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While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

The main focus of the study was to explore the experiences of inequalities and the expectations of a good life of girls at the age of 14 to 16 years old from a Turkish background living in Germany. Essentially, the research focused on identifying the gaps and analyzing inequality through girls' interpretation of a good life in Germany. Specifically, this paper will concentrate on the finding "capabilities for other girls". Girls who participated in the interview have experienced exclusion in their everyday life which made them feel other and this paper will highlight what are the valuable capabilities for these girls not too feel other. To find the inequalities in the life of socially vulnerable girls of Turkish origin, this research conceptualized how ethnicity and migration background deprives or enhances the capabilities (opportunities) of 2nd, 3rd and 4th generation Turkish migrant origin girls living in Germany. The data for research was collected in collaboration with schools and youth institutes in the Federal State of North Rhein Westphalia in Germany. A pilot study was conducted to define the research design, research questions, data collection methods and methodology. The pilot study had identified that focus groups provided a rich amount of data but were not enough to analyze the experienced inequalities and the individual agency of the participants. The pilot study revealed that it needed to be triangulated with a socio-economic questionnaire, to be able to report the distribution of the socio-economic backgrounds of the participants among the Turkish immigrant youth. An individual life history interview was used as a method of data collection to analyze how Turkish girls interpreted their feelings of inequality and active agency. As a result of analyzing the pilot data using Grounded Theory methodology, two goals of the research were identified. The first one was to determine how girls of Turkish origin living in Germany developed a positive view of themselves; such as empowerment, agency, emancipation, inspirations and aspirations, as they were challenged at school and in the German society. The second was to ascertain how girls of Turkish origin living in Germany interpreted challenges, at school and in the wider society, to obtaining a good life. I aimed to develop the literature review with concepts derived through the results of the pilot study, because a literature review that has been conducted with the concepts relevant to the objective of the study results in building the background of the research (Hammick, 1996).

The purpose of this study is to analyze the mathematics identity of a primary school teacher who has negative mathematics experiences. His mathematics identity was separated into five periods (primary school, secondary school, high school, university, and math teaching) and examined afterwards. Narrative research was used because his mathematics identity was examined through his self-narratives. In this context, data were collected by asking a primary school teacher to tell his life story about mathematics. Through narrative analysis, three themes appeared from his identity experiences. In addition, discourse analysis emerged four interpretive repertoires. The identified themes pointed to four positive and ten negative factors for the teacher's mathematics identity. As a result, it was found that the teacher himself and his teachers during his school years were the most effective components that result in these factors.

This study adopts a narrative approach to revealing how English as a foreign language teachers construct their teacher identities. Kelchterman's five dimensions of teacher identity; i.e., self-image, self-esteem, task perception, job motivation and future perspectives, were used as the theoretical lens to explore eight participants' identity construction via the narratives they told in an online written interview form. Participants were eight EFL instructors who worked at higher education institutions around Turkey. Data was collected via an online survey tool and analysed via thematic analysis and open coding. Data revealed that the five dimensions of teacher identity do not develop in isolation from each other but a dynamic interaction among these identity dimensions exists.

The aim of the study is to show emerging identity performances of Turkish Fulbright foreign teaching language assistants (FLTAs) in social and academic contexts during their sojourn experiences in the US. The grant program brings institutional roles of being a teacher and a learner and social duties of culture transmission in the host country. The dynamic triad of these roles yields negotiated identities manifested through reflections to the experiences of interaction, communication, and participation in the host community. In an attempt to reveal the interplay of these roles, 5 Turkish grantees were interviewed to elicit personal storylines. The narratives were analyzed adopting Davies and Harré's (1990) positioning theory rooted in discursive psychology relying on Bauman's (2013) postmodern conception of identity where identity is seen as fluid, multilayered, and negotiated. The participants' emerging identities formulated in the personal narratives are depicted through the negotiation of self-other positioning. The findings showed that affinity, racial, national, gender, cultural, second language, professional, and learner identities were revealed as emerging identity performances with an intersectional structure. This study provides a useful depiction of the FLTAs' sojourn experiences with a microanalytic eye and recommends covering different aspects with various focal points to better understand the educational and cultural aspects of such sojourn experiences.

This paper focused on teachers' personal stories to determine the pedagogical function and impact of children's literature. This study employed a life-story interview approach within a qualitative narrative inquiry methodology. The sample consisted of ten teachers from different branches. Participants were recruited using purposive sampling. Data were collected through interviews and analyzed using thematic and narrative structure approaches. The narrative structure consisted of three components: problem, activities, and denouement. Participants' life stories were thematically analyzed. The results show that teachers' observations and efforts help students recognize their problems. Teachers who associate their own stories with children's books lead to positive outcomes for themselves and their students. This experience helps students become aware of themselves and their problems and surrounding while helping teachers transform themselves individually and professionally. Therefore, children's books are pedagogically crucial for both students and teachers. This result shows that we should first raise educators' awareness of the pedagogical meaning and value of children's literature. Future narrative inquiries should focus on students' stories to determine the impact of children's literature on children.

