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Permanent URI for this collectionhttps://hdl.handle.net/11452/34996
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Publication Am I planning well ? Teacher trainees' voices on lesson planning(Elsevier, 2013-01-01) Gülten, Ayşegül Zingir; Odabaşı, HF; ZINGIR GÜLTEN, AYŞEGÜL; Uludağ Üniversitesi; Odabasi, HF; AAI-2374-2021The purpose of the present study is to explore the first lesson planning experience of the teacher trainees' and identify their reactions. The participants of the study are 150 second year teacher trainees studying at the English Language Teaching (ELT) department at Uludag University, Turkey. The data is collected by means of examining the lesson plans of the teacher trainees and the analysis of their comments. It is determined that lesson planning experience has a positive impact upon the teacher trainees and it enables them feel like real teachers. However, the results emphasize that when planning, teacher trainees face with problems like formulating objectives and selecting appropriate activities for certain stages. Main challenges include teacher trainees' hesitations about the process, timing difficulties, problems in sequencing and selecting activities, providing effective transitions and finding sources.Publication Am i planning well ? Teacher trainees' voices on lesson planning(Elsevier, 2013-01-01) Gülten, Ayşegül Zıngır; Odabaşı, H.F; ZINGIR GÜLTEN, AYŞEGÜL; Odabaşı, H.F; AAI-2374-2021The purpose of the present study is to explore the first lesson planning experience of the teacher trainees' and identify their reactions. The participants of the study are 150 second year teacher trainees studying at the English Language Teaching (ELT) department at Uludag University, Turkey. The data is collected by means of examining the lesson plans of the teacher trainees and the analysis of their comments. It is determined that lesson planning experience has a positive impact upon the teacher trainees and it enables them feel like real teachers. However, the results emphasize that when planning, teacher trainees face with problems like formulating objectives and selecting appropriate activities for certain stages. Main challenges include teacher trainees' hesitations about the process, timing difficulties, problems in sequencing and selecting activities, providing effective transitions and finding sources. (C) 2013 The Authors. Published by Elsevier Ltd.Publication An innovative approach in architectural education: Designing a utopia(Elsevier, 2013-01-01) Yurtkuran, Selay; Kirli, Gözde; Taneli, Yavuz; Özçınar, Z; Yurtkuran, Selay; KIRLI ÖZER, GÖZDE; Taneli, Yavuz; Özçınar, Z; Uludağ Üniversitesi/Mühendislik-Mimarlık Fakültesi/Mimarlık Bölümü; Ozcinar, Z; 0000-0003-0349-1098; C-3035-2008; EIK-1838-2022; CZD-6216-2022Architectural design education requires a process oriented studio environment that involves creative thinking and hands on experience. It is suggested that utopias may be a valuable teaching tool within this studio environment. Despite the long history of utopias in 'architecture itself, they have been underutilized as studio teaching material. Utopias may be offered as readings, i.e. Platon's 'The Republic', Thomas More's 'Utopia', and Francis Bacon's 'New Atlantis', but also as avenues of exploration. This paper describes the process undergone in a first-year basic design course of an architecture department, where utopias have been utilized as an educational tool to foster creative thinking skills. Specifically, the process involves the creation of a utopic scenario about 'An Alternate 2012', in a different World following a fracture in time. Students have been assigned with creating new life forms and appropriately designed living spaces. The design process and final products are presented. Potential benefits of this innovative educational approach are discussed further in the article.Publication Do current efl coursebooks work for the development of L2 pragmatic competence? The case of suggestions(Elsevier, 2013-01-01) Ekin, Mehzudil Tuğba Yıldız; Odabasi, HF; YILDIZ EKİN, MEHZUDİL TUĞBA; Uludağ Üniversitesi/Eğitim Fakültesi; Odabasi, HF; CPS-8917-2022Many learners may not be aware of socially and culturally appropriate forms of the second language (L2). Therefore, students must be provided with language teaching materials that present authentic-like examples of speech act strategies to develop their pragmatic competence. The aim of this paper is to describe how the speech act of suggestion is presented in current EFL (English as a foreign language) coursebooks. In this regard, the cases of suggestions included in 8 pre-intermediate coursebooks were investigated based on the strategies of suggestions. The coursebooks were also compared according to whether they are good representatives of authentic-like materials for presenting suggestion to facilitate the development of L2 pragmatic competence.