Yazar "Aydogan, Mustafa" seçeneğine göre listele

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    Barriers to Broaching Culture in Counseling Supervision: A Q Methodology Study
    (Turkish Education Association, 2022) Aydogan, Mustafa; Middleton, Tanya J.; Britton, Paula J.
    Broaching is a valuable intervention used to address the impact of sociopolitical issues such as race and ethnicity on the counseling relationship. Recently, "broaching" has been translated to the supervisory relationship, and the benefit for clinical supervisors to broach diversity with their supervisees has been noted. Unfortunately, the practice of broaching, while integral to the supervisory relationship, is inconsistent, with supervisors who are often indecisive about their willingness or abilities to broach. This Q methodology study examined barriers that may inform broaching behaviors of counseling supervisors. Twenty-seven Licensed Professional Clinical Counseling supervisors sorted 36 statements about their broaching behaviors, specific to cultural issues in supervision. Findings suggested two distinct explanations regarding propensity of broaching for supervisors: (1) emotion focused, and (2) intervention focused. Implications, limitations, and future research suggestions are discussed herein. © 2022 Turkish Education Association. All rights reserved.
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    Examining Pre-Service Teachers' Perspectives on Culturally Responsive Education Using Q Methodology
    (2024) Aydogan, Mustafa; İzmir, Esra Kaptan
    With globalization and migration, there is a rapid increase in cultural diversity in schools. Therefore, pre-service teachers' awareness, knowledge, and skills about cultural responsiveness and how to reflect them in the classroom environment have become important issues. This study aimed to explore the impact of a culturally responsive education course on pre-service teachers' views on culturally responsive education through Q methodology. The data collection tool utilized in the study was the \"Q Set Statements on Culturally Responsive Education\" grouped by the researchers under the sub-themes of awareness, knowledge, skills, and pedagogy. Data from the study group consisting of 39 volunteer pre-service teachers who took the culturally responsive education course were obtained through the HtmlQ program. Using the quantitative data obtained from the factor analysis and the qualitative data obtained from the semi-structured interviews, it was revealed that the pre-service teachers had three different subjective views on the effects of the culturally responsive education they participated in (a) Knowledge-Based Development (b) Awareness-Based Development and (c) Pedagogical Skills-Based Development. The results of the study point to valuable recommendations for culturally responsive teacher educators, pre-service teachers, and the Turkish education system.
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    Öğe
    Key aspects of supervision according to school counseling site supervisors in Türkiye
    (Routledge Journals, Taylor & Francis Ltd, 2025) Aydogan, Mustafa; Demirci, Ibrahim
    Although there is scattered effort to create and implement supervision training for school counseling site supervisors in T & uuml;rkiye, literature lacks studies focusing on school counselors' views on essential aspects of supervision with their interns. The study investigated experiences of 20 school counselors regarding key aspects of school counseling supervision. Participants exhibited three divergent viewpoints: (a) The Counselor: Fostering Self-Awareness and Motivation, (b) The Teacher: Emphasizing Modeling and Observation, and (c) The Coordinator: Establishing Hierarchy and Communicating Clear Expectations. While school counselors prioritized positive supervisory relationships, intern growth, and motivation, they required training in corrective feedback, managing confrontation, and ethical supervision practices.
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    Öğe
    Kültüre Duyarlı Okul Psikolojik Danışmanlığında Bir Teknik: Kültürel Konulara Önayak Olmak
    (2022) Aydogan, Mustafa
    Psikolojik danışmanlık disiplini son 40 yıldır kültüre duyarlılık üzerine odaklanmaktadır. Bu sürecin sonucu olarak kültüre duyarlı psikolojik danışma süreci kavramsallaştırılmış ve bu konuda birçok teori ve model geliştirilmiştir. Dünyada olduğu gibi Türkiye’de de en yaygın olarak kullanılan kültüre duyarlılık modelleri bilgi, farkındalık ve beceri bileşenlerinden oluşmaktadır. Fakat alanda çalışan birçok psikolojik danışmanın kültürel bilgi ve farkındalık seviyelerinde nispeten yetkin olsalar da beceri boyutunda daha fazla desteğe ihtiyaçları olduğu gözlemlenmiştir. Alandaki bu ihtiyacı karşılamak amacı ile bu çalışmada okul psikolojik danışmanlarını kültürel konuları verimli bir şekilde ele almaları için önerilen önayak olma (broaching) yöntemi kavramsallaştırılmıştır. Kültürel konulara önayak olma sürekliliği ve farklı düzeylerde yeterlilik seviyesine sahip psikolojik danışman özellikleri açıklanmıştır. Çalışma okul psikolojik danışmanlarının sıklıkla karşılaşabilecekleri kültürel değerlerin işlendiği senaryolar ve bu senaryolarda kullanabilecekleri önayak olma ifadelerini içermektedir. Bu senaryolarda olabildiğince güncel ve yerel kültürel örnekler yer almaktadır. Son olarak alanda çalışan psikolojik danışmanlara ve psikolojik danışman eğitimcilerine öneriler okuyucuya sunulmuştur.