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Yıl 2023, Cilt: 9 Sayı: 2, 42 - 61, 29.12.2023

Ahmet Başal

https://doi.org/10.47216/literacytrek.1383294

Öz

Kaynakça

  • Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35, 373-395. https://doi.org/10.1177/0891241605280449
  • Angeli, C., & Valanides, N. (2005). Preservice teachers as ICT designers: An instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning, 21(4), 292-302. https://doi.org/10.1111/j.1365-2729.2005.00135.x
  • Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449-466. https://doi.org/10.1086/461626 Bartimote-Aufflick, K., Brew, A., &
  • Ainley, M. (2010). University teachers engaged in critical self-regulation: How may they influence their students? In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 427-444). Springer. https://doi.org/10.1007/978-1-4419-6546-2_19
  • Başal, A. (2015). English language teachers and technology education. Eğitimde Kuram ve Uygulama , 11(4) , 1496-1511. Başal, A. (2016). The use of Web 2.0 tools in ELT. In İ. Yaman, E. Ekmekçi, & M. Şenel (Eds.), Current Trends in ELT, (pp. 152-169). Nüans.
  • Bochner, A., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories (1st ed.), Routledge. https://doi.org/10.4324/9781315545417
  • Ceallaigh, T. J. O. (2021). Navigating the role of teacher educator in the asynchronous learning environment: emerging questions and innovative responses. Irish Educational Studies, 40(2), 349-358. https://doi.org/10.1080/03323315.2021.1932553
  • Chapelle, C. A. (2003). English language learning and technology. John Benjamins. https://doi.org/10.1075/lllt.7
  • Chen, R. J. (2010). Investigating models for preservice teachers' use of technology to support student-centered learning. Computers & Education, 55(1), 32-42. https://doi.org/10.1016/j.compedu.2009.11.015
  • Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2020). Educating teacher educators: International perspectives. The New Educator, 16(1), 5-24. https://doi.org/10.1080/1547688X.2019.1670309
  • Cochran-Smith, M., & Lytle, S. L. (2004). Practitioner inquiry, knowledge, and university culture. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey & T.
  • Russell (Eds.), International handbook of self-study of teaching and teacher education practises (pp. 601-650). Kluwer.
  • Czerniawski, G., Gray, D., MacPhail, A., Bain, Y., Conway, P., & Guberman, A. (2018). The professional learning needs and priorities of higher-education based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching 44(2), 133-148. https://doi.org/10.1080/02607476.2017.1422590
  • Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Pearson Education. https://doi.org/10.1093/elt/ccn045
  • Erben, T. (1999). Constructing learning in a virtual immersion bath: LOTE teacher education through audiographics. In R. Debski & M. Levy (Eds.), WORLDCALL: Global perspectives on computer-assisted language learning (pp. 229-248). Swets & Zeitlinger Publishers.
  • Fisher, R. L. (2009). Who is a teacher educator. In C. L. Klecka, S. J. Odell, W. R. Houston, & R. H. McBee (Eds), Visions for teacher educators: Perspectives on the association of teacher educators’ standards (pp. 29-44). Rowman & Littlefield.
  • Fray, L., & Gore, J. (2018). Why people choose teaching: A scoping review of empirical studies, 2007-2016. Teaching and Teacher Education, 75, 153-163. https://doi.org/10.1016/j.tate.2018.06.009
  • Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93, 719-740. https://doi.org/10.1111/j.1540-4781.2009.00969.x
  • Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334-346. https://doi.org/10.1080/13664530.2013.813766
  • Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
  • Hall, L. D., Fisher, C., Musanti, S., & Halquist, D. (2006). What can we learn from PT3?. Techtrends, 50(3), 25-31. https://doi.org/10.1007/s11528-006-7600-3
  • Hare, S., Howard, E., & Pope, M. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of Technology and Teacher Education, 10(2), 191-203. https://doi.org/10.1177/002248715901000210
  • Haydn, T. (2014). How do you get pre-service teachers to become ‘good at ICT’ in their subject teaching? The views of expert practitioners. Technology, Pedagogy and Education, 23(4), 455-469. https://doi.org/10.1080/1475939X.2014.892898
  • Hayler, M. (2011). Autoethnography, self-narrative and teacher education. Sense Publishers. https://doi.org/10.1007/978-94-6091-672-4
  • Hendry, G. D., Bell, A., & Thomson, K. (2014). Learning by observing a peer’s teaching situation. International Journal for Academic Development, 19(4), 318-329. https://doi.org/10.1080/1360144X.2013.848806
  • Hernandez-Ramos, P. (2005). If not here, where? Understanding teachers’ use of technology in Silicon Valley schools. Journal of Research on Technology in Education, 38(1), 39-64. https://doi.org/10.1080/15391523.2005.10782449
  • Herro, D., Visser, R., & Qian, M. (2021). Teacher educators’ perspectives and practices towards the Technology Education Technology Competencies (TETCs). Technology, Pedagogy and Education, 30(5), 623-641. https://doi.org/10.1080/1475939X.2021.1970620
  • Hubbard, P. (2008). CALL and the future of language teacher education. Calico Journal, 25(2), 175-188. https://doi.org/10.1558/cj.v25i2.175-188
  • Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383-408. https://doi.org/10.1080/15391523.2006.10782466
  • Kirschner, P., & Selinger, M. (2003). The state of affairs of teacher education with respect to information and communications technology. Technology, Pedagogy and Education, 12(1), 5-17. https://doi.org/10.1080/14759390300200143
  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Korthagen, F. A. J., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practises. Teaching and Teacher Education, 22, 1020-1041. https://doi.org/10.1016/j.tate.2006.04.022
  • Lapadat, J. C. (2017). Ethics in autoethnography and collaborative autoethnography. Qualitative Inquiry, 23(8), 589-603. https://doi.org/10.1177/1077800417704462
  • Limboro, C. M., & Kaugi, E. M. (2020). Technology integration in teacher education: Implications for policy and curriculum reform. In J. Keengwe, & G. Onchwari (Ed.), Handbook of research on literacy and digital technology integration in teacher education (pp. 282-299). IGI Global. https://doi.org/10.4018/978-1-7998-1461-0.ch016
  • Liston, D., Borko, H., & Whitcomb, J. (2008). The teacher educator’s role in enhancing teacher quality. Journal of Teacher Education 59(2), 111-115. https://doi.org/10.1177/0022487108315581
  • Loughran, J. (2005). Researching teaching about teaching: Self-study of teacher education practises. Studying Teacher Education, 1(1), 5-16. https://doi.org/10.1080/17425960500039777
  • Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283. https://doi.org/10.1177/0022487114533386
  • Mayo, N. B., Kajs, L. T., & Tanguma, J. (2005). Longitudinal study of technology training to prepare future teachers. Educational Research Quarterly, 29(1), 3-15.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record,108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  • Nelson, M. (2017). The role of a mentor teacher’s TPACK in preservice teachers’ intentions to integrate technology. Journal of Technology and Teacher Education, 25(4), 449-473.
  • Nelson, M. J., Voithofer, R., & Cheng, S. L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330-344. https://doi.org/10.1016/j.compedu.2018.09.023
  • Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870. https://doi.org/10.1016/j.tate.2009.10.024
  • Russell, T. (1999). The challenge of change in teaching and teacher education. In J. R. Baird, (Ed.), Reflecting, teaching, learning: Perspectives on educational improvement, (pp.219-238). Hawker Brownlow Education.
  • Russell, T. L., & Martin, A. K. (2007). Learning to teach science. In S. K. Abell, & N. G. Lederman, (Eds.), Handbook of research on science education, (pp. 1151-1178). Lawrence Erlbaum.
  • Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189-1209. https://doi.org/10.1111/bjet.12748
  • Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2020). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): A mixed-method study. Educational Technology Research and Development, 68, 319-343. https://doi.org/10.1007/s11423-019-09692-1
  • Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23. https://doi.org/10.1016/j.tate.2017.11.005
  • Valverde-Berrocoso, J., Fernández-Sánchez, M. R., Revuelta Dominguez, F. I., & Sosa-Díaz, M. J. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. Plos One, 16(8), e0256283. https://doi.org/10.1371/journal.pone.0256283
  • Van der Klink, M., Kools, Q., Avissar, G., White, S., & Sakuta, T. (2017). Professional development of teacher educators: What do they do? Findings from an explorative international study. Professional Development in Education 43(2), 163-178. https://doi.org/10.1080/19415257.2015.1114506
  • Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy?. Technology, Pedagogy and Education, 26(1), 69-83. https://doi.org/10.1080/1475939X.2016.1174730

