Abstract
References
- Alrabadi, E. (2012). Pour l’introduction de la perspective actionnelle basée sur la réalisation des taches communicatives en classe de langue étrangère. Synergies/Canada (5). Retrieved December 13, 2021, from https://journal.lib.uoguelph.ca/index.php/synergies/.../2755
- Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal 9(2), 27- 40.
- Ceng, X. (2011). Performance of mediation and situational constraints of China’s secondary school EFL teachers. International Journal of English Linguistics, 1(2), 230-240.
- Chovancov a, B. (2018). Practicing the skill of mediation in English for legal purposes. Studies in Logic, Grammar and Rhetoric, 53(66), 49-60.Berndt, T. J. (2004b). Friendship and three A’s (aggression, adjustment, and attachment). Journal of Experimental Child Psychology, 88(1), 1-4.
- Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
- Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Language Policy Programme, Education Policy Division, Education Department.
- Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Language Policy Programme, Education Policy Division, Education Department.
- Demir, E., & Çekici, Y. E. (2023). Mediation skills in teaching Turkish as a foreign language. International Journal of Psychology and Educational Studies, 10(4), 884–895. https://doi.org/10.52380/ijpes.2023.10.4.1259
- Deniz, K., Öztürk, I . Y., & Çekici, Y. E. (2021). Yabancı dil olarak Türkçe öğretimi kapsamında Avrupa Ortak Öneriler Çerçevesi’nde aracılık. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (25), 347-357.
- Deniz, K., ve Uysal, B. (2010). Avrupa Dilleri Öğretimi Ortak Çerçeve Metni ve yurt dışındaki Türk çocukları için Türkçe ve Türk kültürü öğretim programı. TÜBAR-XXVII, 239-261.
- Dörnyei, Z. (2007) Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
- Günaydın, Y., & Demir, E. (2023). Mediation in language teaching. Uluslararası Eğitim Bilimleri Dergisi, 10(36), 172-193.
- Harmer, J. (2001). Course Books. A human, cultural and linguistic disasters? MET, 8(4), 5–10.
- Kaptan, S. (1993), Bilimsel araştırma ve istatistik teknikleri, Tekışık Web. Ofset Tesisleri.
- Korai, M., & Papadima-Sophocleous, S. (2021). The potential of the CEFR for languages descriptors for mediation in an ESP CALL-based context. Tertiary education language learning: a collection of research, 7-28.
- Kramsch, C. (Ed.). (2002). Language Acquisition and Language Socialization. Ecological Perspectives.Continuum.
- Kurt, H. Ç., & Cinkara, E. (2025). Unearthing the Traces of CEFR's Mediation in EFL Textbooks in Türkiye. Acuity: Journal of English Language Pedagogy, Literature and Culture, 10(1), 40-72. https://doi.org/10.35974/acuity.v10i1.3040
- Lehtonen, T., Siddall, R., & Wallden, N. (2023). The use and usefulness of mediation in language learning and assessment. In Näkemyksiä kielitaidosta ja viestintäosaamisesta: Insikter om språkkunskap och kommunikationskompetens-Perspectives on Language Proficiency and Communication Skills (pp. 32-55). Helsingin yliopiston kielikeskus.
- Lei, X. (2008). Exploring a sociocultural approach to writing strategy research: Mediated actions in writing activities. Journal of Second Language Writing, 17(4), 217–36.
- Leung, C., & Jenkins, J. (2020). Mediating communication–ELF and flexible multilingualism perspectives on the common European framework of reference for languages. Australian Journal of Applied Linguistics, 3(1), 26-41.
- Morozova, A. L., Buzina, Y. N., Pushkareva, I. A., & Morozova, D. M. (2021). Language Mediation Development in Teaching a Foreign Language. European Journal of Contemporary Education, 10(3), 684-696.Dendrinos, B. (2006). Mediation in communication, language teaching and testing. Journal of Applied Linguistics, 22(1), 9-35.
- North, B. & Piccardo E. (2016a). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Developing illustrative descriptors of aspects of mediation for the CEFR. Council of Europe.
- North, B., & Piccardo, E. (2016b). Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR): A Council of Europe project. Retrieved from https://www.coe.int/lang-cefr
- Pavlovskaya, I. Y., & Lankina, O. Y. (2019). How new CEFR mediation descriptors can help to assess the discussion skills of management students—Global and analytical scales. CEFR Journal. Research and Practice, 1, 33-40.
- Puren, C. (2002). Perspectives actionnelles et perspectives culturelles en didactique des langues-cultures: Vers une perspective co-actionnelle co-culturelle. Les Langues Modernes (3), 55-71.
- Ramey, S. (2023). Making Translation Communicative: Mediation in the Communicative Language Classroom. Hispania, 106(2), 225-237.
