BibTex RIS Kaynak Göster

The Stories of English Teachers as Learners in Terms of Teacher Socialization

Yıl 2016, Cilt: 7 Sayı: 3, 279 - 311, 31.07.2016
https://doi.org/10.17569/tojqi.14485

Öz

This study aims to find out whether there is a relationship between the stories of teachers as learners in their socialization process and what kind of differences emerge between novice and experienced teachers in terms of their referring to that process from their perspective. The study was designed qualitatively and data were gathered by semi-structured interviews in order to reveal teachers’ stories as learners from their perspectives. Expert judgment was taken and pilot study was conducted before the actual study in order to make sure that the research questions are clear and understandable. Four English teachers from Turkey took part in the study in 2014-2015 spring term. The data were analyzed using content analysis and coding in order to form the recurring patterns from teachers’ expressions about teacher stories as learners from the teachers’ perspective and find the differences between experienced and novice teachers in terms of referring to teachers’ socialization process. The findings indicate that while novice teachers in this study tend to focus on the problems they face and their reflection from their previous stories as learners, experienced teachers tend to talk about their experiences in a paternalistic manner by featuring their personality and self-confidence. The results highlight the prominence that must be given to the stories of teachers as learners and the need for in-depth analysis.

Keywords: English teacher socialization, narrative inquiry, the stories of teachers as learners


İngilizce öğretmenlerinin Öğretmen Sosyalleşmesi Açısından Öğrenciliklerine İlişkin Hikayeleri

Öz

Bu çalışmada, öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyeleri ile öğretmen sosyalleşmesi arasında bir ilişki olup olmadığını ve bu süreci anlatırken deneyimli ve yeni öğretmenler arasında ne tür farklılıklar oluştuğu araştırılmıştır. Nitel yöntem ile kurgulanan çalışmada veriler öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyelerini açığa çıkarmak için yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır.  Çalışmadan önce soruların açık ve anlaşılır olduğundan emin olmak için uzman görüşü alınıp pilot çalışma yapılmıştır. Çalışmada Türkiye’den 2014-2015 bahar döneminde dört tane İngilizce öğretmeni yer almıştır. Veriler öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyelerinde tekrar eden öğeleri bulmak ve öğretmen sosyalleşmesi sürecinden bahsederken deneyimli ve yeni öğretmenler arasındaki farklılıkları belirlemek için içerik analizi ve kodlama yoluyla analiz edilmiştir. Çalışmanın sonucunda yeni öğretmenlerin kendi hikâyelerinden yansımalara ve karşılaştıkları problemlere odaklanırken deneyimli öğretmenlerin kişilik ve öz güvenlerini ön plana çıkararak babacan bir tavırla deneyimlerinden bahsettikleri yönünde bir eğilime sahip oldukları gözlenmiştir. Bulgular öğretmenlerin öğrenciliklerine ilişkin hikâyelerine ve derinlemesine analiz ihtiyacına önem verilmesi gerektiğini vurgulamaktadır.

Anahtar kelimeler: İngilizce öğretmeni sosyalleşmesi, öyküleme, öğretmenlerin öğrenciliklerine ilişkin hikayeleri

