A Systematic Review of Research on English Language Teacher Education Published in Three Flagship Journals (1997-2016)

Year 2018, Volume: 4 Issue: 1, 128 - 138, 18.04.2018

Yusuf Demir Mehmet Koçyiğit

Abstract

Systematic reviews of research with a focus on methodological and
thematic concerns are being increasingly popular considering their roles in
helping researchers keep track of recent topical trends and up-to-date research
tendencies in a particular field. This review of research probes into the
research studies on English language teacher education (ELTE) published in
three flagship teacher education journals (Teaching and Teacher Education,
European Journal of Teacher Education, Journal of Teacher Education, N=139) in
the last two decades (1997-2016). The articles were classified and analyzed on
a collaborative coding basis through a paper classification template designed
by the researchers in order to reveal the research design, sampling, data
collection tools and data analysis procedures as well as the thematic trends.
The prominent findings are as follows: (i) there is a significant increase in
the number of ELTE articles in the second decade in comparison to the first ten
years, (ii) qualitative research has been the evergreen paradigm adopted in
these articles, and (iii) identity
construct is highlighted as the most established area of research on English
language teachers.

Keywords

Teacher Education, Second Language Teacher Education, English Language Teaching, Systematic Review

İngilizce Öğretmeni Eğitimi Alanında Yayımlanmış Araştırma Makalelerinin İncelenmesi: Önde Gelen Üç Dergi Özelinde Sistematik Bir Analiz (1997-2016)

Abstract

Metodoloji ve tema odaklı
yapılan sistematik derleme çalışmalarının sayısı gün geçtikçe artmaktadır. Bu
tür çalışmaların sayısının artması, araştırmacıların kendi alanlarında yapılan
çalışmaların konusal yönelimlerinin ve dağılımlarının takibini kolaylaştırması
bakımından önemlidir. Ayrıca, sistematik derlemeler, bir alanda yapılan
çalışmaların metodolojik eğilimlerinin belirli bir zaman içinde uğradığı
potansiyel değişimleri de araştırmacılara etkin bir şekilde sunar. Bu çalışma,
öğretmen eğitimi alanında uluslararası düzeyde öne çıkan üç önemli dergide son
20 yılda (1997-2016) yayımlanmış olan İngilizce öğretmeni eğitimi alanındaki
araştırma makalelerinin sistematik bir incelemesidir (N=139). Elde edilen
makaleler araştırma deseni, örneklem, veri toplama araçları, veri analiz
yöntemleri ve konu dağılımları bakımından incelenmiştir. Makaleler,
araştırmacılar tarafından hazırlanan makale sınıflama şablonu kullanılarak
işbirlikli kodlama yöntemiyle sınıflandırılmış ve analiz edilmiştir. İncelenen çalışmalara
ilişkin ortaya çıkan temel bulgular şunlardır: (i) ilk on yıla kıyasla, ikinci
on yılda (2007-2016) söz konusu dergilerde İngilizce öğretmeni eğitimi ile ilgili
yayımlanan çalışmaların sayısında önemli bir artış görülmüştür. (ii) Nitel
araştırmanın, incelenen makalelerde 20 yıllık dönemde her zaman en çok
benimsenen paradigma olduğu belirlenmiştir. (iii) Kimlik kavramının İngilizce öğretmenleri üzerinde en çok çalışılan
konu olduğu saptanmıştır. 

Keywords

Öğretmen Eğitimi, Yabancı Dil Öğretmeni Eğitimi, İngiliz dili eğitimi, Sistematik analiz

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