- Remillard, J. T. (1999). Curriculum materials in mathematics education reform: a framework for examining teachers' curriculum development. Curriculum Inquiry, 29(3), 315-342.
- Snyder, J., Bolin, F., Zumwalt, K. (1992). Curriculum implementation. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 402-435). Macmillan.
- Stachl-Peier, U. (2020). Language mediation, translation/interpreting and the CEFR. Bausteine translationsorientierter Sprachkompetenz und translatorischer Basiskompetenzen, 35-77.
- Suroğlu Sofu, M., & Demirkol, R. (2024). Analyzing the textbook Yeni İstanbul in terms of cross‐linguistic mediation in teaching Turkish as a foreign language: B2 level. Trakya Eğitim Dergisi, 14(3), 2042–2055. https://dergipark.org.tr/en/pub/tred/article/1470763
- Tomlinson, B. (1998). Materials development in language teaching. Cambridge University Press.
- Tüm, G. (2020). Mediation in Writing Skills and Teaching Turkish as a Foreign Language. African Educational Research Journal, 8, 134-144.
- Venezky, R. L. (1992). Textbooks in school and society. In P. W. Jackson (Ed.), Handbook of Research on Curriculum (436-461). Macmillan.
Abstract
The aim of this study is to investigate how speaking and writing activities in Turkish coursebooks, used at TÖMER of a state university in Türkiye, align with the mediation outcomes calibrated in the CEFR. To address this objective, a qualitative document analysis was conducted by scrutinizing the set of six Turkish coursebooks that correspond to CEFR levels A1 to C1. Each task in these coursebooks was analyzed by categorizing its mediative depth—such as mediating a text, mediating concept, and mediating communication. This categorization was carried out through iterative coding cycles, accompanied by peer debriefing to ensure reliability and validity. Findings reveal that speaking exercises and activities frequently integrate mediative functions. These include prompting learners to paraphrase peer contributions, clarify nuances, and negotiate interpretations. In contrast, writing tasks mainly focus on content production and linguistic accuracy. They offer limited structured opportunities for mediation, except in advanced modules that incorporate peer feedback and text summarization. This imbalance highlights a gap in instructional design. Curricula and materials appear to lack systematically embed mediative writing activities in order to foster comprehensive communicative competence. This will less prepare learners with crucial intercultural and information-management skills essential for the twenty-first century. The discrepancy between mediation in speaking and writing tasks further denotes the need for intentional design of curriculum and instructional materials. Findings reveal the importance of writing activities to involve collaborative text co-construction, purposeful summarization, and context-sensitive adaptations. Curriculum developers and textbook authors are encouraged to utilize CEFR mediation scales in order to design more balanced syllabi. Additionally, further research into Turkish as a Foreign Language (TFL) instructional materials is thought to contribute to the field since these support learners in acquiring vital 21st-century skills in intercultural communication and information management.
Ethical Statement
Attached in the Files
Supporting Institution
CUKUROVA UNIVERSITY BAP ( This project was supported by Çukurova University Research Fund under the Project Number of SYL-2021-13910. )
Thanks
Cukurova University Research Fund
References
- Alrabadi, E. (2012). Pour l’introduction de la perspective actionnelle basée sur la réalisation des taches communicatives en classe de langue étrangère. Synergies/Canada (5). Retrieved December 13, 2021, from https://journal.lib.uoguelph.ca/index.php/synergies/.../2755
- Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal 9(2), 27- 40.
- Ceng, X. (2011). Performance of mediation and situational constraints of China’s secondary school EFL teachers. International Journal of English Linguistics, 1(2), 230-240.
- Chovancov a, B. (2018). Practicing the skill of mediation in English for legal purposes. Studies in Logic, Grammar and Rhetoric, 53(66), 49-60.Berndt, T. J. (2004b). Friendship and three A’s (aggression, adjustment, and attachment). Journal of Experimental Child Psychology, 88(1), 1-4.
- Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
- Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Language Policy Programme, Education Policy Division, Education Department.
- Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Language Policy Programme, Education Policy Division, Education Department.
- Demir, E., & Çekici, Y. E. (2023). Mediation skills in teaching Turkish as a foreign language. International Journal of Psychology and Educational Studies, 10(4), 884–895. https://doi.org/10.52380/ijpes.2023.10.4.1259
- Deniz, K., Öztürk, I . Y., & Çekici, Y. E. (2021). Yabancı dil olarak Türkçe öğretimi kapsamında Avrupa Ortak Öneriler Çerçevesi’nde aracılık. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (25), 347-357.
- Deniz, K., ve Uysal, B. (2010). Avrupa Dilleri Öğretimi Ortak Çerçeve Metni ve yurt dışındaki Türk çocukları için Türkçe ve Türk kültürü öğretim programı. TÜBAR-XXVII, 239-261.