Kaynakça

  • Anderson, D. S. (1974). The development of student teachers: A comparative study of professional socialization. Paris: Organization for Economic Cooperation and Development.
  • Arfwedson, G. (1979). Teachers' work. In U. Lundgren, & S. Patterson (Eds.), Code, context and curriculum processes (pp. 87-100). Stockholm, Sweden: Gleerup.
  • Aoki, N. (2012). The role of stories in teacher development. Perspectives on Individual Characteristics and Foreign Language Education, 6, 36-44.
  • Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York: Routledge.
  • Bliss, L. B., & Reck, U. M. (1991). PROFILE: An Instrument for Gathering Data in Teacher Socialization Studies. Retrieved from ERIC.
  • Burrell, G., & Morgan, G. (1979). Sociological paradigms and organizational analysis. London: Heinemann.
  • Bruckerhoff, C. E., & Carlson, J. L. (1995). Loneliness, fear and disrepute: The haphazard socialization of a student teacher. Journal of Curriculum Studies, 24, 431–444.
  • Calderhead, J. (1992). Induction: a research perspective on the professional growth of the newly qualified teacher. In J. Calderhead, & J. Lambert, (Eds.), The induction of newly appointed teachers (pp. 5–12). London General Teaching Council.
  • Carew, J., & Lightfoot, S. L. (1979). Beyond bias: Perspectives on classrooms. Cambridge, MA: Harvard University.
  • Cole, A. L., & Knowles, J. G. (2000). Researching teaching: Exploring teacher development through reflexive inquiry. Needham Heights, MA: Allyn & Bacon.
  • Conle, C. (2000) Narrative Inquiry: Research tool and medium for professional development. European Journal of Teacher Education, 23(1), 49-63.
  • Darling-Hammond, L., & Bransford, J. (Eds). (2005). Preparing teachers for a changing world: what teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
  • Deal, T. E. & Chatman, R. M. (1989). Learning the ropes alone: Socializing new teachers. Action in Teacher Education, 11(1), 21-29.
  • Doyle, W. (1979). Classroom effects. Theory Into Practice, 18, 138-144.
  • Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers' sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486.
  • Duff, P. A., & Bell, J. S. (2002). Narrative research in TESOL: Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207-213.
  • Edgar, D. E., & Warren, R. L. (1969). Power and autonomy in teacher socialization. Sociology of Education, 40, 316-333.
  • Farrell, T. S. (1999). The reflective assignment: Unlocking pre-service English teachers’ beliefs on grammar teaching. RELC Journal, 30, 1-17.
  • Farrell, T. S. (2001). English language teacher socialization during the practicum. Prospect, 16, 49- 62.
  • Farrell, T. S. (2003). Learning to teach English language during the first year: Personal influences and challenges. Teaching and Teacher Education, 19(1), 95-111.
  • Farrell, T. S. (2006). The first year of language teaching: Imposing order. System, 34(2), 211-221.
  • Featherstone, H. (1993). Learning from the first years of classroom teaching: The journey in, the journey out. The Teachers College Record, 95(1), 93-112.
  • Feiman-Nemser, S. (1983). Learning to teach. In L. Shulman, & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York: Longman.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill.
  • Friebus, R. J. (1977). Agents of socialization involved in student teaching. The Journal of Educational Research, 263-268.
  • Ginsberg, M., & Clift, R. (1990). The hidden curriculum of pre-service teacher education. In r. W. Houston (Ed.), Handbook of research on teacher education (pp. 450-468). New York: MacWilliams.
  • Given, L. M. (Ed.). (2008). The SAGE encyclopedia of qualitative research methods. USA: SAGE.
  • Goodlad, J. I. (1990). Places where teachers are taught. San Francisco, CA: Jossey Bass.
  • Haller, E. J. (1967). Pupil influence in teacher socialization: a socio-linguistic study. Sociology of Education, 316-333.
  • Hammerness, K. (2006). From coherence in theory to coherence in practice. The Teachers College Record, 108(7), 1241-1265.
  • Johnson, K. E. (1996). The vision versus the reality: the tensions of the TESOL practicum. In D. Freeman, & J. Richards (Eds.), Teacher learning in language teaching (pp. 30–49). New York: Cambridge University.
  • Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York, NY: Routledge.
  • Jones, G. R. (1983). Psychological orientation and the process of organizational socialization: An interactionist perspective. Academy of Management Review, 8(3), 464-474.
  • Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Korthagen, F. A. J. (2004). In search of the essence o f a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
  • Kozulin, A. (Ed.). (2003). Vygotsky's educational theory in cultural context. USA: Cambridge University.
  • Lacey, C. (2012). The socialization of teachers. USA: Routledge.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago.
  • Pollard, A. (1982). A model of classroom coping strategies. British Journal of Sociology of Education, 3, 19-37.
  • Power, P. G. (1981). Aspects of the transition from education student to beginning teacher. Australian Journal of Education, 25(3), 288-296.
  • Schön, D. A. (1983). The reflective practitioner: how professionals think in action. USA: Basic Books.
  • Shin, S. K. (2012). “It Cannot Be Done Alone”: The socialization of novice English teachers in South Korea. TESOL Quarterly, 46(3), 542-567.
  • Shulman, L. S. (2013). Those who understand: Knowledge growth in teaching. In A. S. Mayes, & B. Moon, Teaching and learning in the secondary school (pp. 125-137). USA: Routledge.
  • Skerrett, A. (2010). The interplay between teachers' biography and work context: effects on teacher socialization. Scholar-Practitioner Quarterly, 4(1), 79-93.
  • Solmon, M. A., Worthy, T., & Carter, J. A. (1993). The interaction of school context and role identity of first-year teachers. Journal of Teaching in Physical, 12, 313–328.
  • Staton, A. Q., & Hunt, S. L. (1992). Teacher socialization: Review and conceptualization. Communication Education, 41(2), 109-137.
  • Stephens, J. (1967). The processes of schooling. New York: Holt, Rinehart and Winston.
  • Sykes, G., Bird, T., & Kennedy, M. (2010). Teacher education: Its problems and some prospects. Journal of Teacher Education, 61(5), 464-476.
  • Tarone, E., & Allwright, D. (2005). Second language teacher learning and student second language learning: shaping the knowledge Base. In D. J. Tedick (Ed.), Second language teacher education (pp. 5–23). NJ-Mahwah: Lawrence Erlbaum.
  • Ure, C. L. (2010). Reforming teacher education through a professionally applied study of teaching. Journal of Education for Teaching, 36(4), 461-475.
  • Uzum, B. (2013). Foreign language teacher socialization: A multiple case study of foreign language teachers in an American higher education institution Unpublished Doctoral dissertation, Michigan State University. Retrieved from Proquest.
  • Varah, L. J., Theune, W. S., & Parker, L. (1986). Beginning teachers: sink or swim? Journal of Teacher Education, 37(1), 30–33.
  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143–178.
  • Xu, S. & Connelly, F. M. (2009). Narrative inquiry for teacher education and development: Focus on English as a foreign language in China. Teaching and Teacher Education, 25(2), 219-227.
  • Zeichner, K. M. & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). New York: Macmillan.
  • Wright, B. (1959). Identification and becoming a teacher. Elementary School Journal, 59, 361-374.
  • Wright, B., & Tuska, S. (1967). The childhood romance theory of teacher development. School Review, 25, 123-154.