Teaching is considered a profession in which emotions have a prominent role and it is commonly mentioned in the literature that emotions should be taken into consideration in research related to teacher identity. However, there are limited studies in the accessible literature that investigate beginning teachers' teacher identity development from an emotional perspective. In this study, the emotional experiences of beginning middle school mathematics teachers in their teacher identity development process were investigated through teacher-written diaries. Seven teachers, who graduated from the same teacher education programme, participated in this study, and wrote diaries about their teaching experiences that have emotional effects on them. Qualitative analysis revealed that beginning teachers' emotional experiences varied: mostly negative (2 participants), balanced (3 participants), and mostly positive (2 participants). Furthermore, exploring participants' emotions provided valuable insights about teacher identity development. Findings were discussed based on the emotion-teacher identity relationship, and implications for teacher education programmes and policymakers were addressed.

The internationalisation of higher education has led to widespread adoption of English as a medium of instruction in European universities, and this strategy is supporting increasingly diverse student mobility. Many students undertaking short-term Erasmus+ mobility see this as an opportunity to develop their English language skills but may lack interest in learning locally significant languages. However, contemporary universities are complex multilingual spaces. This paper explores how far mobile students' language affiliations are aligned to languages' wider geopolitical significance, and how far they are influenced by personal and sociocultural factors, and the study abroad (SA) experience itself. The study draws on a corpus of narrative interviews with mobile students in diverse European settings. Participants generally sustained strong affiliations with English. Affiliations with other international languages were more mixed. Some expressed a heightened affiliation to their home language arising from SA experience; others described new affiliations arising from local contacts and student friendships, with a local language, or with other international students' L1. Overall, the study found that language affiliations showed some flexibility, and might derive from personal biographical factors, cultural values and personal relationships as well as from the instrumental value of internationally significant languages.

Purpose: This study presents the emergence of my dynamic bilingualism-induced critical bilingual identity by drawing upon Garcia and Wei's translanguaging perspectives. Design/Methodology/Approach: I adopted an autoethnographic approach focusing on teacher development through research and practice, supported by research on fostering dynamic bilingualism of emergent bilinguals in EFL contexts, which is used to review my memories and reflection. Using bilingualism ideologies as a conceptual framework, I interpret my experiences by deconstructing dominant monolingual ideology through embracing a more critical bilingual stance. Findings: By enacting "autoethnography as translanguaged research" anchored to theoretical, methodological, and pedagogical "turns," this study reveals its potential to conceptualize the complexities of translanguaging and thus forge these into a coherent ideology. autoethnography as translanguaged research turns Originality/Value: With an open-ended paradigm, and its catalytic role in comprehending speaker-oriented language practices, it thus engenders criticality. This autoethnographic analysis of my introspective and retrospective data is hoped to open novel vistas for EFL teacher education and in-service EFL teacher training.

In Turkish, null and overt arguments do not show the same distributional properties at discourse level. There are discourse-pragmatic factors affecting this distribution (Kerslake, 1987; Ruhi, 1996; Turan, 1995; Çeltek & Oktar, 2014; Çeltek Kaili, 2017). Previous studies suggest that the acquisition of argument realization system in second language (L2) poses a major acquisition problem for adult L2 learners, especially the properties that constrain the native use of null and overt subjects at the syntax-discourse interface are reported to cause persistent difficulty. Based on this assumption, this study investigates this problematic area in L2 acquisition from a discourse-pragmatic view. More specifically, the purpose of the present study is to inspect the acquisition of the following discourse-pragmatic rules governing the use of null and overt first-person subjects in L2 Turkish oral narratives produced by first language Greek speakers: a) "salient referent," b) "switch focus," c) "contrastive focus," d) "pragmatic weight," e) "epistemic parenthetical." The data were collected via three oral narrative tasks. The participants were 10 advanced L2 Turkish learners and 10 native Turkish speakers. Results obtained from the three oral narrative tasks demonstrate that advanced L2 learners of Turkish present practically no deficiency on the use of discourse-pragmatic rules that govern the use of null and overt first-person subjects.

This research focused on the academic year of a preschool teacher in a school that was considered to have a bad management approach. As narrative researchers, we acquired stories about the teacher's experiences by using various narrative approaches such as long-term participant observations at the school, document reviews, and interviews with relevant people. As a result of the research, we grouped the teacher's stories about herself and about bad school management throughout the course of one year under themes such as the teacher's acceptance of the school-a journey that began well but that developed problems such as a never-ending questioning process.

Citizenship is an act of being the ideal member of a society that "maintains and adapts to the culture of this society", besides having a legal status with the duties and rights that the state imposes on the individual. This study aims to determine the citizenship perceptions of primary school teacher candidates and their ideal citizenship narratives. The study was carried out according to the mixed research design. Three different measurement tools were used in the research and content analysis method was used for the analysis of data. According to the findings of the study, it was concluded that teacher candidates' perceptions of citizenship and ideal citizenship are similar. Accordingly, it was determined that they participated in the items related to traditional citizenship in the scales, and their perceptions of active/social citizenship were relatively low. It was also determined that all of the teacher candidates mentioned the courses they took during the university process in the differentiation of their ideal citizenship perceptions, and the ideal citizenship narratives were built on traditional citizenship as well as the perceptions of citizenship of the pre-service teachers.

