Language Teacher Cognition and Professional Teacher Identity Formation of Teachers of Students with Visual Impairments : a case study

Download

10501088.pdf

Date

2022-10

Author

Çınarbaş, Halil İbrahim

Metadata

Show full item record

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

Item Usage Stats

405
views

344
downloads

International and national initiatives encourage celebrating diversity in the field of education, yet available literature shows the experiences of teachers of students with disabilities are often overlooked, if not marginalized. Thus, this study aimed to explore language teacher identity and cognition of teachers of students with visual impairment in the context of a School for the Blind. The setting of this case study is a public School for the Blind in Ankara. Interviews, observations, field notes, and legal documents were data collection tools for this case study. Obtained data were analyzed by MAXQDA software. Also, complexity theory was used as the theoretical framework to address the participants’ language teacher identity and cognition. The findings showed that language teacher identity is dependent on personal, social, cultural, and educational background, and it is subject to changes throughout the participants’ careers in the field of language teaching. On the other hand, the development of language teacher cognition was the result of the interactions between the participants’ undergraduate education, instructional practices, and teacher identities. In the context of the School for the Blind, the interactions between participants’ language teacher identity and cognition created different system configurations and behaviors to cater to the needs of the students with visual impairments. Lastly, this study implicates practical and theoretical suggestions for language teacher identity and cognition in the context of special education schools. Additionally, the results can inform policymakers in addressing the needs of teachers for students with visual impairments.

Subject Keywords

teacher identity, teacher cognition, students with visual impairments, complexity theory

URI

https://hdl.handle.net/11511/99763

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers Öztürk, Gökhan; Gürbüz, Nurdan (2017-01-01) This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse th...
The experiences of students with disabilities in an english language teacher education program: a case study on preservice teachers with visual impairments Çınarbaş, Halil İbrahim; Karaman, Abdullah Cendel; Department of English Language Teaching (2016) This qualitative case study aimed to explore the experiences of two pre-service teachers with visual impairments in an English language teaching teacher education program in terms of inclusive practices, accessibility, need accommodation, and institutional issues. Two pre service teachers with visual impairments, four teacher educators, six peers, and three administrators participated in this study. The data were collected through individual and focus group interviews, observations, reflective journals, and...
Language Teachers' Views and Suggestions on the Central Teacher Selection and Recruitment Exam in Turkey KILIÇKAYA, FERİT; Krajka, Jaroslaw (2010-01-01) This study inquires into whether prospective English language teachers consider the central exam, KPSS (The Selection Examination for Professional Posts in Public Organizations) valid to select and recruit English language teachers, and what suggesttions they have concerning the improvement of the exam. The fndings indicate that the majority of the participants have negative attitudes towards the exam and think that it is not valid. Moreover, they point out that the exam must include the subject knowledge. ...
LANGUAGE TEACHER MENTORING AS A BOUNDARY CROSSING EXPERIENCE: LEARNING STRATEGIES IN A MENTORING PROGRAM TARHAN, HAKAN; Karaman, Abdullah Cendel; Department of English Language Teaching (2022-8-31) This qualitative case study investigates the boundary crossing experiences among a group of newly qualified teachers of English in a teacher mentoring program. The study aimed to explore and understand how ten mentees and mentors viewed the role of the mentoring program in their personal and professional development. In doing so, the present study focused on the relevant experiences and processes of socialization of novice teachers concerning the induction and mentoring support they received during their fi...
Conceptualization of theory in English language teaching by student teachers and practicing teachers Gümüşok, Fatma; Daloğlu, Ayşegül (2018-02-01)

Citation Formats

H. İ. Çınarbaş, “Language Teacher Cognition and Professional Teacher Identity Formation of Teachers of Students with Visual Impairments : a case study,” Ph.D. - Doctoral Program, Middle East Technical University, 2022.