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Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA

Year 2016, Volume: 1 Issue: 2, 85 - 100, 17.05.2016
https://doi.org/10.32959/tojelt.229322

Abstract

The purpose of this study was to investigate the applicability of Certificate of Teaching English to Speakers of Other Languages (CELTA) in the Turkish context and the necessity for Turkish teachers to obtain it. For this qualitative study, the data was collected by means of three tools: A CELTA survey, semi-structured interviews with teachers and the administrators and classroom observations in order to validate the data. The findings suggest that teachers are glad to take it; they admit that it contributed to them in many ways. However, they agree that it is nearly impossible to apply all the CELTA techniques in their classrooms. From the employers’ perspectives, it can be inferred that CELTA is an efficient tool  for professional development,but it is not  must.

References

  • Bal, S. M. (2006). Teachers’ perceptions of Communicative Language Teaching (CLT) in Turkish EFL setting theory vs. practices (Master’s Thesis). Retrieved from http://library.cu.edu.tr/tezler/6326.pdf
  • Bogdan, R. C. & Biklen., SK (2003). Qualitative research for education: An introduction to
  • theories and methods. MA: Allyn & Bacon.
  • Borg, M. (2002). Learning to teach: CELTA trainees’ beliefs, experiences and reflections (Doctoral dissertation, The University of Leeds). Retrieved from http://core.kmi.open.ac.uk/download/pdf/43296.pdf
  • Brandt, C. (2007). Allowing for learning: a critical issue for TESOL certificate course tutors. English Language Teacher Education and Development, 10, 1-9.
  • Brandt, C. (2010). Competition and collaboration in initial teacher education in TESOL: A case of a classic double bind. The Asian EFL Journal Quarterly Special Issue on English Language Teacher Education and Development September 2010, 12(3), 8-39.
  • Cambridge English. (2010). CELTA syllabus [online]. Retrieved January 7, 2015 from http://www.cambridgeenglish.org/Images/21816-celta-syllbus.pdf
  • Cambridge English (2013). CELTA brochure [online]. Retrieved December 3, 2014 from http://www.cambridgeenglish.org/Images/celta-brochure-2013.pdf
  • Green, T. (2005). Staying in touch: Tracking the career paths of CELTA graduates. Research Notes, 19, 7-11.
  • Mack, N., Woodsong, C., MacQueen, K. M., Guest, G., & Namey, E. (2005). Qualitative research methods: a data collector’s field guide (p. 1-12). United States: Family Health International.
  • Noor, K. B. (2008). Case study: A strategic research methodology. American journal of applied sciences, 5(11), 1602-1604.
  • O'Connor, B. (2011). Life after CELTA: a precarious transition into English language teaching (Doctoral Dissertation). Retrieved from http://dro.deakin.edu.au/eserv/DU:30043936/oconnor-thesis-2011.pdf
  • Ozsevik, Z. (2010). The use of Communicative Language Teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey (MA Thesis, University of Illinois at Urbana-Champaign) Retrieved from https://www.ideals.illinois.edu/bitstream/handle/2142/16211/Ozsevik_Zekariya.pdf
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
  • Roberts, J. (1998). Language teacher education. London: Arnold.
  • Sag, Z. (2013). An exploration of the self-perception of NNEST participants on a CELTA course in Turkey (MA Thesis,University of Brighton). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=7d53ed97e31a8bd371e73aaa5a809ca2ecc06bf66bdcd36bff36a4d4cf8fc02cf1cfc25a4a2360ec5613dd79a4d0aa82

of Teaching English to Speakers of Other Languages (CELTA) in the Turkish

Year 2016, Volume: 1 Issue: 2, 85 - 100, 17.05.2016
https://doi.org/10.32959/tojelt.229322

