Dr. Seyat Polat

Dr. Seyat Polat

Beruflicher Werdegang

Seit 05/2025	Wissenschaftlicher Mitarbeiter am Institut für Grundschulforschung der Friedrich-Alexander-Universität Erlangen-Nürnberg
Seit 12/2023	Wissenschaftlicher Mitarbeiter an der Professur für Schulpädagogik der Primarstufe am Zentrum für Lehrerbildung, an der Technischen Universität Chemnitz.
10/2022 -11/2023	Wissenschaftlicher Mitarbeiter am Lehrstuhl für Grundschulpädagogik und Grundschuldidaktik, Julius-Maximilians-Universität Würzburg.
12/2021 – 12/2024	Gastwissenschaftler im Bereich Empirische Bildungsforschung an der Friedrich-Alexander-Universität Erlangen-Nürnberg
08/2016 – 04/2019	Trainer/Berater (freiberuflich), Konya, Türkei
06/2015 – 07/2016	Assistent Prof. Doktor, Fakultät Erziehungswissenschaften Mevlana Universität Konya, Türkei
08/2004 – 06/2015	Grundschullehrer für alle Klassen, Abdullah Aymaz-Grundschule, Konya, Türkei

• Resilienz von Schülerinnen und Schülern mit Migrationshintergrund
• Metakognitive Strategien in der Grundschule
• Fähigkeiten zum kritischen Denken in der Lehrerausbildung
• Mehrsprachigkeit in der Grundschule
• Entwicklung von Lehrplänen

Beiträge in Fachzeitschriften (peer-review)

Lange, S. D., & Polat, S. (2025). Multilingualism from the perspective of elementary school children: A meta-synthesis study, Qualitative Research in Education.

Polat, S. & Lange, S. D. (2025). Systematic review on pre-service and in-service primary school teachers’ beliefs on multilingualism: a qualitative thematic review and a quantitative meta-analysis, Review of Education, https://doi.org/10.1002/rev3.70046

Lange, S. D., & Polat, S. (2024). Scoping review on primary school teachers’ beliefs on multilingualism in classroom teaching, International Journal of Multilingualism, https://doi.org/10.1080/14790718.2024.2383739.

Özdemir, Y., & Polat, S., (2024). Teachers with a refugee background work as educators in Germany, Journal of Education and Learning (EduLearn), 18 (04).10.11591/edulearn.v18i4.21738

Polat, S. (2023). The Impact of Mitigating Refugee Students‘ Mathematics Learning Loss on Their Resilience Levels, International Journal of the Whole Child, 8(2), https://libjournals.mtsu.edu/index.php/ijwc/article/view/2451.

Özcan, A., & Polat, S. (2023). Artificial Intelligence and Chat Bots in Academic Research. Journal of Research in Social Sciences and Language,81–90. https://www.jssal.com/index.php/jssal/article/view/111

Polat, S. (2022). The Education Process of Children with Imprisoned Parents After the 15 July 2016 Coup Attempt in Turkey, Journal of Comparative & International Higher Education. 14(5), https://doi.org/10.32674/jcihe.v14i5.3896

Polat, S., & Kröner, S. (2022). The Resilience of School-Age Immigrant Children: A Scoping Review. Journal of Human Behavior in the Social Environment, https://doi.org/10.1080/10911359.2022.2061664

Polat, S., &Turan, F. (2020). Analysis of the Objectives and Teacher Practices in Preschool Curriculum in Terms of Revised Bloom’s Taxonomy. International Journal of Social, Political and Economic Research, 7(2),292 310. https://doi.org/10.46291/ijospervol7iss2pp292-310

Polat, S. (2020). Multidimensional Analysis of the Teaching Process of the Critical Thinking Skills. Research in Social Sciences and Technology,5(2),134-157. https://doi.org/10.46303/ressat.05.02.8

Özcan, A., & Polat, S. (2016). Values That Faculty Members Want Students to Have, International Online Journal of Educational Sciences, 8(1), 138-149.    https://iojes.net/?mod=tammetin&makaleadi=&makaleurl=IOJES_1779.pd f&key=40883