- Dörnyei, Z. (2007) Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
- Günaydın, Y., & Demir, E. (2023). Mediation in language teaching. Uluslararası Eğitim Bilimleri Dergisi, 10(36), 172-193.
- Harmer, J. (2001). Course Books. A human, cultural and linguistic disasters? MET, 8(4), 5–10.
- Kaptan, S. (1993), Bilimsel araştırma ve istatistik teknikleri, Tekışık Web. Ofset Tesisleri.
- Korai, M., & Papadima-Sophocleous, S. (2021). The potential of the CEFR for languages descriptors for mediation in an ESP CALL-based context. Tertiary education language learning: a collection of research, 7-28.
- Kramsch, C. (Ed.). (2002). Language Acquisition and Language Socialization. Ecological Perspectives.Continuum.
- Kurt, H. Ç., & Cinkara, E. (2025). Unearthing the Traces of CEFR's Mediation in EFL Textbooks in Türkiye. Acuity: Journal of English Language Pedagogy, Literature and Culture, 10(1), 40-72. https://doi.org/10.35974/acuity.v10i1.3040
- Lehtonen, T., Siddall, R., & Wallden, N. (2023). The use and usefulness of mediation in language learning and assessment. In Näkemyksiä kielitaidosta ja viestintäosaamisesta: Insikter om språkkunskap och kommunikationskompetens-Perspectives on Language Proficiency and Communication Skills (pp. 32-55). Helsingin yliopiston kielikeskus.
- Lei, X. (2008). Exploring a sociocultural approach to writing strategy research: Mediated actions in writing activities. Journal of Second Language Writing, 17(4), 217–36.
- Leung, C., & Jenkins, J. (2020). Mediating communication–ELF and flexible multilingualism perspectives on the common European framework of reference for languages. Australian Journal of Applied Linguistics, 3(1), 26-41.
- Morozova, A. L., Buzina, Y. N., Pushkareva, I. A., & Morozova, D. M. (2021). Language Mediation Development in Teaching a Foreign Language. European Journal of Contemporary Education, 10(3), 684-696.Dendrinos, B. (2006). Mediation in communication, language teaching and testing. Journal of Applied Linguistics, 22(1), 9-35.
- North, B. & Piccardo E. (2016a). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Developing illustrative descriptors of aspects of mediation for the CEFR. Council of Europe.
- North, B., & Piccardo, E. (2016b). Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR): A Council of Europe project. Retrieved from https://www.coe.int/lang-cefr
- Pavlovskaya, I. Y., & Lankina, O. Y. (2019). How new CEFR mediation descriptors can help to assess the discussion skills of management students—Global and analytical scales. CEFR Journal. Research and Practice, 1, 33-40.
- Puren, C. (2002). Perspectives actionnelles et perspectives culturelles en didactique des langues-cultures: Vers une perspective co-actionnelle co-culturelle. Les Langues Modernes (3), 55-71.
- Ramey, S. (2023). Making Translation Communicative: Mediation in the Communicative Language Classroom. Hispania, 106(2), 225-237.
- Remillard, J. T. (1999). Curriculum materials in mathematics education reform: a framework for examining teachers' curriculum development. Curriculum Inquiry, 29(3), 315-342.
- Snyder, J., Bolin, F., Zumwalt, K. (1992). Curriculum implementation. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 402-435). Macmillan.
- Stachl-Peier, U. (2020). Language mediation, translation/interpreting and the CEFR. Bausteine translationsorientierter Sprachkompetenz und translatorischer Basiskompetenzen, 35-77.
- Suroğlu Sofu, M., & Demirkol, R. (2024). Analyzing the textbook Yeni İstanbul in terms of cross‐linguistic mediation in teaching Turkish as a foreign language: B2 level. Trakya Eğitim Dergisi, 14(3), 2042–2055. https://dergipark.org.tr/en/pub/tred/article/1470763
- Tomlinson, B. (1998). Materials development in language teaching. Cambridge University Press.
- Tüm, G. (2020). Mediation in Writing Skills and Teaching Turkish as a Foreign Language. African Educational Research Journal, 8, 134-144.
- Venezky, R. L. (1992). Textbooks in school and society. In P. W. Jackson (Ed.), Handbook of Research on Curriculum (436-461). Macmillan.
Details
| Primary Language | English |
|---|---|
| Subjects | Turkish Education |
| Journal Section | Research Article |
| Authors | |
| Submission Date | July 21, 2025 |
| Acceptance Date | December 1, 2025 |
| Publication Date | March 12, 2026 |
| DOI | https://doi.org/10.14686/buefad.1747250 |
| IZ | https://izlik.org/JA66JN37FY |
| Published in Issue | Year 2026 Issue: 2 |
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Bartın University Journal of Faculty of Education (BUEFAD) (e-ISSN 1308-7177) is an online, open-access, free of charge, international and refereed journal which is published by Bartın University Faculty of Education. BUEFAD is published quarterly in January, April, July, and October. Scientific articles conducted in various areas of research in learning, teaching and education are published in the journal. In each issue of a volume, 15 articles are published. Original manuscripts which include research in qualitative, quantitative and mixed methods conducted in the educational contexts ranging from pre-school to adult education are welcomed to be submitted to BUEFAD.