İngilizce öğretmenlerinin Öğretmen Sosyalleşmesi Açısından Öğrenciliklerine İlişkin Hikayeleri

Yıl 2016, Cilt: 7 Sayı: 3, 279 - 311, 31.07.2016
https://doi.org/10.17569/tojqi.14485

Öz

Bu çalışmada, öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyeleri ile öğretmen sosyalleşmesi arasında bir ilişki olup olmadığını ve bu süreci anlatırken deneyimli ve yeni öğretmenler arasında ne tür farklılıklar oluştuğu araştırılmıştır. Nitel yöntem ile kurgulanan çalışmada veriler öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyelerini açığa çıkarmak için yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır.  Çalışmadan önce soruların açık ve anlaşılır olduğundan emin olmak için uzman görüşü alınıp pilot çalışma yapılmıştır. Çalışmada Türkiye’den 2014-2015 bahar döneminde dört tane İngilizce öğretmeni yer almıştır. Veriler öğretmenlerin kendi perspektiflerinden öğrenciliklerine ilişkin hikâyelerinde tekrar eden öğeleri bulmak ve öğretmen sosyalleşmesi sürecinden bahsederken deneyimli ve yeni öğretmenler arasındaki farklılıkları belirlemek için içerik analizi ve kodlama yoluyla analiz edilmiştir. Çalışmanın sonucunda yeni öğretmenlerin kendi hikâyelerinden yansımalara ve karşılaştıkları problemlere odaklanırken deneyimli öğretmenlerin kişilik ve öz güvenlerini ön plana çıkararak babacan bir tavırla deneyimlerinden bahsettikleri yönünde bir eğilime sahip oldukları gözlenmiştir. Bulgular öğretmenlerin öğrenciliklerine ilişkin hikâyelerine ve derinlemesine analiz ihtiyacına önem verilmesi gerektiğini vurgulamaktadır.

