Ufuk Ataş
Biographic Data
| ID | 8645817 |
|---|---|
| NAME | Ufuk Ataş |
| GIVEN NAMES | Ufuk |
| FAMILY NAME | Ataş |
| SIGNATURE | ATAŞ U |
| AFFILIATIONS | Artvin Coruh University |
| ORCID | 0000-0002-8171-8334 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Video-based reflection in second language teacher education: Developing reflective practice through microteaching
First Time in the Classroom: Imagined and Negotiated Language Teacher Identities of Non‐Education Degree Students in Voluntary Practicum
Language teacher identity (LTI) research has primarily focused on pre‐service and in‐service teachers, with limited attention to how non‐education degree students develop teacher identities in alternative certification programmes. This study uses the communities of practice framework and Wenger's dual process of identity formation to explore the imagined and negotiated identities of 14 English Literature students during an 8‐week voluntary practi…
Exploring English language teacher educators’ professional development through collaborative partnership with pre-service teachers in supervised practicum
This study explores the perspectives of 190 fourth-year pre-service EFL teachers across Türkiye on their definitions of ideal language teacher educators and the professional development of teacher educators based on their experiences during teaching practicum in university and practice school contexts. Data were collected through open-ended surveys and analysed qualitatively via coding (Saldana 2009) using content analysis (Patton 2015). The find…
Developing a comprehensive profile of professional development and identity for English language teacher educators
Despite the growing interest in researching English language teacher educators' (ELTEs) pedagogy, knowledge base, beliefs, and identity development, there is a lack of comprehensive frameworks that encompass these aspects holistically. This study attempts to develop a professional development profile for English language teacher educators by investigating how they define their profession, what professional characteristics and personality traits t…
Teacher educators in Finland and Turkey: Their roles, knowledge base, and professional development profiles
The professional development of teacher educators has received global interest worldwide following the notion that teacher educators are profoundly responsible for teacher education quality. Still, research on teacher educator professional development is scarce in Finland and under-researched in Turkey. In this article, the authors examine how teacher educators in two institutes in Finland and Turkey define their roles and knowledge base as teach…
Discourse and educational functions of students’ and teachers’ code-switching in EFL classrooms in Turkey
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Discourse and educational functions of students’ and teachers’ code-switching in EFL classrooms in Turkey
Teacher educators in Finland and Turkey: Their roles, knowledge base, and professional development profiles
The professional development of teacher educators has received global interest worldwide following the notion that teacher educators are profoundly responsible for teacher education quality. Still, research on teacher educator professional development is scarce in Finland and under-researched in Turkey. In this article, the authors examine how teacher educators in two institutes in Finland and Turkey define their roles and knowledge base as teach…
Exploring English language teacher educators’ professional development through collaborative partnership with pre-service teachers in supervised practicum
This study explores the perspectives of 190 fourth-year pre-service EFL teachers across Türkiye on their definitions of ideal language teacher educators and the professional development of teacher educators based on their experiences during teaching practicum in university and practice school contexts. Data were collected through open-ended surveys and analysed qualitatively via coding (Saldana 2009) using content analysis (Patton 2015). The find…
Developing a comprehensive profile of professional development and identity for English language teacher educators
Despite the growing interest in researching English language teacher educators' (ELTEs) pedagogy, knowledge base, beliefs, and identity development, there is a lack of comprehensive frameworks that encompass these aspects holistically. This study attempts to develop a professional development profile for English language teacher educators by investigating how they define their profession, what professional characteristics and personality traits t…
First Time in the Classroom: Imagined and Negotiated Language Teacher Identities of Non‐Education Degree Students in Voluntary Practicum
Language teacher identity (LTI) research has primarily focused on pre‐service and in‐service teachers, with limited attention to how non‐education degree students develop teacher identities in alternative certification programmes. This study uses the communities of practice framework and Wenger's dual process of identity formation to explore the imagined and negotiated identities of 14 English Literature students during an 8‐week voluntary practi…
Video-based reflection in second language teacher education: Developing reflective practice through microteaching
EFL/ESL Teaching and Learning (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Professional development (4 works) · Psychology (4 works) · Teacher education (4 works) · Teacher Education and Leadership Studies (4 works) · Sociology (3 works) · Faculty Development (2 works) · Identity (music) (2 works)