Bu araştırmanın amacı, MEB okul müdürlerinin öğretimsel liderler olarak Covid 19 pandemisi sürecinde yaşamış oldukları sorunlara ilişkin çözüm yollarını belirleyerek pandemi sonrası eğitime ilişkin görüşlerini ortaya koymaktır. Nitel araştırma yönteminin kullanıldığı çalışma Türkiye'de farklı illerde görev yapan on dört okul müdürü ile gerçekleştirilmiştir. Veri toplama aracı olarak kavramsal çerçeve ışığında oluşturulan yarı yapılandırılmış görüşme formu kullanılmıştır. Veriler içerik analizi kullanılarak analiz edilmiştir. Araştırmanın bulgularına göre MEB okul müdürleri Covid 19 pandemi sürecinde karşılaştıkları sorunları, öğretmenlere teknolojik destek, öğrencilere ise akademik ve psiko-sosyal destek vererek ve bütün paydaşlarla etkili iletişim yolları kullanarak çözmeye çalışmışlardır. Bulgular okul müdürlerinin genel anlamda pandemi sonrası eğitime ilişkin görüşlerinin hibrit eğitim modeli, öğretmen eğitimi ve öğrenci becerileri konuları üzerinde durduklarını ortaya koymaktadır.

Ethnography of communication (EOC)is an approach to discourse research that investigates the sequential organisation of talk as a way of accessing participants’ understandings of and collaborative means of organising the forms of social interaction. The objective of the current research is to explore the speech of the education minister and how he uses his language indirectly talking on solid innovations. The sample online recordings of the education minister are transcribed in close detail to allow for a fine analysis of the design, exchange and coordination of actions within the delivery of new implementations. This article will introduce intellectual foundations of discourse analysis, outline its approach to data collection and transcription, illustrate its analytical procedures and discuss the application of EOC in the education minister’s speech while addressing the teachers. The results suggest that the use of indirectness and implicit speech-making strategies fosters the politeness act in public speech. We can conclude that the politician’s speech delivered to the public may be researched more and it might be a part of discourse competence for English language learners. The future direction of EOC may focus on a transnational context by comparing the different countries and education minister’s speech which may help English teachers to teach culture and spoken discourse better.   Keywords: Ethnography of communication, educational leadership, discourse, speech community, speech event

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In the midst of different teacher education programmes and teachers from many varied backgrounds, it is essentially necessary to provide mentoring to teachers that have just departed on a teaching career or started working in a new institution. Providing mentors for teachers is a part of their continuing professional development (CPD), and many factors such as the availability of mentors, teaching schedules, financial issues, the well-being of trainers, and in-mentoring teachers should be taken into consideration while discussing the mentoring practices. The timing and content of mentoring seminars, schools’ facilities, students’ engagement of their lesson affect the well-being of teachers’. The study conducted in Turkey with six teachers who are in their first or second year in government schools. It is found that the use of mentoring programmes and teacher involvement should be given priority when planning mentoring CPD programmes. In order to sustain the well-being of teachers, the mentoring programmes should be designed by taking into consideration such as timing and content of the seminars, physical conditions of schools, usefulness and teacher involvement which guides the well-being of the novice state school teachers.

This case study explores Turkish-English-Arabic multilingual identity sequentially and simultaneously constructed by two refugee siblings raised by their multilingual mother in the family environment where they interact in English and Arabic while they are exposed to Turkish in societal surroundings. By focusing on the multilingualism experiences of a 7-year-old boy and a 10 -year old girl, the study aimed to explore the multilingualism of the children practising their languages. The study is filling the void of refugee children identity and language development under scrutiny via data triangulation, consisting of field notes of the researcher, a metaphor questionnaire, and semi-structured interviews. The findings suggest multilingual identity development is a way socialization and achieving success in their host country. The study offers implications for multilingual child-raising in a refugee setting offering the simultaneous use of the language repertoire of children fostering their interlanguage development, results in better awareness and improved use of the languages.