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Dr. Fidan works as Associate Professor at the Departmant of Curriculum and Instruction (C&I) in Faculty of Education, Bartin University, Türkiye. He graduated from the Department of Computer Education & Instructional Technology (CEIT), Faculty of Education, Bursa Uludag University. He completed his Master’s degree in C&I at the Faculty of Education, Bolu Abant Izzet Baysal University. In 2018, he received his Ph.D. in C&I. He is a coordinator of the Learning and Teaching Development Coordinatorship and assistant director at Distance Education and Application and Research Centre in Bartin University. His research interests include teacher education, distance education, curriculum development, hidden curriculum, IT curriculum, online learning, instructional design, augmented reality, and educational technology.
Curriculum and Instration , Instructional Technologies
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Dr. S. Burcu Özgülük Üçok, 2006 yılında Boğaziçi Üniversitesi Okulöncesi Öğretmenliği ve Rehberlik ve Psikolojik Danışmanlık çift anadal programından mezun olmuştur. Ardından ODTÜ’de Psikolojik Danışmanlık ve Rehberlik programında yüksek lisans ve doktora eğitimini tamamlamıştır. Yüksek lisans tez çalışmasında ön-ergenlerde Tepki Stilleri Kuramını test etmiş, ön-ergenlerin problem çözme becerileri, depresif belirtileri ve ruminasyon/ distraksiyon tepki stilleri arasındaki ilişkiyi incelemiştir. Doktora tez çalışmasında ise çift-kariyerli evli çiftlerin ilişkiye bağlılıkları ile ilişkiye yaptıkları maddi/manevi ve geçmiş/gelecek yatırımlar arasındaki ilişkide, ilişki doyumu ve çift-kariyerli yaşam tarzlarından aldıkları doyumun aracı rolünü test etmiştir. Yüksek lisansını tamamladıktan sonra altı sene boyunca okul psikolojik danışmanı olarak çalışmıştır. Uzmanlığını aldığından beri, çocuklar ve aileleri, yetişkinler ve çiftlerle psikolojik danışma/psikoterapi seanslarına devam etmektedir. 2021 yılının Şubat ayından beri ise TED Üniversitesi Eğitim Bilimleri Bölümü, Rehberlik ve Psikolojik Danışmanlık Programı’nda Dr. Öğretim Üyesi olarak görev yapmaktadır. Temel ilgi ve araştırma alanları çocuklarda ve yetişkinlerde ruminasyon, öfke ve öfke ifade şekilleri, ilişkiye bağlılık, ilişki doyumu, çift-kariyerli evlilikler, ailede finansal davranışlar, ilişkide biz-olma, stres, çift olarak birlikte başa çıkabilme, cinsiyet kimliği ve cinsel yönelim azınlığı, psikolojik belirtiler, ebeveyn tutum ve davranışları, çocukların sosyo-duygusal gelişimleri ve psikolojik danışman eğitimidir. Bu araştırma alanlarında, ulusal ve uluslararası bilimsel yayınlar yapmakta, projelerde yer almaktadır. TED Üniversitesinde lisans ve yüksek lisans seviyesinde dersler vermektedir.
Dr. Hatice YILDIZ DURAK lisans ve Yüksek Lisans eğitimlerini Hacettepe Üniversitesinde, doktora eğitimini de Gazi Üniversitesinde tamamlamıştır. Dr. YILDIZ DURAK Necmettin Erbakan Üniversitesinde öğretim üyesi olarak görev yapmaktadır. Dr. YILDIZ DURAK’ın çalışma alanları eğitim teknolojileri, üstün yetenekli öğrenciler, üstün yetenekli öğrencilere erken yaşta programlama eğitimi, problemli teknoloji kullanımı ve öğretmen ve öğretmen adaylarının teknolojik alandaki mesleki gelişimleri konularından oluşmaktadır.