An autoethnographic study: Self-growth approach for teacher educators in training tech-effective teachers

Yıl 2023, Cilt: 9 Sayı: 2, 42 - 61, 29.12.2023

Ahmet Başal

https://doi.org/10.47216/literacytrek.1383294

Öz

I hold the view that teachers have a significant impact on students’ academic performance, and in the current digital educational environment, this impact has become much more significant. Although the technology available to teachers remained largely unchanged since before the pandemic, their struggles with online teaching highlighted the shortcomings of their technology training in teacher education programs. The lack of technological proficiencies among teachers frequently stems from insufficient training in digital skills within teacher education programs, which is often due to the teacher educators’ own deficiencies in digital proficiency. Therefore, I contend that teachers’ development in technology use should start with teacher educators. In this qualitative autoethnographic study, I, as a teacher educator, critically examine how I improve my digital literacy and technological pedagogical skills, utilizing a collection of data sources including reflective accounts, lecture notes, teaching diaries, and student feedback. By sharing this journey, I aim to offer insights that other teacher educators may perceive as beneficial for their own professional development. I argue that adopting a non-formal self-growth approach is a useful way for teacher educators to equip future teachers with the required knowledge and skills for effective technology integration in their future practices.

Anahtar Kelimeler

autoethnography teacher teacher education self-growth approach teacher educators technology

