Fatma Gümüşok
Biographic Data
| ID | 9587796 |
|---|---|
| NAME | Fatma Gümüşok |
| GIVEN NAMES | Fatma |
| FAMILY NAME | Gümüşok |
| SIGNATURE | GÜMÜŞOK F |
| AFFILIATIONS | Bartin University |
| ORCID | 0000-0002-4804-8279 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
An identity-informed narrative study of teacher attrition
This study approaches teacher attrition as a dynamic process that develops over time and in which teachers play an active role and enact their agencies in the light of their identity tensions and craft conscience. In this sense, this narrative inquiry explored how two long-serving teachers make sense of their experiences to quit teaching after serving for nine to 18 years. Their stories unpacked some individual and contextual elements that were i…
Developing new professional identities
This case study reports on the professional identity development of a group of beginning in-service teacher educators in Türkiye. The focus was on investigating how a group of in-service teacher educators’ participation in professional communities and their collaboration with experienced educators and teachers affected their professional identity development. Within the qualitative constructivist paradigm, twelve participants were interviewed for…
No prominent works on this page.
Developing new professional identities
This case study reports on the professional identity development of a group of beginning in-service teacher educators in Türkiye. The focus was on investigating how a group of in-service teacher educators’ participation in professional communities and their collaboration with experienced educators and teachers affected their professional identity development. Within the qualitative constructivist paradigm, twelve participants were interviewed for…
An identity-informed narrative study of teacher attrition
This study approaches teacher attrition as a dynamic process that develops over time and in which teachers play an active role and enact their agencies in the light of their identity tensions and craft conscience. In this sense, this narrative inquiry explored how two long-serving teachers make sense of their experiences to quit teaching after serving for nine to 18 years. Their stories unpacked some individual and contextual elements that were i…
Collaborative Teaching and Inclusion (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Attrition (1 work) · Education Practices and Challenges (1 work) · Faculty Development (1 work) · Focus group (1 work) · Linguistics (1 work)