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Year 2013, Volume: 4 Issue: 2, 82 - 92, 01.08.2013

Emre Debreli

Abstract

This paper examines recent and current research into teacher training/pedagogy in higher education, and provides an overview of the existing studies into the concept’s effectiveness. This examination is based on ‘teacher beliefs’ studies conducted in the literature in relation to teacher training/pedagogy programmes, and thus only draws conclusions according to those studies. The present paper highlights important factors of certain training/pedagogy programmes around the world, such as their duration, content and philosophy, as well as their context-bound nature, and discusses why such factors have resulted in research in this area remaining inconclusive. Links are also made to the field of EFL, where research on the effectiveness of teacher training/pedagogy is lacking and immature. Areas and aspects which require more research are also addressed, and suggestions are made for future research.

Keywords

teacher training pedagogy teacher beliefs teacher training programmes EFL

References

  • Almarza, G. (Ed.) (1996), “Student foreign language teachers’ knowledge growth”, In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching, Cambridge, UK: Cambridge University Press, pp. 50-78.
  • Altan, M. Z. (2006), “Beliefs about language learning of foreign languagemajor university students”, Australian Journal of Teacher Education, 31(2): 45Ball, D. & Cohen, D. (Ed.) (1999), “Developing practice, developing practitioners: Toward a practice-based theory of professional education”. In. L. Darling-Hammond & G. Skyes (Eds.), Teaching as the learning profession: Handbook of policy and practice, San Francisco, CA: Jossey-Bass, pp.3-32.
  • Bines, H. & Welton, J. (Ed.) (1995), “Developing and managing partnership”. In H. Bines & J. Welton (Eds.), Managing partnership in teacher training and development, London, UK: Routledge.
  • Borg, M. (2001), “Learning to teach: CELTA trainees’ beliefs, experiences and reflections”, (Unpublished PhD thesis), University of Leeds, UK.
  • Borg, S. (2006), Teacher cognition and language education, London, UK: Continuum.
  • Bramald, R., Hardman, F., & Leat, D. (1995), “Initial teacher trainees and their views of teaching and learning”, Teaching and Teacher Education, 11(1): 23
  • Brouwer, N. & Korthagen, F. (2005), “Can teacher education make a difference?”, American Educational Research Journal, 42(1): 153-224.
  • Brown, J. & McGannon, J. (1998), “What do I know about language learning?
  • The story of the beginning teacher”, http://www.latrobe.edu.au/alaa/proceed/bro-mcgan.html Bullough, R. V. & Knowles, J. (1992), Emerging as a teacher, Routledge, London, UK.
  • Cabaroglu, N. (1999), “Development of student teachers’ beliefs about learning and teaching in the context of a one-year postgraduate certificate of education programme in modern foreign languages”, (Unpublished PhD thesis), University of Reading, UK.
  • Calderhead, J. (Ed.) (1996), “Teachers: Beliefs and knowledge”. In D. C.
  • Berliner & R. C. Calfee (Eds.), Handbook of educational psychology, New York, NY: Macmillan, pp. 709-725. Calderhead, J. & Shorrock, S. B. (1997), Understanding teacher education, London, UK: The Falmer.
  • Debreli, E. (2012), “Change in beliefs of pre-service teachers about teaching and learning English as a foreign language throughout an undergraduate preservice teacher training program”, Procedia- Social and Behavioral Sciences, 46: 367-373.
  • Farrell, T. S. C. (2008), “Here is the book, go and teach: ELT practicum support”, RELC Journal, 39: 226-41.
  • Feiman-Nemser, S. (2001), “From preparation to practice: Designing a continuum to strengthen and sustain teaching”, Teachers College Record, 103(6): 1013-055.
  • Freeman, D. (Ed.) (1996), “The ‘unstudied problem’: Research on teacher learning in language teaching”. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching, Cambridge, UK: Cambridge University, pp. 351–378.
  • Fung, Y. M. (2005), “A philosophy of teaching practicum: Construction of a personal theory of teaching and learning”, Teacher Development, 9(1): 43-57.