Anahtar kelimeler: İngilizce öğretmeni sosyalleşmesi, öyküleme, öğretmenlerin öğrenciliklerine ilişkin hikayeleri


The Stories of English Teachers as Learners in Terms of Teacher Socialization

Abstract

This study aims to find out whether there is a relationship between the stories of teachers as learners in their socialization process and what kind of differences emerge between novice and experienced teachers in terms of their referring to that process from their perspective. The study was designed qualitatively and data were gathered by semi-structured interviews in order to reveal teachers’ stories as learners from their perspectives. Expert judgment was taken and pilot study was conducted before the actual study in order to make sure that the research questions are clear and understandable. Four English teachers from Turkey took part in the study in 2014-2015 spring term. The data were analyzed using content analysis and coding in order to form the recurring patterns from teachers’ expressions about teacher stories as learners from the teachers’ perspective and find the differences between experienced and novice teachers in terms of referring to teachers’ socialization process. The findings indicate that while novice teachers in this study tend to focus on the problems they face and their reflection from their previous stories as learners, experienced teachers tend to talk about their experiences in a paternalistic manner by featuring their personality and self-confidence. The results highlight the prominence that must be given to the stories of teachers as learners and the need for in-depth analysis.

Keywords: English teacher socialization, narrative inquiry, the stories of teachers as learners