Karadeniz Teknik Üniversitesi, Fatih Eğitim Fakültesi Zihin Engelliler Öğretmenliği programından 2003 yılında mezun olmuştur. Millî Eğitim Bakanlığına bağlı kurumlarda 2012 yılına kadar öğretmen ve yönetici olarak görev yapmıştır. 2007 yılında Ankara Üniversitesi Eğitim Bilimleri Enstitüsü Yetişkin Eğitimi Yüksek Lisans programından, 2009 yılında ise Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Zihin Engelliler Öğretmenliği Yüksek Lisans programından mezun olmuştur. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Zihin Engelliler Öğretmenliği programından 2019 yılında doktora programından mezun olan Kalkan, hala Çanakkale Onsekiz Mart Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümünde doktor öğretim üyesi olarak akademik yaşamına devam etmekte olup çok sayıda kitap bölümü, makale ve projede görev almıştır. Kalkan, otizm ve zihinsel engelli küçük çocukları (0-8 Yaş) temel alan erken çocukluk özel eğitimi başta olmak üzere, mesleki gelişim ve erken müdahale çalışmaları yürütmektedir.
Ruveyda Karaman Dundar earned a Bachelor of Science in mathematics from Firat University. She received her M.S. in mathematics and her Ph.D. in mathematics education from the University of Missouri, Columbia. Her research interests include mathematical reasoning and proving, STE(A)M education, the role of technology in supporting student exploration, and mathematics curriculum.
Dr. Kenan Çetin completed his PhD in English Language Teaching at Middle East Technical University in 2024. His doctoral thesis focuses on the implementation of a reflective thinking and collaboration-based lesson study model during the teaching practicum with the participation of prospective English teachers. His academic research centers on the use of technology in language education and teacher training and he is keen on personal development and has experience in video editing, graphic design, and web interface development.
Fatma Ünal pursued her PhD in 2008. She was appointed as a professor in 2021. In addition, she completed her master's degree in curriculum development in education. So far, she has published many national and international articles, books, book chapters, and proceedings. She has also conducted projects in social studies education, ecological sustainability, citizenship education, curriculum development, lifelong learning, and teaching materials such as textbooks. She still serves as a lecturer at Bartın University in the Faculty of Education.
Erken çocukluk eğitimi/Okul öncesi eğitimi alanında lisansını Boğaziçi Üniversitesi, yüksek lisansını Abant İzzet Baysal Üniversitesi, doktorasını Gazi Üniversitesinde tamamladı. Ulusal ve uluslar arası alanda makale ve kitapları bulunmaktadır. Araştırma alanları STEAM, bilişsel gelişim (akıl yürütme), doğa, ve ailedir.
Prof. Dr. Burçin Acar Şeşen, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Ortaöğretim Fen ve Matematik Alanları Eğitimi Bölümü Kimya Eğitimi Anabilim Dalı’nın Lisansla Birleştirilmiş Tezsiz Yüksek Lisans Programı’ndan 2003 yılında mezun olmuştur. Aynı yıl, aynı üniversitenin Eğitim Bilimleri Enstitüsü Kimya Eğitimi Doktora Programı’nda başladığı doktora eğitimini 2008 yılında tamamlamıştır. 2008 yılında İstanbul Üniversitesi Hasan Ali Yücel Eğitim Fakültesi İlköğretim Bölümü Fen Bilgisi Eğitimi Anabilim Dalı’nda Yardımcı Doçent olarak göreve başlamış ve 2013 yılında Kimya Eğitimi Bilim Dalı’nda Doçent, 2019 yılında ise profesör unvanlarını almıştır. Prof. Dr. Burçin Acar Şeşen’in genelde fen, özelde ise kimya eğitimine yönelik gerçekleştirdiği ve özellikle kavram öğrenimi, işbirlikli öğrenme, probleme dayalı öğrenme ve sorgulamaya dayalı öğrenme gibi aktif öğrenme yöntem ve tekniklerine odaklandığı uluslararası ve ulusal indeksli dergilerde yayımlanmış çok sayıda bilimsel makalesi, ulusal kitap ve kitap bölümleri bulunmaktadır. Halen İstanbul Üniversitesi-Cerrahpaşa Hasan Ali Yücel Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü Fen Bilgisi Eğitimi Anabilim Dalı’nda öğretim üyesi olarak görevini sürdürmektedir.
Sabrina Shajeen Alam is an Educational Psychology researcher and Learning Scientist whose work bridges educational psychology, learning sciences, and the application of educational technology (EdTech) in math cognition. She holds a Ph.D. in Educational Psychology from McGill University. Her research focuses on early mathematics learning using technology with collaborations spanning international partners, including the emerging Global Esports & Gaming Council. Dr. Alam has contributed to multiple EdTech projects in designing and evaluating digital learning frameworks and the use of EdTech tools in K-5 education. Dr. Alam's scholarship includes 11 peer-reviewed journal articles (seven as first author), two book chapters, and more than 25 national and international conference presentations, including AERA and Technology, Mind, and Society. She has received 15 academic awards, notably the Fonds de Recherche du Québec Société et Culture (FRQSC) doctoral fellowship, recognizing the originality and impact of her research.