Mental time travel lies at the frontier of research into motivational persistence in language learning (Dörnyei, 2020). This article introduces the theory of episodic future thinking (D'Argembeau, 2016, 2020), and examines the key components of autobiographical knowledge and personally important goals. With findings on the long-term goals and career aspirations of preservice English teachers as a departure point (Erten, 2014; Ölmez Çaglar, 2019), I outline the contributions that episodic future thinking can make to the psychology of second language learning and teaching. Positioning episodic future thinking in conceptual terrain at the intersection of vision-based theories of L2 motivation (Dörnyei, 2009), Self Determination Theory frameworks (Noels, 2009), and narrative, life-story approaches (Dörnyei & Ryan, 2015), I explain how it can inform the investigation of motivational persistence.

Purpose: The aim of the research was to determine the use of narrative text elements by the 4th grade primary school students in their narrative texts in compliance with the designated written expression evaluation criteria. Method: In this qualitative research, document analysis was used as the data collection method. The texts of twenty-three pupils attending the 4th grade of a state school affiliated to the Ministry of National Education were examined through easily accessible case sampling method among the purposeful sampling methods. Findings: According to the results of the research, the majority of the students achieved the proper behaviour to leave a gap between the words and lines, paid attention to the page layout, etc., but they did not comply with the rule of first line indent in a paragraph. It was found that students were not having any trouble while deciding on a title for their texts, and these titles conformed to the texts, and that the texts were also organized in a logical order. Participants were found to have problems in dividing the subject into paragraphs and providing meaningful transitions between these paragraphs. Finally, it was observed that the majority of students made mistakes in the use of punctuation marks in compliance with the writing rules in the texts they wrote. Implications for Research and Practice: The results of data indicate that the students have insufficient knowledge of writing narrative. This is evident from the schematic structure and linguistic features of the texts. Students need a lot of writing guidance from the teacher. In addition, an appropriate teaching techniques and approaches should be implemented.

Purpose: After graduating from the faculties of education in Turkey, some of the teachers start working gravitate towards graduate education. Within or at the end of the process, these teachers start working as teacher educators at universities by finding positions or at least try to accomplish that. We do not have considerable knowledge of what these individuals experience in the process of transition from being a teacher to being a teacher educator. In this study, an attempt was made to examine the experiences of a primary school teacher who began doing graduate education while he was teaching at a public school and subsequently became a teacher educator at a university. With these experiences, we aimed to understand the dynamics of similar individuals in Turkey Research Methods: This study was designed as - narrative research. Data were obtained through semi-structured interviews with a research assistant who had transitioned from being a primary teacher to being a teacher educator and continued his doctoral studies. In the analysis of interview data, narrative analysis was used. Findings: The findings showed that it can be argued that the perception of teaching in society, the cultures of national schools, economic and socio-cultural factors are effective in teacher's transition to university. Public schools, with their existing cultures and regulations, are unable to respond to the graduate education demands of teachers who work within the schools. This situation causes teachers who receive graduate education to move away from national public schools. Implications for research and practice: Move away from national public schools can be prevented by removing obstacles of the teachers' graduate education. In the process of educating teacher educators, the quality of teacher education can be increased by attaching importance to field experience.

This study aims to determine the geographical discourse that occurs in the personal histories of adults aged 75 years and older and how they interpret and use them. We conducted interviews with elderly persons living in Çemisgezek (Chemishkezek), a village established along the Karasu River, a branch of the Euphrates River. Expert opinions were taken on the duration, number and time of the interviews. Interview texts were analysed after they were read, by the researcher, to the participants, and approved. This information, subjected to content analysis to reveal the grandeur of the themes, was classified and interpreted, according to physical and human geographical characteristics. During analyses, care was taken to make direct quotations and use local phrases and expressions as spoken. Subjects covered in the discourse between researcher and interviewee included astronomy, location determination, finding direction, telling time, climatic elements, settlement location, view of dwellings, materials used for constructing houses, preferred rooms according to the seasons, crop cultivation, tree trimming, leaving land fallow and the use of streams. Geographical arguments, in the discourses that participants put into practice, agree with published geographical information. However, several expressions for stars and sea have fallen into disuse. We discuss these findings by comparing them with the literature.

This study aims to find out whether accumulating theoretical knowledge through methodology courses and experiencing real teaching practice during practicum may lead to any changes in EFL student-teachers' probable concerns about teaching. The study further attempts to define these changes, if any. To reach the aims of the study, data were collected by means of a scale developed on the basis of the student-teachers' concerns about teaching and teaching practice concerns sheets (TPCS), which they kept for a period of ten weeks. In order to bring more depth to the study, the data were triangulated by the student-teachers' narrative reflections. Results indicate a significant difference between student-teacher concerns at the beginning and the end of teaching practice. It appears that practicum provides student-teachers with a base for awareness on teaching related issues in real contexts. In addition to this hands-on experience, the findings also demonstrate that the knowledge base of student-teachers played an influential role in triggering the change in the nature of their concerns.

