IDENTIFYING TRANSVERSAL SKILLS FOR DEVELOPING A CULTURALLY RESPONSIVE EFL TEACHING HABITUS VIA MIXED METHODS RESEARCH

Date

2024-5-27

Author

Kaygısız, Semih

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

42
views

0
downloads

Cite This

Drawing on the need of teaching culturally diverse students, I employ a sequential exploratory mixed methods design to identify novice EFL teachers’ Culturally Responsive Teaching (CRT) needs and explore the transversal skills for developing a culturally responsive EFL teaching habitus. The quantitative part of the study is related to identifying the level of CRT needs while the qualitative part involves developing the data collection instrument, delving into the needs, and exploring the transversal skills. Through employing cluster random sampling, the study involves 229 novice EFL teachers in Ankara, Türkiye. The data collection includes informal and cognitive interviews to develop the primary data collection tool and its scoring rubric, Culturally Responsive English Teaching Needs Assessment with Vignettes (CRETNAV), an open-ended survey tool to identify teachers’ needs. I also utilise field notes, memos, and focus group interviews with experts. I employ inductive content analysis and descriptive statistics to analyse the data. In addition, a panel of five experts are employed to consult their expertise during the exploration of the transversal skills based on the identified needs. Data collection and analyses procedures occur between 2022 and 2024.v Findings reveal a large spectrum of CRT needs of novice EFL teachers. As a result, the study identifies a set of transversal skills necessary for developing a culturally responsive EFL teaching habitus under four major teacher learning zones, namely culturally responsive caring, culturally responsive knowledgebase, culturally responsive instruction, and culturally responsive awareness for developing a culturally responsive EFL teaching habitus within the cultural context of Türkiye.

Subject Keywords

culturally responsive teaching, teacher education, transversal skills, EFL teaching habitus, vignette

URI

https://hdl.handle.net/11511/109736

Collections

Graduate School of Social Sciences, Thesis