74 research outputs found
The native speaker programme: a qualitative study on novice ESL teachers’ knowledge, identity and practice / Fatiha Senom
No full textDrawing on a recent construct by Kiely and Askham (2012), Furnished
Imagination, this study explores the influences of a newly implemented mentoring
programme, the “Native Speaker Programme” on four novice ESL teachers’ learning
experience in their first year of teaching. The purpose of this study was to provide a
comprehensive understanding on novice teacher learning through the examination of the
influences of the programme on the novice teachers’ professional knowledge,
professional practice, and professional identity. Employing a multiple case study, the
data collection techniques of this qualitative study included in-depth interview,
observations, and document analysis. The data were analysed manually to get the feel of
the data and described in order to explore the influences of the “Native Speaker
Programme” on the novice teachers’ learning experience, particularly on their
professional knowledge, practice and identity. The study found that the programme
contributed to novice ESL teachers’ professional knowledge by bridging the gap
between their pre-service training and real classroom, expanding their knowledge-base,
and providing effective conditions of mentoring. The data implied that positive qualities
of mentors, constructive roles of mentors, and effective mentoring strategies as
important conditions for effective mentoring. Additionally, the study discovered that the
programme influenced novice ESL teachers’ professional practice particularly on their
classroom management, ways of motivating students, teaching methodology, selection
of teaching materials, and engagement in reflective practice. Furthermore, the study
suggested that the programme changed novice ESL teachers’ professional identity by
inculcating them with positive values, empowering their self-confidence, promoting
positive perception on teaching profession, and inspiring them to embrace their identity
as nonnative ESL teachers. Moreover, the findings of the study indicated an inextricable
interrelationship between novice ESL teachers’ professional knowledge, practice, and identity. This study concluded that teachers’ professional knowledge, practice, and
identity are mutually forming, informing, reforming, and transforming. Based on the
findings, the study discussed the implication of the study to the body of knowledge,
Second Language Teacher Education (SLTE) pedagogy and practice, and future
research. The study also holds a significant theoretical implication for second language
teacher learning as it contributes to the establishment of Kiely and Askham’s (2012)
construct of Furnished Imagination as an effective and constructive conceptual
framework that allows for in-depth insight in understanding novice teacher learning in
an early training context
İsmail Hakkı Bursevi ve Fatiha Suresi tefsiri
No full textEle aldığımız eser, XVII. yüzyılın son yarısı ile XVIII. yüzyılın ilk çeyreğinde yaşamış ve pek çok eser vermiş olan İsmâil Hakkı Bursevî (1137/ 1725)'ye âit Fatiha Sûresi tefsiridir. Vefâtına yakın tarihlerde yazdığı son eserleri arasındadır. Çeşitli kütüphanelerde nüshaları mevcuttur. Müellif hattı olanı, Bursa Yazma ve Eski Basma Eserler Kütüphanesi'nde bulunmaktadır. Müellif, Rumeli'de Aydos isimli bir kasabada 1653 yılında dünyaya gelmiş, küçük yaşta başladığı tahsil hayatını Edirne, İstanbul gibi şehirlerde sürdürürken, bu çevrelerde bulunan hocalardan istifade etmeyi bilmiştir. Çok erken çağda başladığı eğitim, öğretim faaliyetlerine hayatının sonuna kadar devam etmiştir. Yazdığı eserlerin sayısı oldukça fazladır. Kütüphanelerde çeşitli nüshaları mevcut olmakla birlikte, kendi el yazısı eserlerinin çoğu Bursa'dadır. Eserleri çok geniş kitleler tarafından kabul görmüş, elden ele dolaşmıştır. Balkanlarda, İstanbul'da ve çeşitli yerlerde sürdürdüğü ilmi çalışmalarını Bursa'da devam ettirmiş, orada doruk noktaya ulaşmıştır. Hayatının son kısmını geçirdiği bu şehirde 1725 tarihinde Hakk'ın rahmetine kavuşmuştur. Bu sebeple Bursa'ya nisbetle kendisine Bursevî denmiştir. İsmâil Hakkî Bursevî'nin Tefsîr-i Sûre-i Fâtiha adlı eseri üzerine yaptığımız çalışmada müellifin hayatı, tahsili, kişiliği, hocaları, talebeleri, incelenmiş; yaptığı çalışmalar ve yazdığı eserler üzerinde durulmuştur. Tefsir, tefsir çeşitleri, sûre, sûre tefsirleri, Fatiha Sûresi gibi konularda bilgiler verilip ele alınan eserle ilgili değerlendirmeler yapılmıştır. Sonrasında nüshalar karşılaştırılarak çözülen metnin latinizesi ve sadeleştirilmiş hali verilmiştir. Çalışmadan istifadeyi kolaylaştırmak için metinde geçen bilinmeyen kelimelerden oluşan küçük bir sözlük hazırlanarak son kısma ilave edilmiştir.This book is the interpretation of the Fatiha Sure Of Koran by İsmail Hakkı of Bursa (1137/ 1725) who lived in the second half of the 17th century and first quarter of the 18th century. It is author's one of the works written just before his death. It has copies in several libraries. The original one written by the author is kept at Bursa Written and Old Printed Works Library. The author was