In this paper is describing an initiative in cultural, outdoor science education that took place in the west Crete-Greece (Chania & Rethymnon counties) in 2015, and organized in collaboration with teachers and social bodies, to connect Science, Education and Local Communities for a better quality of everyday life. The initiative concentrated in organizing the European Educational Conference "Mediterranean Sea Connects Us: Progress in Education with Local Communities", which hosted as a training program that can be applied elsewhere, with different target groups, promoting the aims of participatory acquisition of knowledge by sharing them in company, with experiential activities in moments of joy, happiness and wisdom. Educators-officials of high level and much experienced in the three levels of Education from Greece, Cyprus, Turkey and Romania, with representatives from local bodies, were invited to deposit experience, aspects, ideas and expectations on future educational collaboration in the area of Balkans, East Mediterranean and widely. As coexisting in the same geographical area, with long and important common past, as collaborators in educational projects from the past, intended to be partners in important and innovative future jointed actions in cultural STEM Education, for the progress of Mediterranean local educational communities.

This paper presents a narrative inquiry approach to understanding the early professional development (PD) of student teachers of English at a state university in Turkey. With the twofold functioning of narrative as a tool for both research and PD, we probe into how student teachers' early PD trajectories are shaped through observational narrative knowledging. Data consisted of group discussions, semi-structured interviews, metaphor elicitations, and informal conversations that accompanied the main data collection tool, i.e., narrative frames collected during the practicum. The triangulated data were subjected to a multi-tiered collaborative content analysis. The findings showed that narrative-embedded observations helped student teachers organize and attach meaning to their early field experiences, and thus build on their self-awareness, critical thinking, and reflectivity for future classroom practices. We also reported how the participants reflected retrospectively, in the course of, and the posteriori of writing the classroom observational narratives. Through narrative knowledging, we offer a more nuanced approach to aiding student teachers' early PD.

The study group consisted of 30 children with cochlear implants (CI) and 30 children with normal hearing (NH), whose ages were 4 years and 7 years 11 months. Turkish Test of Early Language Development (TEDIL) was used to assess the language skills of the children. Language samples were gathered by using Edmonton Narrative Norms Instrument (ENNI). The study results indicated that the sum of receptive, expressive and verbal language scores of the children with CI was lower than the children with NH and the difference was statistically significant according to TEDIL. It was found that mean length of utterance (MLU) and number of different words (NDW) averages among MLU, NDW and total number of words (TNW) average scores showed statistically significant differences in all of the three stories in favour of the children with NH. However, there was no statistically significant difference between two groups except for the A1 story in TNW. It was found that children with CI used case suffixes, pronouns, conjunctions among part of speech and verbals which were necessary for creating complex sentences less often than the children with NH and the difference between them was statistically significant with regard to the occurrence frequency of case suffixes, pronouns, A1 and A3 stories, A1 story conjunction. Besides, it was observed that the children with CI made more statistically significant word omission, morpheme omission and substitution errors than the children with NH. It was found that the children who were implanted before the age of 2 scored higher. As a result of language sample evaluations, it was stated that TNW scores predicted the ones with CI and MLU and NDW scores predicted the children with NH.

This study has been prepared for the purpose of examining the contributions of postmodern narrations to literature education. It focuses on the outcomes of readings from postmodern narrations by 12 master's degree students studying in the Department of Turkish Language at a university in Central Anatolia. In the theoretical dimension of the study, the students were given information about new approaches and technological innovations in the sciences of physics and psychology to prepare the groundwork for bringing out postmodern narrations with a focus on the ontological approaches of the new realities of the world. The birth of new literary aesthetics was pointed out as having resulted from these rooted changes. In this context, the novels "Ulysses" by James Joyce and "The Metamorphosis" by Franz Kafka were given as examples. The students were told to read "Tutunamayanlar" ("The Good for Nothing" by Oguz Atay), considered to be the first modernist work in Turkish Literature, as well as "Kara Kitap" ("The Black Book," by Orhan Pamuk) and "Suskunlar" ("Taciturns" by Ihsan Oktay Anar), which are regarded as developed examples of postmodernist narratives. Group discussions about these works were made in the classroom. On the semi-structured interview form applied in this study, students were asked to write what outcomes they had reached while reading in terms of the main components of postmodern narrations, metafiction, intertextuality, perceptions of space and time, mystery/detective fictions, and the question of existence. Collected data was analyzed by the researcher using descriptive analysis, and the results were verified through validity and reliability studies carried out by two experts. The following findings were obtained from the study through the patterns of qualitative research. The students expressed that postmodern narrations had contributed to the development of higher-order thinking skills. They pointed to the question of existence and different uses of time in the narrations. They expressed liking mystery fiction.

