1
Elt Journal1
English Language Teacher Education in Changing Times: Perspectives, Strategies, and New Ways of Teaching and Learning1
Current Page: 1 / 2

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Now showing 1 - 7 of 7
  • Thumbnail Image
    Article
    Perceptions of K-12 English Language Teachers on an Online In-Service Training Program
    (2023) Üstünlüoğlu, Evrim; Gün, Bahar
    This research was conducted in collaboration with the US Embassy Education Department located in Ankara and the Local Directorate of National Education (DoNE). The study aimed at designing an online in-service training program based on the needs and expectations of K-12 English language teachers; and to identify their perceptions regarding the online in-service-training program to make implications for the design of future online in-service programs. A needs analysis survey was conducted, resulting in an online program which included topic areas, such as use of technology, engagement of students in online classes, effective teaching and assessment of speaking and writing skills, use of drama techniques, professional development, the profile of next generation learners, as well as pedagogical approaches. The focus group meetings with the participant teachers at the end of the program revealed that the teachers in the study benefited from the online program in terms of improving their overall online teaching and assessment skills, contributing to their professional development, and improving their own language proficiency levels.
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    Article
    Views of Teacher Performance: To What Extent Do Multiple Observers Converge?
    (Ani Yayincilik, 2012) Gun, Bahar
    Problem Statement: The vast majority of empirical work on second/foreign language teacher education continues to emphasize the notions of 'reflective practice', 'exploratory teaching', and the like based on the premise that teachers develop by studying their own practice. To do so, teachers need to collect data and use reflective processes. Classroom observations are one of the most common ways to develop these reflective processes in the teaching profession. In a classroom observation, there are four important possible sources of feedback on teacher performance: peers, learners, teacher trainers, and self. The main question this study seeks to answer is how views of teacher performance vary when multiple observers (in this case, the teachers themselves, learners, peers, and trainers) are invited to watch the same lesson and perform the same observation tasks. Purpose of the Study: It is recognized that classroom teaching is an extremely complex phenomenon, and observing the act of teaching can lead to substantial amount of learning on the part of teachers. Considering this fact, the present study aims to compare different observers' views on the same lessons, and to draw out implications for how 'complex meanings' can be interpreted in order to give direction to teachers' professional development. Method: The structured observations conducted in this study focused on different aspects of classroom teaching. Prior to each observation, the specifically designed observation task, outlined on a task sheet, was explained to all observers. All classes were video recorded, and the observed teachers were given the videos of their classes. The teacher was asked to do the observation task while viewing his/her recorded lesson. Finally, the written feedback from the trainer, colleague, and learner was also shared with the teacher. The sets of four completed observation task sheets (from teachers themselves, learners, colleagues and trainers) constitute the data for the study. Findings: A content analysis of the written feedback on the completed task sheets indicates that there is a noticeable overall difference between the four participant observers. The results suggest that while there may be some extent of agreement among the views, each observer seems to have a different interpretation of the lessons observed. Conclusion and Recommendations: One of the implications that can be drawn from the study is the necessity of training learners in teacher evaluation, as well as peer teachers. Such observers must be made more aware of the need for sensitivity in the observation process in general, and the act of giving feedback in particular. The study concludes that while diverse views on feedback may be contradictory to some extent, these views may prove beneficial in that they help teachers understand the complexity of teaching, therefore leading to teacher learning.
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    Book Part
    Cpd and Accreditation of Efl Programs: a Quasi-Symbiotic Relationship
    (Springer International Publishing, 2019) Collins I.; Gün, Bahar
    Few question the importance of continuing professional development (CPD) in trying to promote quality in education. After all, teachers are the most significant factor in ensuring quality, but it is notoriously hard to identify and evaluate good teachers empirically. Therefore, CPD is of significant importance to an institution seeking to provide education of the highest caliber. At the same time, many institutions struggle to provide effective CPD. They may, for instance, feel that they lack the necessary budget or do not have the requisite institutional culture to embrace the concept of continual improvement. This article looks at how using the framework of a formal accreditation scheme can help institutions set up and run CPD as a means of promoting quality. It identifies a quasi-symbiotic relationship between accreditation and CPD and uses the experiences of two programs that successfully went through educational accreditations to demonstrate that there is a mutually reinforcing link between an accreditation process and the development of an effective culture of CPD within an institution. © Springer Nature Switzerland AG 2019.