Her work reflects a commitment to advancing equitable education, leveraging technology to support diverse learners, and contributing to innovative and meaningful solutions across various educational domains. She has established and led the Mentorship Program for Emerging Psychology Scholars (https://mpups.netlify.app/), a platform that supports emerging researchers from underrepresented communities.
Talip Gülle is a post-doctoral researcher at the University of Jyväskylä. He received his Ph.D. in English Language Education from the Foreign Language Education Department of Boğaziçi University. His research focuses on English medium instruction (EMI) in higher education, English as a lingua franca, and student learning in EMI.
Doç. Dr. Gürhan BEBEK, akademik çalışmalarını Fen Bilgisi Eğitimi alanında sürdüren bir öğretim üyesidir. Lisansüstü döneminden itibaren özellikle ölçek geliştirme yöntemleri üzerinde yoğunlaşmış; üstün zekâlı öğrencilerin eğitimi üzerine yürüttüğü doktora teziyle alana önemli katkılar sağlamıştır. Son yıllarda çalışmalarını daha çok STEM eğitimi ve mühendislik temelli öğrenme ortamları üzerine yönlendiren BEBEK, fen öğretiminde disiplinler arası yaklaşımın etkileri, problem çözme becerilerinin geliştirilmesi ve gerçek yaşam temelli etkinliklerin öğrenme süreçlerine yansımaları gibi konular üzerinde araştırmalar yürütmektedir. Bu kapsamda birçok ulusal ve uluslararası yayında yer almış, çeşitli akademik toplantılarda çalışmalarıyla katılım sağlamıştır. Lisans ve lisansüstü programlarda verdiği derslerde, fen eğitimine ilişkin kuramsal temelleri uygulamaya dönük örneklerle bütünleştirmeye özen gösteren BEBEK, aynı zamanda araştırma yöntemleri ve ölçme–değerlendirme alanlarında da öğrencilere rehberlik etmektedir. Yönettiği projeler aracılığıyla, fen eğitimi alanında nitelikli araştırmacıların yetişmesine katkıda bulunmayı sürdürmektedir. Akademik yayıncılık süreçlerinde de aktif görev alan Doç. Dr. BEBEK, çeşitli dergilerde hakemlik, yayın kurulu üyeliği ve bilimsel değerlendirme görevleri üstlenmiştir.
Dr. Hatice Cansu Bilgiç, lisans eğitimini Anadolu Üniversitesi İşitme Engelliler Öğretmenliği ve Okul Öncesi Öğretmenliği programlarında çift anadal yaparak tamamlamış; yüksek lisans ve doktora derecelerini ise Gazi Üniversitesi Eğitim Bilimleri Enstitüsü’nde almıştır. 2025 yılında tamamladığı doktora tezinde çoklu yetersizliği olan görmeyen çocuklar ve annelerine yönelik ilişki temelli etkileşim müdahaleleri üzerine çalışmıştır. Halen Gazi Üniversitesi Gazi Eğitim Fakültesi Özel Eğitim Bölümü, Görme Engellilerin Eğitimi Anabilim Dalı’nda akademik çalışmalarını sürdürmektedir. Temel araştırma alanları arasında; çoklu yetersizlik, görme yetersizliği, erken çocukluk özel eğitimi, aile-çocuk etkileşimi ve kaynaştırma uygulamaları yer almaktadır. TÜBİTAK ve kamu kurumları tarafından desteklenen çeşitli projelerde araştırmacı ve uzman olarak görev alan Bilgiç’in, ulusal ve uluslararası hakemli dergilerde yayımlanmış makaleleri, kitap bölümleri ve bilimsel toplantılarda sunulmuş bildirileri bulunmaktadır.
Doğan Can Akçin, Bartın Üniversitesi İngiliz Dili Eğitimi Anabilim Dalında Doktor Öğretim Üyesi olarak görev yapmaktadır. Doktora derecesini 2025 yılında University College London'da (UCL) İkinci Dil Edinimi (Second Language Acquisition) alanında tamamlamıştır.
Dr. Akçin'in araştırmaları temel olarak görev-temelli dil öğretimi (TBLT), bireysel bilişsel farklılıklar ve dil yeteneği (language aptitude) konularına odaklanmaktadır. Akademik çalışmaları aynı zamanda pedagoji ve teknolojinin kesişimini de incelemekte olup, özellikle yapay zekanın L2 (ikinci dil) yazma eğitimindeki kullanımı ve müfredat tasarımı üzerine yoğunlaşmaktadır. Günümüzde lisans dil öğretim yöntemleri ve Dil Edinimi derslerini vermektedir.