The purpose of this study is to present students' experiences, interest in engineering, and personal narratives while participating in a robotics summer camp in a metropolitan city in Turkey. In this study, I used qualitative data collection methods such as interviews, field notes, and observations. I used the four principles of Engle and Conant as a framework for analyzing their interactions and tasks as well as to make sense of their mutual interactions, tasks, and social structure in the robotics summer camp. The study findings indicated that the robotics summer camp was different from regular science classrooms in terms of goals, practical work, and social structure. The robotics summer camp provided students with the opportunity to engage in robotics activities and have personal interactions with engineering researchers about engineering and their future career plans. The robot design experience and close relationships with engineering professionals at the camp were sources that nurtured and maintained student interest in engineering. I concluded that the robotics summer camp was a venue for students to gain first-hand experiences, develop and sustain interest in engineering, and comprehend the nature of engineering in general. This in turn helped students to determine their career choice and sustain a lifelong interest in engineering.

This article examines the results of a 17-week self-narrative portfolio project from a year seven classroom in Turkey. The practitioner research combines the frameworks of Cultural Historical Activity Theory and Figured Words in order to assess the differences in linguistic and identity growth between national and international students. I posit that even in places where concepts of identity are delicate and unchallenged, student autobiographies can create safe classroom spaces through which students can develop agency, linguistic skills, and authentic approaches to learning. By drawing additionally on Bakhtinian concepts of authoring the self alongside the concept of Figured Worlds and the heuristic of CHAT, I was able to explore how confronting one's ethnic identity is central in positioning oneself within a Figured World; metaphors are a way that students can cope with, confront, and overcome their internal conflicts with the Figured Worlds they step into; and moments of realisation occur when students express their conflicts, thus creating their own agency.

The purpose of the present study was to address the extent to which narrative intervention improved late talkers' ability to generate personal narratives and the extent to which the effect of narrative intervention was maintained after three weeks of no intervention. Three late-talking preschool children participated in this narrative intervention program. To examine the effect of personal narrative (PN) intervention on personal narrative generation, we implemented a multiple-probe design by using grid analysis. The effects on personal narration were assessed in different phases: baseline, probes, intervention, and maintenance and generalization. The participants demonstrated the ability to generate a personal narrative, which has the power to link oral language skills to literacy since it requires the participant to plan and produce contextualized and cohesive discourse.

The objective of the study is to lay bare the educational memories of primary school students in 1950s' Yozgat city which is in the center of Turkey. Memories that belong to education are also reflections of the individuals' past educational practices. Why they take part in lives of individuals as memories may let us see the importance of educational practices at schools. The method of the study is oral history which helps us see the hidden educational experiences of primary school students in the form of memories. The people chosen for the research group were reached by the snowball method. 22 interviews were actualized. Two of them were for testing. Unlike the real names of the interviewed people, the narratives of the graduates of the period were presented in their original form. Different narratives which are exclusive due to their originalities take place in the memories of the students of period. There are also memories which cover their experiences out of school as well. Being beaten, enjoyed by their teachers, their educational practices, playing games, looking after their animals or cattle and poverty are some of the practices which appear in their memories. The memories are considerably significant not only for the educational practices at school but also for the history of children and educational institutions.

The aim of this study is to understand an elementary teachers' experiences about using interactive whiteboard (IWB) in the classroom. Narrative inquiry were adopted to conduct the study. The data were collected through semi-structured interviews with the teacher and analysed through narrative analysis. In the study, two major stories emerged. The first story was about the characteristics and difficulties of being an innovative and transformative teacher. In the second story, the use of technology in the classroom were cited. Second story consisted of such sub-stories as changing student profiles, teaching-learning process, measurement and evaluation process, infrastructural adequacy, stakeholder interaction, facilitator role of the technology and challenges of using IWB in the classroom. In all these stories, the examples and advantages of effective use of IWB in the classroom were explained. We can have the following suggestions from the words of the classroom teacher who has been using various technological tools in his classroom for about 40 years, including 10-year IWB use: Teachers should be open-minded for innovation in the sense of professional development, consider the interests of students, reduce the prejudice about the use of technology, utilize the processes that increase and facilitate the learning.

