ENGLISH TEACHERS’ PERSPECTIVES ABOUT STAKEHOLDERS AND INSPECTION

Year 2017, Volume: 46 Issue: 2, 766 - 788, 15.10.2017

Çağla Atmaca

Abstract

This study aims to find out the perspectives of pre-service and
in-service English teachers about the participation of stakeholders and role of
inspection to improve the generic and field-specific teacher competencies set
by the Turkish Ministry of National Education (MoNE). This study is based on qualitative
research methods since the data were collected with the help of a written
interview from where the participants answered two open-ended questions and the
data were analysed and categorized by two coders according to the constant
comparison method of grounded theory. 366 pre-service and 84 in-service English teachers participated in the study. The
findings show that about half of the pre-service teachers (N: 179, 49%) and one third of the in-service teachers (N: 28, 33.3%) held positive attitude
towards the participation of stakeholders to improve teacher competencies. However,
some teacher candidates (N: 111, 30.4%)
and in-service English teachers (N:
30, 35.6%) had negative opinions about the role of inspection on their
professional competencies. In light of the findings, it can be said that while
the participant English teachers are in favor of stakeholder participation they
have some concerns about the implementation of inspection.

Keywords

Teacher education, teacher competencies, stakeholder

References

• Harding, K., & Parsons, J. (2011). Improving teacher education programs. Australian