Polat, S., & Ay, O. (2016). Meta-synthesis: A Conceptual Analysis, Journal of Qualitative Research in      Education,4(2),52-64. https://doi.org/10.14689/issn.2148-2624.1.4c2s3m

Yurt, E., & Polat, S. (2015). The Effectiveness of Multiple Intelligence Applications on Academic Achievement: A Meta-Analysis, Journal of Social StudieEducation Research,6 (1),84-122. https://jsser.org/index.php/jsser/article/view/325/317

Polat, S. (2015). The Evaluation of Qualitative Studies in Turkey about Critical Thinking Skills: A Meta-Synthesis Study, International Online Journal of Educational Sciences,7(3),229-243.    https://iojes.net/?mod=tammetin&makaleadi=&makaleurl=IOJES_17 24.pdf&key=40943

Polat, S. (2015). Content Analysis of the Studies in Turkey on the Ability of Critical Thinking, Educational Sciences: Theory & Practice,15(3),659-670. https://doi.org/10.12738/estp.2015.3.2658

Polat, S. & Özcan, A. (2014). The Opinions of Elementary School Teachers on the Use of Smart Board, Kastamonu Eğitim Dergisi, 22(2), 439-455. https://dergipark.org.tr/en/pub/kefdergi/issue/22602/241513

Polat, S. & Çalışkan, M. (2013). Examination of Secondary Students’ Value Orientations in Terms of Some Variables, Uludağ Üniversitesi Eğitim Fakültesi Dergisi,26(2),387-404. https://dergipark.org.tr/en/pub/uefad/issue/16698/173585

Polat, S. (2013). Teaching Mathematic with Origami, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi,10(21).15-27. https://dergipark.org.tr/en/pub/mkusbed/issue/19547/208148

Polat, S. & Uslu, M. (2012). The Effect of Teaching Based on Metacognitive Strategies on 5th Grade Students’ Achievement in Science and Technology Course, Uşak Üniversitesi Sosyal bilimler Dergisi,5(3),28-43. https://dergipark.org.tr/en/pub/usaksosbil/issue/21645/232690

Polat, S. & Baş, G. (2012). Effect of 5E Constructivist Learning Model on Students’ Academic Achievement Level in Social Studies Course, Çankırı Karatekin Üniversitesi, Sosyal Bilimler Enstitüsü Dergisi,3(2),69-92. https://dergipark.org.tr/en/pub/jiss/issue/25910/273077

Beiträge in Sammelwerken

Polat, S. & Lange, S. D. (2025). Ergebnisse eines internationalen systematischen Reviews zu den Überzeugungen von (angehenden) Grundschullehrkräften bezogen auf Mehrsprachigkeit, (der Prozess ist noch nicht abgeschlossen).

Lange, S. D. & Polat, S. (2024). Scoping Review zum internationalen Forschungsstand zu den Überzeugungen von Grundschullehrkräften zu Mehrsprachigkeit. In J. Wiesemann, B. Müller-Naendrup, J. Lange & A. Flügel (Hrsg.), Grundschulforschung meets Kindheitsforschung reloaded. Bad Heilbrunn: Klinkhardt. https://www.pedocs.de/volltexte/2024/31408/pdf/Lange_Polat_2024_Scoping_Review_zum.pdf

Herausgeberschaft

01.2021 – heute       Journal of Research in Social Sciences and Language (JSSAL), https://jssal.com/index.php/jssal, Nürnberg, Deutschland.

06.2015 – 07.2016   Mevlana International Journal of Education (MIJE), mije.mevlana.edu.tr, Konya, Türkei.

06.2015 – 07.2016   Mevlana International Journal of Moral and Values Education (MIJMVE), mijmve.mevlana.edu.tr Konya, Türkei.