Dr. Bahar Karaman Güvenç, 2005-2009 yılları arasında Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi Güzel Sanatlar ve Sanat Eğitimi Bölümü'nde lisans eğitimini tamamlamıştır. 2010-2012 yılları arasında Çanakkale Onsekiz Mart Üniversitesi Sosyal Bilimler Enstitüsü Resim Bölümü'nde yüksek lisansını tamamlamıştır. 2013-2018 yılları arasında Anadolu Üniversitesi'nde Öğretim Görevlisi Yetiştirme Programı kapsamında araştırma görevlisi olarak çalışmıştır. Aynı dönemde Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü'nde doktora eğitimini tamamladı. 2019 yılından itibaren Bartın Üniversitesi'nde yardımcı doçent olarak görev yapmaktadır. 2025 yılında doçentliğini almıştır. Araştırma alanları arasında görsel sanatlar eğitiminde estetik/sanatsal sorgulama, sorgulama temelli öğrenme ve bilim-sanat işbirliği bulunmaktadır. Eserleriyle üç kişisel sergi açmıştır. Eserleriyle çeşitli ulusal ve uluslararası sanat etkinliklerine katılmıştır.
Beyza Aksu Dunya is an Associate Professor in Educational Measurement. She held a doctoral degree from the University of Illinois at Chicago and a master degree from Boston College. Her research interests include Rasch Model and applications, computer adaptive testing and assessment in higher education institutions.
Arzu Derya Daşcı, 1982 yılında Zonguldak’ın Ereğli ilçesinde doğdu. İlk, orta ve lise öğrenimini Zonguldak’ ta tamamladı. Lisans eğitimini Karadeniz Teknik Üniversitesi Fen Bilgisi öğretmenliği programında tamamlamıştır. Yüksek lisans eğitimini Bülent Ecevit Üniversitesi Eğitim Programları ve Öğretim alanında, doktora eğitimini ise aynı alanda Atatürk Üniversitesinde tamamlamıştır. Halen Kafkas Üniversitesi Dede Korkut Eğitim Fakültesi Eğitim Bilimleri bölümünde Dr. Öğr. Üyesi olarak görev yapmaktadır.
2011 yılında Karadeniz Teknik Üniversitesi Fatih Eğitim Fakültesi Türkçe Eğitimi Bölümünden mezun oldu. Gazi Üniversitesi Eğitim Bilimleri Enstitüsünde “Öğrenme Stillerine Uygun Sözcük ve Kalıp Söz Öğretimi Üzerine Bir Eylem Araştırması” başlıklı teziyle yüksek lisans, “Ters Yüz Edilmiş Sınıf Modeline Dayalı Yazma Öğretiminin Öğrencilerin Üstbilişsel Farkındalık Düzeylerine, Yazma Başarılarına ve Kaygılarına etkisi” adlı teziyle de doktora eğitimini tamamladı. Bartın Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümünde 2012 ve 2019 yılları arasında araştırma görevlisi olarak çalıştı. 2019’da aynı üniversiteye doktor öğretim üyesi olarak atandı. 2024’te doçent ünvanı alan Dr. Kansızoğlu’nun çalışma alanları arasında yazma eğitimi, kelime öğretimi ve teknoloji temelli Türkçe öğretimi yer almaktadır. Türkçe öğretiminde kullanılabilecek alternatif model ve uygulamalarla ilgili çalışmaları devam etmektedir.
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Arş. Gör. Bekir Serhat Zerey 2014 yılında Gazi Üniversitesi Görme Engelliler Öğretmenliği lisans programından mezun olmuş, aynı yıl Milli Eğitim Bakanlığı’na özel eğitim öğretmeni olarak atanmıştır. 2016 yılında Öğretim Üyesi Yetiştirme Programı (ÖYP) kapsamında Bartın Üniversitesi Eğitim Fakültesi Özel Eğitim Bölümünde araştırma görevlisi olarak göreve başlamıştır. Lisans üstü eğitimi için Gazi Üniversitesi’ne görevlendirilen Zerey yüksek lisansını Görme Engellilerin Eğitimi alanında tamamlamıştır. Doktora öğrenimi Gazi Eğitim Bilimleri Enstitüsü Özel Eğitim Bölümü’nde devam etmekte olup tez aşamasındadır. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4 Nitelikli Eğitim ve Amaç 10 Eşitsizliklerin Azaltılması ile ilişkilidir. Araştırma alanları arasında güvenlik becerileri, teknoloji destekli uygulamalar ve öğretmen kalitesidir.
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Arş. Gör. Dr. Mehmet Can Demir 2016 yılında Hacettepe Üniversitesi Psikoloji lisans, 2020 yılında Hacettepe Üniversitesi Eğitimde Ölçme Değerlendirme yüksek lisans programından ve 2025 yılında Hacettepe Üniversitesi Eğitimde Ölçme ve Değerlendirme doktora programlarından mezun olmuştur. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4 Nitelikli Eğitim, Amaç 10 Eşitsizliklerin Azaltılması ve Amaç 16 Barış, Adalet ve Güçlü Kurumlar ile ilişkilidir. Araştırma konuları arasında psikometri, geçerlik, adillik ve geniş ölçekli sınavlar yer almaktadır. 2019 yılında itibaren Bartın Üniversitesi Eğitim Fakültesi Eğitimde Ölçme ve Değerlendirme Anabilim Dalı’nda görev yapmaya başlamıştır.