Kaynakça

  • Anderson, D. S. (1974). The development of student teachers: A comparative study of professional socialization. Paris: Organization for Economic Cooperation and Development.
  • Arfwedson, G. (1979). Teachers' work. In U. Lundgren, & S. Patterson (Eds.), Code, context and curriculum processes (pp. 87-100). Stockholm, Sweden: Gleerup.
  • Aoki, N. (2012). The role of stories in teacher development. Perspectives on Individual Characteristics and Foreign Language Education, 6, 36-44.
  • Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York: Routledge.
  • Bliss, L. B., & Reck, U. M. (1991). PROFILE: An Instrument for Gathering Data in Teacher Socialization Studies. Retrieved from ERIC.
  • Burrell, G., & Morgan, G. (1979). Sociological paradigms and organizational analysis. London: Heinemann.
  • Bruckerhoff, C. E., & Carlson, J. L. (1995). Loneliness, fear and disrepute: The haphazard socialization of a student teacher. Journal of Curriculum Studies, 24, 431–444.
  • Calderhead, J. (1992). Induction: a research perspective on the professional growth of the newly qualified teacher. In J. Calderhead, & J. Lambert, (Eds.), The induction of newly appointed teachers (pp. 5–12). London General Teaching Council.
  • Carew, J., & Lightfoot, S. L. (1979). Beyond bias: Perspectives on classrooms. Cambridge, MA: Harvard University.
  • Cole, A. L., & Knowles, J. G. (2000). Researching teaching: Exploring teacher development through reflexive inquiry. Needham Heights, MA: Allyn & Bacon.
  • Conle, C. (2000) Narrative Inquiry: Research tool and medium for professional development. European Journal of Teacher Education, 23(1), 49-63.
  • Darling-Hammond, L., & Bransford, J. (Eds). (2005). Preparing teachers for a changing world: what teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
  • Deal, T. E. & Chatman, R. M. (1989). Learning the ropes alone: Socializing new teachers. Action in Teacher Education, 11(1), 21-29.
  • Doyle, W. (1979). Classroom effects. Theory Into Practice, 18, 138-144.
  • Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers' sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486.
  • Duff, P. A., & Bell, J. S. (2002). Narrative research in TESOL: Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207-213.
  • Edgar, D. E., & Warren, R. L. (1969). Power and autonomy in teacher socialization. Sociology of Education, 40, 316-333.
  • Farrell, T. S. (1999). The reflective assignment: Unlocking pre-service English teachers’ beliefs on grammar teaching. RELC Journal, 30, 1-17.
  • Farrell, T. S. (2001). English language teacher socialization during the practicum. Prospect, 16, 49- 62.
  • Farrell, T. S. (2003). Learning to teach English language during the first year: Personal influences and challenges. Teaching and Teacher Education, 19(1), 95-111.
  • Farrell, T. S. (2006). The first year of language teaching: Imposing order. System, 34(2), 211-221.
  • Featherstone, H. (1993). Learning from the first years of classroom teaching: The journey in, the journey out. The Teachers College Record, 95(1), 93-112.
  • Feiman-Nemser, S. (1983). Learning to teach. In L. Shulman, & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York: Longman.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill.
  • Friebus, R. J. (1977). Agents of socialization involved in student teaching. The Journal of Educational Research, 263-268.
  • Ginsberg, M., & Clift, R. (1990). The hidden curriculum of pre-service teacher education. In r. W. Houston (Ed.), Handbook of research on teacher education (pp. 450-468). New York: MacWilliams.
  • Given, L. M. (Ed.). (2008). The SAGE encyclopedia of qualitative research methods. USA: SAGE.
  • Goodlad, J. I. (1990). Places where teachers are taught. San Francisco, CA: Jossey Bass.
  • Haller, E. J. (1967). Pupil influence in teacher socialization: a socio-linguistic study. Sociology of Education, 316-333.
  • Hammerness, K. (2006). From coherence in theory to coherence in practice. The Teachers College Record, 108(7), 1241-1265.
  • Johnson, K. E. (1996). The vision versus the reality: the tensions of the TESOL practicum. In D. Freeman, & J. Richards (Eds.), Teacher learning in language teaching (pp. 30–49). New York: Cambridge University.
  • Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York, NY: Routledge.
  • Jones, G. R. (1983). Psychological orientation and the process of organizational socialization: An interactionist perspective. Academy of Management Review, 8(3), 464-474.
  • Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Korthagen, F. A. J. (2004). In search of the essence o f a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
  • Kozulin, A. (Ed.). (2003). Vygotsky's educational theory in cultural context. USA: Cambridge University.
  • Lacey, C. (2012). The socialization of teachers. USA: Routledge.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago.
  • Pollard, A. (1982). A model of classroom coping strategies. British Journal of Sociology of Education, 3, 19-37.
  • Power, P. G. (1981). Aspects of the transition from education student to beginning teacher. Australian Journal of Education, 25(3), 288-296.
  • Schön, D. A. (1983). The reflective practitioner: how professionals think in action. USA: Basic Books.
  • Shin, S. K. (2012). “It Cannot Be Done Alone”: The socialization of novice English teachers in South Korea. TESOL Quarterly, 46(3), 542-567.
  • Shulman, L. S. (2013). Those who understand: Knowledge growth in teaching. In A. S. Mayes, & B. Moon, Teaching and learning in the secondary school (pp. 125-137). USA: Routledge.
  • Skerrett, A. (2010). The interplay between teachers' biography and work context: effects on teacher socialization. Scholar-Practitioner Quarterly, 4(1), 79-93.
  • Solmon, M. A., Worthy, T., & Carter, J. A. (1993). The interaction of school context and role identity of first-year teachers. Journal of Teaching in Physical, 12, 313–328.
  • Staton, A. Q., & Hunt, S. L. (1992). Teacher socialization: Review and conceptualization. Communication Education, 41(2), 109-137.
  • Stephens, J. (1967). The processes of schooling. New York: Holt, Rinehart and Winston.
  • Sykes, G., Bird, T., & Kennedy, M. (2010). Teacher education: Its problems and some prospects. Journal of Teacher Education, 61(5), 464-476.
  • Tarone, E., & Allwright, D. (2005). Second language teacher learning and student second language learning: shaping the knowledge Base. In D. J. Tedick (Ed.), Second language teacher education (pp. 5–23). NJ-Mahwah: Lawrence Erlbaum.
  • Ure, C. L. (2010). Reforming teacher education through a professionally applied study of teaching. Journal of Education for Teaching, 36(4), 461-475.
  • Uzum, B. (2013). Foreign language teacher socialization: A multiple case study of foreign language teachers in an American higher education institution Unpublished Doctoral dissertation, Michigan State University. Retrieved from Proquest.
  • Varah, L. J., Theune, W. S., & Parker, L. (1986). Beginning teachers: sink or swim? Journal of Teacher Education, 37(1), 30–33.
  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143–178.
  • Xu, S. & Connelly, F. M. (2009). Narrative inquiry for teacher education and development: Focus on English as a foreign language in China. Teaching and Teacher Education, 25(2), 219-227.
  • Zeichner, K. M. & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). New York: Macmillan.
  • Wright, B. (1959). Identification and becoming a teacher. Elementary School Journal, 59, 361-374.
  • Wright, B., & Tuska, S. (1967). The childhood romance theory of teacher development. School Review, 25, 123-154.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Esra Harmandaoğlu Baz