Abstract

References

  • Bal, S. M. (2006). Teachers’ perceptions of Communicative Language Teaching (CLT) in Turkish EFL setting theory vs. practices (Master’s Thesis). Retrieved from http://library.cu.edu.tr/tezler/6326.pdf
  • Bogdan, R. C. & Biklen., SK (2003). Qualitative research for education: An introduction to
  • theories and methods. MA: Allyn & Bacon.
  • Borg, M. (2002). Learning to teach: CELTA trainees’ beliefs, experiences and reflections (Doctoral dissertation, The University of Leeds). Retrieved from http://core.kmi.open.ac.uk/download/pdf/43296.pdf
  • Brandt, C. (2007). Allowing for learning: a critical issue for TESOL certificate course tutors. English Language Teacher Education and Development, 10, 1-9.
  • Brandt, C. (2010). Competition and collaboration in initial teacher education in TESOL: A case of a classic double bind. The Asian EFL Journal Quarterly Special Issue on English Language Teacher Education and Development September 2010, 12(3), 8-39.
  • Cambridge English. (2010). CELTA syllabus [online]. Retrieved January 7, 2015 from http://www.cambridgeenglish.org/Images/21816-celta-syllbus.pdf
  • Cambridge English (2013). CELTA brochure [online]. Retrieved December 3, 2014 from http://www.cambridgeenglish.org/Images/celta-brochure-2013.pdf
  • Green, T. (2005). Staying in touch: Tracking the career paths of CELTA graduates. Research Notes, 19, 7-11.
  • Mack, N., Woodsong, C., MacQueen, K. M., Guest, G., & Namey, E. (2005). Qualitative research methods: a data collector’s field guide (p. 1-12). United States: Family Health International.
  • Noor, K. B. (2008). Case study: A strategic research methodology. American journal of applied sciences, 5(11), 1602-1604.
  • O'Connor, B. (2011). Life after CELTA: a precarious transition into English language teaching (Doctoral Dissertation). Retrieved from http://dro.deakin.edu.au/eserv/DU:30043936/oconnor-thesis-2011.pdf
  • Ozsevik, Z. (2010). The use of Communicative Language Teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey (MA Thesis, University of Illinois at Urbana-Champaign) Retrieved from https://www.ideals.illinois.edu/bitstream/handle/2142/16211/Ozsevik_Zekariya.pdf
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
  • Roberts, J. (1998). Language teacher education. London: Arnold.
  • Sag, Z. (2013). An exploration of the self-perception of NNEST participants on a CELTA course in Turkey (MA Thesis,University of Brighton). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=7d53ed97e31a8bd371e73aaa5a809ca2ecc06bf66bdcd36bff36a4d4cf8fc02cf1cfc25a4a2360ec5613dd79a4d0aa82
There are 16 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mine Gülcan This is me

Yesim Kesli Dollar

Publication Date May 17, 2016
Published in Issue Year 2016 Volume: 1 Issue: 2

Cite

APA Gülcan, M., & Kesli Dollar, Y. (2016). Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA. Turkish Online Journal of English Language Teaching, 1(2), 85-100. https://doi.org/10.32959/tojelt.229322
AMA Gülcan M, Kesli Dollar Y. Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA. TOJELT. May 2016;1(2):85-100. doi:10.32959/tojelt.229322
Chicago Gülcan, Mine, and Yesim Kesli Dollar. “Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA”. Turkish Online Journal of English Language Teaching 1, no. 2 (May 2016): 85-100. https://doi.org/10.32959/tojelt.229322.
EndNote Gülcan M, Kesli Dollar Y (May 1, 2016) Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA. Turkish Online Journal of English Language Teaching 1 2 85–100.
IEEE M. Gülcan and Y. Kesli Dollar, “Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA”, TOJELT, vol. 1, no. 2, pp. 85–100, 2016, doi: 10.32959/tojelt.229322.
ISNAD Gülcan, Mine - Kesli Dollar, Yesim. “Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA”. Turkish Online Journal of English Language Teaching 1/2 (May 2016), 85-100. https://doi.org/10.32959/tojelt.229322.
JAMA Gülcan M, Kesli Dollar Y. Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA. TOJELT. 2016;1:85–100.
MLA Gülcan, Mine and Yesim Kesli Dollar. “Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA”. Turkish Online Journal of English Language Teaching, vol. 1, no. 2, 2016, pp. 85-100, doi:10.32959/tojelt.229322.
Vancouver Gülcan M, Kesli Dollar Y. Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA. TOJELT. 2016;1(2):85-100.

Cited By

MAPPING THE POSITION OF CELTA FOR PROFESSIONAL DEVELOPMENT IN TURKISH CONTEXT
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
Mehmet BİRGÜN
https://doi.org/10.21764/maeuefd.662965