Kaynakça

  • Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35, 373-395. https://doi.org/10.1177/0891241605280449
  • Angeli, C., & Valanides, N. (2005). Preservice teachers as ICT designers: An instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning, 21(4), 292-302. https://doi.org/10.1111/j.1365-2729.2005.00135.x
  • Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449-466. https://doi.org/10.1086/461626 Bartimote-Aufflick, K., Brew, A., &
  • Ainley, M. (2010). University teachers engaged in critical self-regulation: How may they influence their students? In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 427-444). Springer. https://doi.org/10.1007/978-1-4419-6546-2_19
  • Başal, A. (2015). English language teachers and technology education. Eğitimde Kuram ve Uygulama , 11(4) , 1496-1511. Başal, A. (2016). The use of Web 2.0 tools in ELT. In İ. Yaman, E. Ekmekçi, & M. Şenel (Eds.), Current Trends in ELT, (pp. 152-169). Nüans.
  • Bochner, A., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories (1st ed.), Routledge. https://doi.org/10.4324/9781315545417
  • Ceallaigh, T. J. O. (2021). Navigating the role of teacher educator in the asynchronous learning environment: emerging questions and innovative responses. Irish Educational Studies, 40(2), 349-358. https://doi.org/10.1080/03323315.2021.1932553
  • Chapelle, C. A. (2003). English language learning and technology. John Benjamins. https://doi.org/10.1075/lllt.7
  • Chen, R. J. (2010). Investigating models for preservice teachers' use of technology to support student-centered learning. Computers & Education, 55(1), 32-42. https://doi.org/10.1016/j.compedu.2009.11.015
  • Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2020). Educating teacher educators: International perspectives. The New Educator, 16(1), 5-24. https://doi.org/10.1080/1547688X.2019.1670309
  • Cochran-Smith, M., & Lytle, S. L. (2004). Practitioner inquiry, knowledge, and university culture. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey & T.
  • Russell (Eds.), International handbook of self-study of teaching and teacher education practises (pp. 601-650). Kluwer.
  • Czerniawski, G., Gray, D., MacPhail, A., Bain, Y., Conway, P., & Guberman, A. (2018). The professional learning needs and priorities of higher-education based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching 44(2), 133-148. https://doi.org/10.1080/02607476.2017.1422590
  • Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Pearson Education. https://doi.org/10.1093/elt/ccn045
  • Erben, T. (1999). Constructing learning in a virtual immersion bath: LOTE teacher education through audiographics. In R. Debski & M. Levy (Eds.), WORLDCALL: Global perspectives on computer-assisted language learning (pp. 229-248). Swets & Zeitlinger Publishers.
  • Fisher, R. L. (2009). Who is a teacher educator. In C. L. Klecka, S. J. Odell, W. R. Houston, & R. H. McBee (Eds), Visions for teacher educators: Perspectives on the association of teacher educators’ standards (pp. 29-44). Rowman & Littlefield.
  • Fray, L., & Gore, J. (2018). Why people choose teaching: A scoping review of empirical studies, 2007-2016. Teaching and Teacher Education, 75, 153-163. https://doi.org/10.1016/j.tate.2018.06.009
  • Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93, 719-740. https://doi.org/10.1111/j.1540-4781.2009.00969.x
  • Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334-346. https://doi.org/10.1080/13664530.2013.813766
  • Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
  • Hall, L. D., Fisher, C., Musanti, S., & Halquist, D. (2006). What can we learn from PT3?. Techtrends, 50(3), 25-31. https://doi.org/10.1007/s11528-006-7600-3
  • Hare, S., Howard, E., & Pope, M. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of Technology and Teacher Education, 10(2), 191-203. https://doi.org/10.1177/002248715901000210
  • Haydn, T. (2014). How do you get pre-service teachers to become ‘good at ICT’ in their subject teaching? The views of expert practitioners. Technology, Pedagogy and Education, 23(4), 455-469. https://doi.org/10.1080/1475939X.2014.892898
  • Hayler, M. (2011). Autoethnography, self-narrative and teacher education. Sense Publishers. https://doi.org/10.1007/978-94-6091-672-4
  • Hendry, G. D., Bell, A., & Thomson, K. (2014). Learning by observing a peer’s teaching situation. International Journal for Academic Development, 19(4), 318-329. https://doi.org/10.1080/1360144X.2013.848806
  • Hernandez-Ramos, P. (2005). If not here, where? Understanding teachers’ use of technology in Silicon Valley schools. Journal of Research on Technology in Education, 38(1), 39-64. https://doi.org/10.1080/15391523.2005.10782449