2023 yılında Bartın Üniversitesi Eğitim Fakültesi İlköğretim Matematik Öğretmenliği Bölümü’nden mezun olan Akın, aynı yıl Bartın Üniversitesi Lisansüstü Eğitim Enstitüsü Matematik Eğitimi Bilim Dalı’nda yüksek lisans eğitimine başlamıştır. 2024 yılından beri Bartın Üniversitesi Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü Matematik Eğitimi Ana Bilim Dalı’nda araştırma görevlisi olarak görev yapmaktadır. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4 Nitelikli Eğitim ile ilişkilidir.
Arş. Gör. Zekiye Merve ÖCAL 2021 yılında Orta Doğu Teknik Üniversitesi Fen Bilgisi Öğretmenliği Bölümü'nden mezun olmuş, 2023 yılında Orta Doğu Teknik Üniversitesi Fen Bilimleri Eğitimi’nde yüksek lisansa başlamıştır. Aynı yıl Bartın Üniversitesi Fen Bilgisi Eğitimi Anabilim Dalı’nda Araştırma Görevlisi olarak göreve başlamasıyla birlikte yüksek lisans eğitimi için Bartın Üniversitesi’ne yatay geçiş yapmıştır ve Aralık 2023 tarihinden itibaren Bartın Üniversitesi Fen Bilgisi Eğitimi Anabilim Dalı'nda görev yapmaktadır.
Bursa Uludağ Üniversitesi Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü, Resim-İş Eğitimi Anabilim Dalı’ndan birincilikle mezun oldu. 2017-2018 yılları arasında Polonya Marie Curie Sklodowska Üniversitesi Güzel Sanatlar Fakültesi’nde resim ve özgün baskı teknikleri üzerine eğitim aldı. Halen Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Güzel Sanatlar Eğitimi Anabilim Dalı’nda "Sinestezi ve Sanat Eğitimi" üzerine doktora çalışmalarını sürdürmektedir. Bartın Üniversitesi’nde Araştırma Görevlisi olarak görev yapan Göktepeliler; sanatsal pratiğinde sinestezi kavramını ele almakta, akademik araştırmalarını ise disiplinlerarasılık ekseninde sürdürmektedir.
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Dr. Gamze Ar, Amerikan Kültürü ve Edebiyatı alanında uzmanlaşmış bir akademisyendir. Hacettepe Üniversitesi’nden Amerikan Kültürü ve Edebiyatı alanında lisans derecesi ve Anadolu Üniversitesi’nden Uluslararası İlişkiler alanında ikinci bir lisans derecesi ile mezun olmuştur. Yüksek lisansını Ege Üniversitesi’nde Amerikan Kültürü ve Edebiyatı üzerine tamamlamış ve burada ekfrazi, yani şiir ile görsel sanatlar arasındaki etkileşim üzerine çalışmıştır. Doktora derecesini aynı üniversitede almış ve araştırmalarını özellikle Afrika Amerikalı çocuk edebiyatı, kimlik arayışı ve kültürel temsiller üzerine yoğunlaştırmıştır.
Akademik kariyeri boyunca Dr. Ar, New York Üniversitesi’nde ziyaretçi araştırmacı olarak bulunmuş, burada Jacqueline Woodson’ın resimli kitapları üzerinden Afrika Amerikalı çocuk edebiyatında kimlik inşası üzerine çalışmalar yapmıştır. Araştırmaları ekokritizm, ekofeminizm, kültürel çeviri, etnik otobiyografi ve Amerikan çocuk edebiyatı gibi alanları kapsamaktadır.
Dr. Ar, Bartın Üniversitesi’nde öğretim görevlisi olarak çalışmakta olup, Amerikan ve İngiliz edebiyatı dersleri vermektedir. Ayrıca, öğrencilerinin edebiyat, görsel sanatlar ve kültürel temsiller arasındaki bağlantıları keşfetmelerine rehberlik etmektedir. Ulusal ve uluslararası konferanslarda sunumlar yapmış, çeşitli hakemli dergilerde makaleler yayımlamıştır.
Akademik ilgi alanları arasında Amerikan çocuk edebiyatı, ekokritizm, kültürel temsil, etnik otobiyografi ve ekfrazi yer almaktadır. Dr. Ar, araştırmalarını pedagojik uygulamalarla birleştirerek hem akademik hem de eğitimsel katkılar sunmaktadır.
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Bartın University Journal of Faculty of Education