Yayımlanma Tarihi 31 Temmuz 2016
Gönderilme Tarihi 17 Şubat 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 7 Sayı: 3

Kaynak Göster

APA Harmandaoğlu Baz, E. (2016). The Stories of English Teachers as Learners in Terms of Teacher Socialization. Turkish Online Journal of Qualitative Inquiry, 7(3), 279-311. https://doi.org/10.17569/tojqi.14485
AMA Harmandaoğlu Baz E. The Stories of English Teachers as Learners in Terms of Teacher Socialization. TOJQI. Temmuz 2016;7(3):279-311. doi:10.17569/tojqi.14485
Chicago Harmandaoğlu Baz, Esra. “The Stories of English Teachers As Learners in Terms of Teacher Socialization”. Turkish Online Journal of Qualitative Inquiry 7, sy. 3 (Temmuz 2016): 279-311. https://doi.org/10.17569/tojqi.14485.
EndNote Harmandaoğlu Baz E (01 Temmuz 2016) The Stories of English Teachers as Learners in Terms of Teacher Socialization. Turkish Online Journal of Qualitative Inquiry 7 3 279–311.
IEEE E. Harmandaoğlu Baz, “The Stories of English Teachers as Learners in Terms of Teacher Socialization”, TOJQI, c. 7, sy. 3, ss. 279–311, 2016, doi: 10.17569/tojqi.14485.
ISNAD Harmandaoğlu Baz, Esra. “The Stories of English Teachers As Learners in Terms of Teacher Socialization”. Turkish Online Journal of Qualitative Inquiry 7/3 (Temmuz 2016), 279-311. https://doi.org/10.17569/tojqi.14485.
JAMA Harmandaoğlu Baz E. The Stories of English Teachers as Learners in Terms of Teacher Socialization. TOJQI. 2016;7:279–311.
MLA Harmandaoğlu Baz, Esra. “The Stories of English Teachers As Learners in Terms of Teacher Socialization”. Turkish Online Journal of Qualitative Inquiry, c. 7, sy. 3, 2016, ss. 279-11, doi:10.17569/tojqi.14485.
Vancouver Harmandaoğlu Baz E. The Stories of English Teachers as Learners in Terms of Teacher Socialization. TOJQI. 2016;7(3):279-311.