This study zeros in on rendering the teachers' discriminations among their students in various aspects in the narratives of primary school students of 1950s, 1970s and 1980s' Turkey. Construction and reconstruction of personal and social stories of teachers and students is also a sort of education and educational research. The method of the research is oral history through the agency of which it was possible to disclose the narratives of primary school students about their teachers' discriminations that basically appear as male-female, poor-rich and hardworking-lazy. In doing so, twenty students from 1950s, fifty students from 1970s and thirty students from 1980s' Turkey have been reached and interviewed at different times since 2010. Apart from these hundred students, ten more interviews were carried out for testing. About thirty of the interviewees assert that their teachers had segregated them because of being rich or poor, hardworking or lazy and gender. There are also about ten other students who state that their teachers had discriminated them due to being children of civil servant, neighbor relations, children of working mothers, speaking Turkish properly and parents' political views. The narratives in the research denote that teachers' discriminations had kept going in the course of time despite the progress in the social, economic, political and educational conditions of country. While their narratives are originally presented in the text, the real names of the narrators are not used, instead they are renamed. These narratives are crucial to see the teachers' educational practices in the words of their students who reveal on what basics their teachers discriminated them or not. The study exposes that despite the fact that forty three students remark their teachers discrimination resulted from certain factors, fifty seven students do not recollect any discriminations and believe that their teachers behaved them equally. It displays that discrimination is remarkably faced due to the students' success, their social and economic conditions; gender and income rates. It also proves that the words of most of the students gainsay how their teachers had been fair to their students.

This study aims to investigate preschool children's relationships with nature through drawings. To this end, a total of 212 preschoolers constituted the study group. This study employed a triangulation design, i.e. one of the mixed-methods approaches in which qualitative and quantitative processes were carried out. As a result of the analyses, it was concluded that the children visually presented and narrated their relationships with nature positively. The age and gender variables were found to have led to statistically significant differences in the activities depicted in the drawings and the tone of the drawings, as well as the settings and people that are drawn in them. In light of the findings of this study, it can be argued that starting environmental education at an early age and enabling children to spend more time engaging with nature are important.

In this paper future elementary teachers reflect on their past experiences and talk about their teachers and the way they were taught, and portray the characteristics of effective and not so effective teachers. The study also highlights Turkish teachers` way of instruction and the strategies they use. Participants were 41 sophomore and 62 junior prospective elementary teachers enrolled in a small university in northeastern Turkey. Data were collected using mostly the document analysis techniques. Findings show that effective teachers are caring, loving, funny, and patient, show special in and out of class interest in students, and are fair to everyone. Not so effective teachers are out of temper, fear imposing, using abusive language, authoritarian, using violence, unfair and discriminating between students, and boring in class.

In recent decades, the Republic of Turkey has undertaken a program of reform aimed at modernizing its higher education system. This endeavor has included a comprehensive restructuring of the nation's public universities. In order to meet the urgent need for highly qualified faculty members to staff its state-run higher education institutions, the Ministry of National Education (MoNE) has turned to a government-sponsored study abroad program through which competitively selected individuals receive funding to pursue graduate degrees at North American and European universities in exchange for service in the Turkish university system. However, due to significant non-return rates of sponsored students and a lack of transparency within the program, its goals have been closely scrutinized; amid these concerns, the contributions of those who do return appear in some cases to go unnoticed. Thus, in order to illuminate the experiences of returning scholars, this study explored the accounts of two English language teachers who received doctoral degrees from foreign institutions, then returned to Turkey to serve as teacher educators. Critical theory was utilized in order to investigate the oppressive power relationships inherent in the Turkish higher education system. The results revealed that as much as these foreign-educated scholars contributed to their respective universities, their ability to provide lasting benefits to Turkish education was minimized by the systemic and bureaucratic barriers they encountered; therefore, the higher education system was unable to achieve the desired goals of the study abroad program.

This study aims to find whether there is a relationship between the stories of English language teachers as learners, and their attempts to encourage learner autonomy. A qualitative design was chosen in order to reveal any relationships, with data collected through semi-structured interviews with five teachers of English language, two experienced and three novice teachers, in 2014-2015 spring term. Interview questions were directed towards language learning histories, including learning experiences prior to and during their pre-service teacher education. Furthermore, a checklist form was employed to understand the role of teachers in promoting learner autonomy. The researchers analysed the data by rereading and identifying recurring codes, using interpretative data analysis. The findings show a relationship between English language teacher stories as learners and their attempts to encourage learner autonomy. They mostly relate their attempts to their previous learning experiences as language learners. Despite their willingness to foster autonomy, they mention hindrances such as personalities of the teachers, institutional factors, the academic level of the students, readiness for autonomy, and lack of motivation. Their attempts to encourage learner autonomy seem restricted, as English language teachers in this study claim that they were not given sufficient opportunities to experience autonomy in their own language learning. On the basis of the findings, one could suggest that future language teachers should be given opportunities to experience learner autonomy during their teacher education and language learning process so that they can more readily encourage learner autonomy in their classes.

This paper contributes to an understanding of the ways in which not being bound to the nation of education, in legal and cultural terms, excludes international students. Based on narrative interviews with 20 students from 6 countries, the paper considers a range of difficulties international students encounter in social and educational domains in which they are interacting and, utilising the conceptual framework of 'nation-boundedness', explains these difficulties. The analysis offers new insights in terms of the role of emotions that were seen in the research to be a new discursive practice, prompting international students to marginalise their rights and voices and not to exercise rights that could protect them from discrimination and racism. The paper concludes that by considering emotions alongside regulatory structures that are established for international students in the receiving countries, a more complex understanding of the ways in which lack of 'nation-boundedness' excludes can be developed.