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    Article
    Türk Öğretmenlerin Mesleki Gelişim Algılarının Belirlenmesi
    (2014) Yürekli, Aynur; Ertürk, Nesrin Oruç; Gün, Bahar
    Öğretmenlerin mesleki gelişimleri eğitimin genel kalitesini yükseltmekte önemli bir rol oynar. Bu yüzden, öğretmenlerin kendi mesleki gelişimlerinden ne anladıkları oldukça önemlidir. Bu çalışma, İngilizce öğretmenlerinin mesleki gelişim algılarını araştırmayı, katıldıkları mesleki gelişim faaliyetlerini belirlemeyi ve kendilerinin bu faaliyetlere katılmalarını olumlu ya da olumsuz etkileyen etmenleri bulmayı hedeflemektedir. Çalışmanın bir diğer hedefi İngiliz dili öğretimi alanında farklı kurumlarda çalışan öğretmenlerin -devlet ve özel- algılarını kıyaslamaktır. Çalışmaya 7 devlet ve 4 özel üniversite ve Milli Eğitim Bakanlığı'na bağlı 20 ilk ve orta öğretim kurumunda çalışan toplam 158 öğretmen katılmıştır. Sonuçlar çalışılan kurumun, İngilizce öğretmenlerinin profesyonel gelişimi algılamasında bir etken olmadığını göstermiştir.
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    Book Part
    Unravelling the Quality Conundrum: Teacher Education Program Administration in the New Normal
    (Taylor and Francis, 2023) Gün, Bahar
    Like all the stakeholders in the field of education, teacher educators were profoundly affected by the COVID-19 pandemic. During these unprecedented times, teacher educators and ELT managers experienced a plethora of challenges and opportunities, necessitating a significant shift in their professional lives and requiring them to develop solutions and rapidly adjust to new ways of doing. The lessons learnt have begun to inform their future practices. In the “New Normal,” all the stakeholders in the field of teacher education have a great opportunity to learn from each other’s experiences, reflections and responses to the unexpected challenges posed. In the light of this opportunity, this chapter aims to examine the experiences of teacher educator administrators working at a university in Turkey, mainly focusing on the quality assurance mechanisms adopted for the following areas: hiring and evaluation of faculty, teacher education program development, and addressing teacher morale. Providing tangible evidence and examples within the framework of accreditation, the aim is to guide those facing similar issues experienced in teacher education programs during the transition into post-pandemic times. This close-up analysis of an institution at the tertiary level addresses the quality-survival conundrum, with clear implications for administrative leaders in teacher education worldwide. © 2023 Taylor and Francis.
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    Article
    Citation - WoS: 9
    Citation - Scopus: 15
    Making Sense of Experienced Teachers' Interactive Decisions: Implications for Expertise in Teaching
    (Eskisehir Osmangazi Univ, Fac Education, 2014) Gun, Bahar
    Teachers' decision making has always been an area of curiosity in many studies related to teachers and teaching. One approach to understanding teachers' decisions is through the analysis of their reflection-in-action behaviours. This study, based on the premise that one can gain understanding from examining experienced teachers' classroom performances, focuses on the interactive decisions made by ten experienced language teachers. The study presents the findings of an analysis of similarities in the motivations behind teachers' interactive decisions, as demonstrated in their verbal reports following the video recorded lesson observations. These findings show that there are both shared pedagogical and affective attributes among participant teachers. These results, and the insight they give into experienced teachers' decision making are potentially beneficial for all pre-service and practising teachers.
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    Article
    Citation - WoS: 65
    Citation - Scopus: 72
    Quality Self-Reflection Through Reflection Training
    (Oxford Univ Press, 2011) Gun, Bahar
    This research study discusses the importance of 'reflection training' in teacher education programmes. The main premise of the study is that although teachers are constantly encouraged to 'reflect' on their teaching, they are unable to do so effectively unless they are specifically trained in how to reflect (they tend to 'react' rather than 'reflect'!). It is known that teachers can increase their ability to identify their strengths and weaknesses and take action towards improving themselves as better teachers when they receive feedback from different sources-for example through trainer, colleague, and learner observations-as well as from watching their own video-recorded lessons. The best results for their development are obtained when teachers are also provided with focused input sessions related to reflecting on different aspects of their classroom teaching as well as having the opportunity to watch videos of themselves teaching.