Enhancing Critical Awareness through Socratic Pedagogy

Socratic pedagogy is an approach to teaching through questioning mainstream practices without being judgmental in an effort to understand, empathize and reach more objective conclusions about reality. This study explores the effects of its use on student teachers' critical awareness skills during their participation in a Spoken English course given at a Foreign Language Education Department in Turkey. This qualitative study was conducted with freshman students and the intervention lasted one academic year. Individual and focus group interviews, and observation notes based on student performance in class were used as data collection tools. The results clearly indicate the development of students' critical awareness of political, economic and culture-related issues regarding language teaching settings, and they generated deeper insight to multiple aspects of teaching English. Students displayed an understanding of the consequences of political decisions as well as the economic dimensions of educational commitments, and expressed a positive attitude towards cultural diversity after a yearlong Socratic pedagogy intervention. (C) 2019 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL).


Implementation of systems thinking skills module for the context of energy
Can, Hediye; Öztekin, Ceren; Department of Elementary Education (2020)
The aim of this dissertation is to explore how pre-service science teachers develop their systems thinking skills in the context of energy. Qualitative methodology is followed through the research. The study conducted in stages that consist of development of systems thinking module for implementation, development of tools to collect data, implementation of the module, and data collection procedure before, during and after the implementation and data analysis. Nine preservice science teachers at the faculty ...
Yıldırım, Ali (Informa UK Limited, 1994-09-01)
The literature on teaching thinking reflects a major controversy that results from two distinctive theoretical views about the nature of thinking. One focuses on content of thinking, and the other emphasizes skills involved in thinking. However, an attempt to understand practitioners' perceptions of these theories is generally absent in the literature. The purpose of this study was to investigate teachers' theoretical orientations toward teaching thinking, using a survey questionnaire. Ths sample includ...
A Different Look at the Reasoning Process of Prospective Middle School Mathematics Teachers: Global Argumentation Structures
Erkek, Ozlem; Işıksal Bostan, Mine (Turkish Education Association, 2019-01-01)
Argumentation is an important part of education in different disciplines such as science teaching and psychology. Numerous research studies have revealed that the use of argumentation practices in courses have a positive impact on students' both cognitive (critical thinking, reasoning, etc.) and affective abilities. Recently, the number of studies on argumentation in the field of mathematics education has increased. It is expected that prospective teachers today are key elements of the argumentation process...
Tracking the Footprints of Nature of Science in the Path of Learning How to teach it
BİLİCAN, KADER; ÖZDEM YILMAZ, YASEMİN; Öztekin, Ceren (2014-12-01)
The present article aimed at understanding those unvoiced biases pre-service teachers may have that conflicts with their integration of nature of science in their science lessons. Three senior pre-service science teachers. views on NOS with regard to their decision making on critical incidents and their reflections about how they contextualize science teaching were investigated in science method course. The findings indicated that, pre-service science teachers varied in reflective their nature of science un...
Child-centred education: preschool teachers' beliefs and self-reported practices
Sak, Ramazan; Erden, Feyza; Morrison, George S. (2016-01-01)
This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the participants' beliefs and practices related to developmental domains were not consistent with child-centred education, whereas their beliefs and practices involving the phy...
Citation Formats
S. Balbay, “Enhancing Critical Awareness through Socratic Pedagogy,” EURASIAN JOURNAL OF APPLIED LINGUISTICS, pp. 515–536, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42454.