born in Trace in a town called Aydos in 1653. He started his educational life at a very early age and continued it in such cities as Edirne, Istanbul and has earned so much things from the teachers of that time. He continued his education starting at early ages at the end of his life. He wrote a lot of books. Although there are several copies at the libraries, most of his hand written works are in Bursa. His works are admired by many people and spread to a large area. He carried out his scientific works in Balkans, Istanbul and reached the peak in Bursa. In this city he spent the last part of his life and passed away in 1725. For that reason he is called as İsmail Hakkı of Bursa. In our work on Tefsir-i Sure-i Kurani (Interpretation of Fatiha Section in Koran), we considered the life of the author, his education, personality, his teachers and students and his works and books. Information on Interpretation, interpretation types, section interpretations, Fatiha Section are given and evaluations related to the subject work are made better. At last the copies were compared with each other and the text was solved, written in Latin alphabet and simplified. In order to make the work more understandable a glossary was also prepared and added at the end of the wor
Psychology of Al-Fatiha Psychological Foundations in Spiritual Pedagogy
No full textBasically, this discussion emphasizes the core purpose of spiritual pedagogy and themedium of the psychic dimension based on surah al-Fatiha. As we know, Psychology is the study ofscience that discusses various information about human life and symptoms related to aspects of thehuman in person at certain stages of development to recognize and respond to themselves and otherhumans in accordance with their development. As a Muslim, this obligation to learn to recognizeoneself is required to be based on the Qur\u27an and al-Hadith, while the Qur\u27an itself has providedvarious discussions about the "Self" and man with the tendencies. According to some mufassir, anyQur\u27an can be reviewed and understood through a psychological approach. And almost all mufassirbelieve that every verse of the Qur\u27an contains the meaning of education and learning for eachreader. Therefore, psychiatric discussions derived from the Qur\u27an are discussions needed inspiritual pedagogy. With the theme of this discussion, the author hopes that there will be increasedawareness of maintaining mental health and awareness using spiritual intelligence in every aspect oflife, especially in the field of education. The writing of this scientific paper uses qualitative referenceanalysis methods. Beginning with the discussion of the content of Surah al-Fatiha, the discovery ofstudies relevant to the definition of psycho-spiritual practically-ideologically, then affirmed throughthe author\u27s view or understanding. In general, this discussion contains what is studied in spiritualpedagogy, especially the awareness of God and self-servitude and the medium of spirituality,namely mental healt
ScienceDirect-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). Selection and peer-review under responsibility of the Organizing Committee of WCLTA 2013. The Native Speaker Mentors: A Qualitative Study on Novice Teachers' Professional Dev
No full textAbstract Mentoring is a professional development strategy for helping novice teachers adjust to the challenges of teaching and develop into quality educators. It offers a bridge between teacher preparation and the remainder of an educator's caree
The Native Speaker Mentors: A Qualitative Study on Novice Teachers’ Professional Development
No full textAbstractMentoring is a professional development strategy for helping novice teachers adjust to the challenges of teaching and develop into quality educators. It offers a bridge between teacher preparation and the remainder of an educator's career (Wang and Odell, 2002). In the context of English as a Second Language (ESL), much research has gone into the benefits of mentoring particularly on the novice teachers, the relationship of mentor and the novice teachers as well as the impacts of mentoring on the novice teachers. However, what is lacking is research that examines the influences of pairing native English speakers’ mentors with non- native novice teachers on the novice teachers’ learning experience. This study explores the influences of a mentoring programme, the “Native Speaker Programme” on Malaysian novice ESL teachers’ professional development. The “Native Speaker Programme” aims at enhancing the capacity of non-native English teachers by placing Native English Speaking (NES) mentors to train non-native English Language teachers in primary schools. Employing a multiple case study, the data collection techniques of this study include semi-structured interview, observations and personal document analysis. Drawing on the construct of Furnished Imagination by Kiely and Askham (2012), the findings of the study discuss novice teachers’ professional development through the exploration of the influences of the programme on the novice teachers’ knowledge construction
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