Projekte

• DFG-funded (German Research Foundation) Projekt BLUME– ÜBerzeugungen von Grundschullehrkräften zum Umgang mit Mehrsprachigkeit. 2022-2025. Germany.
• European Union Erasmus+ funded, Mitigating Math-Related Learning Losses of Newly Arrived Refugee Children Through Innovative Teaching Method, 2021-2023. Germany.
• European Union Erasmus+ funded, Blended Learning-Based Creative Hub for Adult Refugees (Training Module Developer). 2020-2022. Germany.
• BMBF-funded (Federal Ministry of Education and Research), Journal of Research in Social Sciences and Language (JSSAL). 2021-2023. Germany.
• TÜBİTAK-funded (The Scientific and Technological Research Council of Turkey), Observing the applications in the framework of technological-pedagogical-field knowledge (TPACK) and creating an online case library. 2013–2014. (Scholarship). Turkey
• BAP-funded (Coordinatorship of Scientific Research in Turkey).  Multifaceted examination of critical thinking skill instruction. 2011-2014. Turkey.

Vorträge

Lange, S. D., Polat, S. & Görel, G. (2024). Mind the Gap! Künstliche Intelligenz in der Grundschule – Vorarbeiten für ein Scoping Review zur deutschsprachigen Grundschulforschung, WKIB24: Workshop KI und Bildung 2024, Bamberg, Deutschland.

Polat, S.Lange, & S. D. (2024). Systematisches Review zu den Überzeugungen von (angehenden) Grundschullehrkräften bezogen auf Mehrsprachigkeit, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE), Saarbrücken, Deutschland.

Polat, S. & Lange, S. D. (2024). Systematic Review on Primary School Teachers’ and Pre-services Teachers’ Beliefs on Multilingualism, DEIB+ (Diversity, Equity, Inclusion and Belonging+ in Education to Transform Society) at the Technical University of Chemnitz, Germany.

Lange, S. D. & Polat, S. (2023). Scoping Review zu den Überzeugungen von Grundschullehrkräften zu Mehrsprachigkeit im Unterricht, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE), Siegen, Deutschland.

Lange, S. D. & Polat, S. (2023). Lehrkräfte und Mehrsprachigkeit im Unterricht? Ein Scoping Review zum internationalen Forschungsstand zu den Überzeugungen von Grundschullehrkräften, Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Potsdam, Deutschland.

Özdemir, Y. & Polat, S. (2023). The problems of being able to teach in Germany for teachers with an immigration background, Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Potsdam, Deutschland.

Polat, S., Birnbaum, L. & Kröner, S. (2022). Die Resilienz von Schülerinnen und Schülern mit Migrationshintergrund: Ein Scoping Review, [The resilience of school-age immigrant children: A scoping review] Tag der Forschung, Nürnberg, Deutschland.

Turan, F., Polat, S. & Kanık, M. (2016). Views of student teachers in a preschool education program on practicum, II. 14th International JTEFS/BBCC Conference Sustainable Development, Culture, Education, Konya, Turkey.

Polat, S. & Özcan, A. (2014). Sınıf öğretmenlerinin fen ve teknoloji öğretimine yönelik tutumları, [Attitudes of classroom teachers towards science and technology teaching] İnternational Conference on Education in Mathematics, &Science Technology, Konya, Turkey.

Özcan, A. & Polat, S. (2014). Öğretim elemanlarının öğrencilerde görmek istediği değerler, [Values that faculty members want students to have] Uluslararası Sosyal Bilgiler Eğitimi Sempozyumu, Ankara, Turkey.

Polat, S. & Çalışkan, M. (2014). 21. Yüzyıl öğrenme becerileri, [21st century learning skills] 1. Uluslararası Eğitimde Değişim ve Yeni Yönelimler Sempozyumu, Konya, Turkey.

Polat, S. (2013). Ortaokul öğrencilerinin değer yönelimleri, [Examination of secondary students’ value orientations in terms of some variables] 2. Uluslararası Sosyal Bilgiler Eğitimi Sempozyumu, Aksaray, Turkey.

Gutachtertätigkeiten für zahlreiche Fachzeitschriften, überwiegend Scopus- und Web of Science-indiziert.