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    It is not just an academic experience: preservice teachers as long-term sojourners in a study abroad program in the USA
    (Emerald Group Publishing Ltd, 2021) Aslan, Reyhan; Bekereci-Sahin, Melike
    Purpose This paper aims to focus on the long-term international experiences of a group of preservice English teachers who studied abroad as part of their training and recently returned home. Design/methodology/approach Employing an interpretivist case study, five preservice English teachers participated in semi-structured, in-depth interviews. The participants were consulted to elicit feedback as the part of a member checking procedure. Findings This study revealed that the participants' views of their international experience were primarily shaped by two main themes: (1) postsojourn outcomes: intercultural learning, professional learning and personal growth and (2) bumps in the road: struggles in capitalizing the learning opportunities. Originality/value Recruiting students for extended study abroad programs alone without a concerted effort to address (inter)cultural learning and growth might not guarantee the quality and the outcomes of such programs. Based on the findings, the role of meaningful and intentional collaboration within the participant groups and between the partner institutions as well as critical reflection opportunities to assist prospective teachers through their growth in intercultural learning was discussed.
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    Preparing Prospective English Language Teachers for ICT Integration
    (Necmettin Erbakan Univ, 2024) Aslan, Reyhan; Bekereci-Sahin, Melike
    This paper reports on a case study of six prospective English language teachers' ICT training experiences and the connections between these experiences and their beliefs about how well their language teacher education program prepared them for effective technology integration in language classrooms. This study aimed at arguing the importance of the situational factors in the university coursework and fieldwork components of teacher education on future teachers' technology-related beliefs and technology use. Data were gathered through surveys and semi- structured face-to-face interviews. The results provided some implications for curriculum updates in teacher education programs and necessary improvements in relevant policies to prepare their graduates to teach with technology-integrated classrooms. The development of a practical and integrated knowledge base of ICT use should be a visible component in teacher education programs.