This article discusses the usefulness of anecdotes as a technique to stimulate learners' interest and thus create a meaningful learning context in the second language classroom. It describes the pattern of an anecdote and how it should be formed as well as the different types of anecdotes. The article offers tips to successfully implement this technique.

This paper serves as a theoretical commentary on the debate regarding native and non-native speaker teachers of English as it draws from the discussions in the literature, as well as from personal experience. The author, a nonnative English teacher himself, points out the possible pros and cons of being a native and non-native speaker teacher of English, and emphasizes the need for these two groups of teachers to embrace each other and to work in a partnership. The custom-made cold war with extreme competition between these groups is criticized for the benefit of language teaching workplaces where success is inevitable. (Contains 1 footnote.)

Studying abroad may seem like an unparalleled opportunity to learn a foreign language. Massive exposure to the language, chances for interaction with native speakers, and cultural immersion appear to create excellent conditions for language learning. Yet, most available research indicates that study abroad (SA) participants rarely achieve linguistic success. By way of contrast, the aim of the study reported below is to investigate an example of accomplishment in language learning abroad. The participant of the study is a Polish third-year student of English studies who took part in a semester-long SA programme (Erasmus+) in Turkey. The instrument used in the study is her personal narrative, specifically her language learning history which was analysed with the use of a grounded theory approach. The results of the study provide insights into which and how motivations, personality traits, and SA contexts interact resulting in successful L3 learning.

The objective of this study is to bring out the period perception of 1980's period primary school students with their own words via center-periphery and gender variables. As it is known that the period perception of individuals cannot appear independent from the political and socio-economic conditions in which they are. It is possible to find out so many developments about the political, social and economic history of different periods of the societies in the written documents. However, the documents presenting about the primary school's children's perception of the period in which their childhood is constructed is so limited. Therefore, the children as a prominent part of society, the narratives reflecting their periodic perception will let them be both the subjects and objects of history. Only oral history uncovers the children's (being excluded from historiography) periodic perception with their original narratives. This, on the one hand democratizes the nature of history, on the other hand it enriches it with its critical and transformative mission. In this study I had totally thirty-two interviews, two of which are for testing, including fifteen women and fifteen men who had their primary school education in 1980s. I recorded the interviews by a recording device and decoded them. I tried to reconstruct their period perception via their narratives.

Primary school students of 1980s' Turkey remember their teachers in various aspects. Uncovering their reminiscences lets researchers see what factors become decisive in recontructing primary school teachers in the memories of their students. The priority of this paper is to discover the reasons why the 1980s primary school students remember their teachers and find out if the place (center-periphery as a variable) where they got their primary school education has any effect on their remembrances. The method of the study is oral history methodology that has a unique power because it allows the researchers to reach the experiences of masses whose voices have been hidden, excluded and living on the margin of power relations. The research group of the study is the primary school students of the 1980s in different regions of Turkey. The people chosen for the research group were reached by the snow ball method used in oral history. The structured interviews were performed with 15 men and 15 women via a recording device apart from two trial interviews in order to collect data for the study. During the formation of the text, despite using the original forms of the interviews, the original names of the interviewed people were changed. According to the findings, the students are able to recall their teachers in their narratives due to simply being their teachers, disciplined, punished, loved and discriminated by them. Moreover, even though the findings display that where they got their primary school education did not have direct effect on remembering their teachers, the contents of their narratives do differ to some extent because of the place where they got their primary school education.

This study aims to analyze pre-service teachers' narrations about important teaching experiences, which mostly affected them and which they mostly enjoyed. In the present study, a qualitative research was used. The study was carried out with 214 pre-service teachers in Mugla, Turkey who wrote short memoirs on learning experiences as prompted by a research question. In these memoirs, they shared those experiences, which left the biggest impressions on them. The data were analyzed thematically and, based on the results, re-read through the concept of memoirs, in order to answer the question on how the data might be understood as elements of good teaching applications.

Using a narrative approach (i.e., Clandinin and Connelly 2000; Dewey 1938 [1963]), this article explores the identity constructions and negotiations of two East Asian women teachers of English in MATESOL programs. The focus of this article explores the ways in which the two women's privileged experiences coexisted with issues of marginalization once they entered English speaking contexts. The work of Kumashiro and Bourdieu provides the theoretical foundation for exploring the discourses of privilege and marginalization that are weaved into the lives of the EAWTCs. Using the women's narrative accounts collected during 2004-2005 AY, the core of the analyses focuses exclusively on the different forms of marginalization these women negotiate in reconstructing their identity within English/Turkish as second language spaces (both study abroad and graduate programs) and the ways in which Bourdieu's forms of capital play out in the intersection of privilege and marginalization. I conclude with discussions around these intersections focusing on: (1) two faces of college entrance examinations; (2) language and race; and (3) capital, habitus, and identity in the graduate programs.

