TRANSFORMING INTER- AND TRANSCULTURAL CONSTRUCTS OF IN- SERVICE LANGUAGE TEACHERS THROUGH PARTICIPATORY ACTION RESEARCH IN TÜRKİYE
Tez Türü: Doktora
Tezin Yürütüldüğü Kurum: Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Yabancı Diller Eğitimi, Türkiye
Tez Danışmanı: Hasan Bedir
Tezin Onay Tarihi: 2022
Tezin Dili: İngilizce
Desteklendiği Program: Diğer
Özet:
TRANSFORMING INTER- AND TRANSCULTURAL CONSTRUCTS OF IN-
SERVICE LANGUAGE TEACHERS THROUGH PARTICIPATORY ACTION RESEARCH IN TURKİYE
This dissertation highlights the significance of the cultural dimension of English language teaching and learning. It aims to provide a deeper understanding of the intercultural/transcultural paradigms and support the competency development process of the participant teachers from cognitive, affective, and social domains. The scope is to analyse the transformative learning experiences of the participants and figure out their perceptual changes during the participatory action research sessions to maintain a broad worldview, ensure effective and appropriate multicultural interactions, and determine their paths for adapting to this culturally dynamic reality. Sociocultural theory (Vygotsky, 1978) and transformative learning theory (Mezirow, 2000) constitute the theoretical framework of this study. A questionnaire was conducted on 291 English language teachers. After teachers' needs to maintain an intercultural/transcultural worldview were detected, five study participants were interviewed, and a framework was formed regarding the participatory action research design. The results were obtained from the datasets of recordings of the discussion sessions, reflective reports, KWHLAQ charts, classroom observations, interviews, and the researcher's journal. The findings reveal that a transformative approach enhanced the intercultural and transcultural development process and transformed the perceptions of the participant teachers. All the participant teachers progressed and based on the findings, the group's motivation, discussions, and reflections transformed the teachers' perceptions and contributed to the individual and professional development process. A holistic approach to intercultural and transcultural competency development, supporting reflection, self-reflection, and critical cultural awareness, extends the participant teachers' worldviews and keeps embracing differences and equal and democratic education in the ELT context.
Keywords: Intercultural / transcultural communication, transformative learning theory, English language teaching, critical cultural awareness