  • Herro, D., Visser, R., & Qian, M. (2021). Teacher educators’ perspectives and practices towards the Technology Education Technology Competencies (TETCs). Technology, Pedagogy and Education, 30(5), 623-641. https://doi.org/10.1080/1475939X.2021.1970620
  • Hubbard, P. (2008). CALL and the future of language teacher education. Calico Journal, 25(2), 175-188. https://doi.org/10.1558/cj.v25i2.175-188
  • Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383-408. https://doi.org/10.1080/15391523.2006.10782466
  • Kirschner, P., & Selinger, M. (2003). The state of affairs of teacher education with respect to information and communications technology. Technology, Pedagogy and Education, 12(1), 5-17. https://doi.org/10.1080/14759390300200143
  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Korthagen, F. A. J., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practises. Teaching and Teacher Education, 22, 1020-1041. https://doi.org/10.1016/j.tate.2006.04.022
  • Lapadat, J. C. (2017). Ethics in autoethnography and collaborative autoethnography. Qualitative Inquiry, 23(8), 589-603. https://doi.org/10.1177/1077800417704462
  • Limboro, C. M., & Kaugi, E. M. (2020). Technology integration in teacher education: Implications for policy and curriculum reform. In J. Keengwe, & G. Onchwari (Ed.), Handbook of research on literacy and digital technology integration in teacher education (pp. 282-299). IGI Global. https://doi.org/10.4018/978-1-7998-1461-0.ch016
  • Liston, D., Borko, H., & Whitcomb, J. (2008). The teacher educator’s role in enhancing teacher quality. Journal of Teacher Education 59(2), 111-115. https://doi.org/10.1177/0022487108315581
  • Loughran, J. (2005). Researching teaching about teaching: Self-study of teacher education practises. Studying Teacher Education, 1(1), 5-16. https://doi.org/10.1080/17425960500039777
  • Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283. https://doi.org/10.1177/0022487114533386
  • Mayo, N. B., Kajs, L. T., & Tanguma, J. (2005). Longitudinal study of technology training to prepare future teachers. Educational Research Quarterly, 29(1), 3-15.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record,108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  • Nelson, M. (2017). The role of a mentor teacher’s TPACK in preservice teachers’ intentions to integrate technology. Journal of Technology and Teacher Education, 25(4), 449-473.
  • Nelson, M. J., Voithofer, R., & Cheng, S. L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330-344. https://doi.org/10.1016/j.compedu.2018.09.023
  • Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870. https://doi.org/10.1016/j.tate.2009.10.024
  • Russell, T. (1999). The challenge of change in teaching and teacher education. In J. R. Baird, (Ed.), Reflecting, teaching, learning: Perspectives on educational improvement, (pp.219-238). Hawker Brownlow Education.
  • Russell, T. L., & Martin, A. K. (2007). Learning to teach science. In S. K. Abell, & N. G. Lederman, (Eds.), Handbook of research on science education, (pp. 1151-1178). Lawrence Erlbaum.
  • Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189-1209. https://doi.org/10.1111/bjet.12748
  • Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2020). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): A mixed-method study. Educational Technology Research and Development, 68, 319-343. https://doi.org/10.1007/s11423-019-09692-1
  • Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23. https://doi.org/10.1016/j.tate.2017.11.005
  • Valverde-Berrocoso, J., Fernández-Sánchez, M. R., Revuelta Dominguez, F. I., & Sosa-Díaz, M. J. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. Plos One, 16(8), e0256283. https://doi.org/10.1371/journal.pone.0256283
  • Van der Klink, M., Kools, Q., Avissar, G., White, S., & Sakuta, T. (2017). Professional development of teacher educators: What do they do? Findings from an explorative international study. Professional Development in Education 43(2), 163-178. https://doi.org/10.1080/19415257.2015.1114506
  • Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy?. Technology, Pedagogy and Education, 26(1), 69-83. https://doi.org/10.1080/1475939X.2016.1174730
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce
Bölüm Makaleler
Yazarlar

Ahmet Başal 0000-0003-4295-4577

Yayımlanma Tarihi 29 Aralık 2023
Gönderilme Tarihi 30 Ekim 2023
Kabul Tarihi 22 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 9 Sayı: 2

Kaynak Göster

APA Başal, A. (2023). An autoethnographic study: Self-growth approach for teacher educators in training tech-effective teachers. The Literacy Trek, 9(2), 42-61. https://doi.org/10.47216/literacytrek.1383294
 Kapak Resmi İndir

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