This study explores the impact of practica in multigrade schools in rural areas in Turkey on the development of preservice teachers' identities, drawing in particular on Gee's four perspectives regarding viewing identity. Interpretation of the identity categories was based on the content of students' reflective narratives written over four consecutive years and discussed in terms of these categories, which were identified as nature, institution, discourse and affinity. The results indicated that a practicum undertaken in multigrade classrooms influenced students' thinking about continued identity development as teachers and supported their development, as well as the awareness needed to develop, shape or reshape an identity. The data also demonstrated that practicum experiences in multigrade classrooms are important, particularly in countries where teachers are frequently appointed to such an educational setting in their first year of teaching.

In this article, we report on an ethnographic study of figured worlds of resettlement and identities that Muslim refugee youth from the Russian Federation coconstructed in an urban school at the Southwestern U.S. border. In the school, multiple cultural-historical discourses came together within a global context: refugee families, a global Islamic movement, and deficit-oriented educational ideologies. Three empirically derived themes emerged: Glocal adaptation, multiple literacies, and sticking together. The overall impact of this study derives from two aspects of the analysis: The cultural-historical analysis of refugee resettlement and the hybrid identities of refugee students.

This research was conducted with the purpose of determining the contribution of creative drama to the personal development of housewives. The study group consisted of 17 housewives who attended the Creative Drama Course in 2009 at the Contemporary Drama Association (Cagdas Drama Dernegi) in Cankaya, Ankara. The qualitative method was employed in this research. As the data collection instrument, the letters written by housewives after the activities were used. The data obtained from these letters were examined using the content analysis method of "frequency analysis". Then, the feelings of the participant housewives and their opinions on their personal developments were grouped and interpreted under certain categories. According to the findings, it could be argued that creative drama had a significant impact upon the housewives' personal developments.

The purpose of this paper is to understand historically and contextually the well-being and agency of selected female teachers in Turkey. The paper develops a justice model based on the capability approach to build on the relation between freedom and equality, and to take gender and cultural diversity as a key element. The research draws on results from in-depth biographical narratives of 15 participants from west Turkey, examining the real freedoms and opportunities of three different generations of female teachers through constructing a gendered look into women's lives. The study begins by developing a framework linking women's opportunities and freedoms drawing its normative compass from Martha Nussbaum's capabilities approach. It explores how female teachers' well-being can be understood in relation to key capabilities that individuals, communities and society have reason to value and how these capabilities and functionings can be expanded or constrained. The paper argues for the significance of thinking about capabilities in the professional lives of teachers who work for social change. Through a historical and generational sequence, it captures the egalitarian aspects of the capability approach, and strengthens its emphasis on freedoms of women. The findings of this enquiry indicate that there are persistent economic, cultural, ethnical, structural and gendered inequalities in women's lives, but that women also have agency to bring changes in their lives and through their teaching. (Contains 2 tables.)

This paper explores the experiences of pre- and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. Because the contexts where our studies were situated were culturally different from participants' backgrounds, narrative inquiry spaces shaped windows in which participants could restore their understandings of others different from themselves. We argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for pre- and in-service teachers' professional identities in school contexts shaped by diversity.

This qualitative study utilized the method of narrative analysis to explore the counter-learning process of an oppressed Kurdish woman from Turkey. Critical constructivism was utilized to analyze counter-learning; Frankfurt School-based Marcusian critical theory was used to analyze the sociopolitical context and its impact on the oppressed. Key issues for adult education theory and practice are highlighted.

This study investigates Turkish children's perception of violence in school as represented through drawings and narratives. In all, 66 students (12 to 13 years old) from the middle socioeconomic class participated. To elicit children's perception of violence, they were asked to draw a picture of a violent incident they had heard, experienced, or witnessed. Children mostly drew pictures of violent events among children (33 pictures). Also, there were pictures of violent incidents perpetrated by teachers and directors against children. It was observed that violence influenced children. Violence was mostly depicted in school gardens (38 pictures), but there were violent incidents everywhere, such as in classrooms, corridors, and school stores as well. Moreover, it was found that brute force was the most referred way of violence in the children's depictions (38 pictures). In conclusion, children clearly indicated that there was violence in schools and they were affected by it. (Contains 1 table and 4 figures.)

A beverage, as well as the way it is served, can be a window into the soul of a culture. For the author and her husband, Turkish tea helped them understand and enjoy the culture of Turkey. They learned that the broad nuances of culture can be as instructive as a classroom experience. The tea story begins in Chicago in the spring of 2005 when the author went to the Turkish Consulate to submit her application to teach at Yeditepe University in Istanbul during the 2005 fall semester. In this article, the author shares what she learned about the Turkish culture from its consumption of tea. The most obvious lesson was the depth and breadth of Turkish hospitality. No matter where they were, tea was offered. Furthermore, they were guests, and the Turks wanted to wait on them, to welcome them to their home or their place of business. The Turks extended their hospitality along with their tea. Along with the tea came conversation. Along with the conversation came relationships that frequently developed into friendships that the author and her husband continue to nurture. Americans can learn a lot from the Turks and their hospitality; their behavior underscores the importance of capturing the moment, of sharing time with friends.