Miranda Karjagdi Çolak
Biographic Data
| ID | 6521282 |
|---|---|
| NAME | Miranda Karjagdi Çolak |
| GIVEN NAMES | Miranda Karjagdi |
| FAMILY NAME | Çolak |
| SIGNATURE | ÇOLAK M K |
| AFFILIATIONS | School of Foreign Languages Bursa Technical University Bursa Bursa Türkiye |
| ORCID | 0000-0002-9789-3508 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Fostering Ethical AI Literacy and Academic Integrity through Cefr-Based Mediation Pedagogy in Secondary EFL Classrooms
Adaptive Pedagogical Change Through Peer Coaching Towards Student‐Centred, Strategy‐Based EFL Reading
This study examined how peer coaching supported the integration of metacognitive reading strategies within student‐centred instruction in a Turkish university English preparatory programme. Using a qualitative‐dominant mixed‐methods case study design, the research followed one experienced reading instructor and two intact B2‐level cohorts ( N = 31) across an emergency online semester and a subsequent face‐to‐face semester. Quantitative data were …
Reconstructing professional identity through collaboration in pluralistic approaches
This study investigates the reconstruction of professional identity among three experienced language teacher educators through collaboration in pluralistic approaches. Framing identity within a narrative-based understanding and exploring the interactional aspects of collaboration through the Complex Dynamic Systems Theory (CDST) lens, the study moves beyond traditional narrative inquiries in teacher education. Employing an autobiographical narrat…
No prominent works on this page.
Reconstructing professional identity through collaboration in pluralistic approaches
This study investigates the reconstruction of professional identity among three experienced language teacher educators through collaboration in pluralistic approaches. Framing identity within a narrative-based understanding and exploring the interactional aspects of collaboration through the Complex Dynamic Systems Theory (CDST) lens, the study moves beyond traditional narrative inquiries in teacher education. Employing an autobiographical narrat…
Fostering Ethical AI Literacy and Academic Integrity through Cefr-Based Mediation Pedagogy in Secondary EFL Classrooms
Adaptive Pedagogical Change Through Peer Coaching Towards Student‐Centred, Strategy‐Based EFL Reading
This study examined how peer coaching supported the integration of metacognitive reading strategies within student‐centred instruction in a Turkish university English preparatory programme. Using a qualitative‐dominant mixed‐methods case study design, the research followed one experienced reading instructor and two intact B2‐level cohorts ( N = 31) across an emergency online semester and a subsequent face‐to‐face semester. Quantitative data were …
Academic integrity (1 works) · Artificial Intelligence in Healthcare and Education (1 works) · Coaching (1 works) · Community Health and Development (1 works) · Dialogic (1 works) · Educational and Psychological Assessments (1 works) · EFL/ESL Teaching and Learning (1 works) · Engineering ethics (1 works) · Epistemology (1 works) · Faculty Development (1 works)