  • Grossman, P. (2008), “Responding to our critics: From crisis to opportunity in research on teacher education”, Journal of Teacher Education, 59(10): 10-23.
  • Hobbs, V. (2007), “Examining short-term ELT teacher education: An ethnographic case study of trainees experiences”, (Unpublished doctoral thesis), University of Sheffield, UK.
  • Johnson, K. E. (Ed.) (1996), “The vision versus the reality: The tensions of the TESOL practicum”. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching, Cambridge, UK: Cambridge University Press, pp. 30-49.
  • Korthagen, F. A. J. (2010), “Situated learning theory and the pedagogy of teacher education: Towards and integrative view of teacher behavior and teacher learning”, Teaching and Teacher Education, 26(1): 98-106.
  • Lortie, D. C. (1975), School teacher: A sociological study, Chicago, IL: University of Chicago Press.
  • Mattheoudakis, M. (2007), “Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study”, Teaching and Teacher Education, 23(8): 1272-1288.
  • Nespor, J. (1987), “The role of beliefs in the practice of teaching”, Journal of Curriculum Studies, 19(4): 317-328.
  • Nettle, E. B. (1998), “Stability and change in the beliefs of student teachers during practice teaching”, Teaching and Teacher Education, 14(2): 193-204.
  • Ong’ondo, O. C. & Borg, S. (2011), “We teach plastic lessons to please them: The influence of supervision on the practice of English language student teachers in Kenya”, Language Teaching Research, 15(4): 509-528.
  • Peacock, M. (2001), “Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study”, System, 29(2): 177-195.
  • Richardson, V. (1997), Constructivist teacher education: Building a world of new understandings, London, UK: Falmer Press.
  • Tabachnick, R. B. & Zeichner, K. M. (Ed.) (2003), “Teachers’ beliefs and classroom behaviors: Some responses to inconsistency”, In M. Kompf & P. M. Denicolo (Eds.), Teacher thinking twenty years on: Revisiting persisting problems and advances in education, Lisse, the Netherlands: Swets and Zeitlinger, pp. 165–175.
  • Tercanlioglu, L. (2005), “Pre-service EFL teachers’ beliefs about foreign language learning and how they relate to gender”, Electronic Journal of Research in Educational Psychology, 5(1): 145–162.
  • Wallace, M. J. (1991), Training foreign language teachers: A reflective approach, Cambridge, UK: Cambridge University Press.
  • Wong, M. S. L. (2010), “Beliefs about language learning: A study of Malaysian pre-service teachers”, RELC Journal, 41: 123–136.
  • Dr. Emre Debreli received his MA in Teaching English as a Foreign Language at the University of Essex and his PhD in Education at the University of Reading. He is currently a lecturer at the European University of Lefke, Faculty of Education, English Language Teaching Department. His area of expertise includes teacher education and teacher training. Dr. Emre Debreli Yüksek Lisans eğitimini İngilizceyi Yabancı Dil olarak Öğretme alanında Essex Üniversitesinde tamamlamıştır. Doktora derecesini Reading Üniversitesi Eğitim Bilimleri alanında tamamlamıştır. Dr. Emre Debreli halen Lefke Avrupa Üniversitesi Eğitim Bilimleri Fakültesi, İngilizce Öğretmenliği bölümünde öğretim görevlisi olarak çalışmaktadır. Dr. Debreli’nin uzmanlık alanları öğretmen eğitimi ve yetiştirmesidir.

A Review of Research on the Effects of Teaching Pedagogy: Controversies in the Area

Year 2013, Volume: 4 Issue: 2, 82 - 92, 01.08.2013

Emre Debreli

Abstract

Bu çalışma yüksek öğretimde öğretmen eğitimi/pedagojisi alanındaki yakın geçmişte ve günümüzde yapılan araştırmaları incelemekte ve öğretmen eğitimi/pedagojisi etkileri ile alakalı olan yapılmış çalışmalara genel bir bakış yapmaktadır. Bu inceleme literatürde adı geçen ‘öğretmen inançları’ çalışmaları baz alınarak yapılmış ve bu çalışmalar doğrultusunda yorumlanmıştır. Bu çalışma dünyada var olan öğretmen eğitimi/pedagojisi programları ile alakalı olan süre, içerik ve filozofi, ve programa özgü faktörleri öne çıkarmakta ve bu faktörülerin öğretmen eğitimi/pedagojisi alanındaki araştırmaları nasıl sonuçsuz kıldığını tartışmaktadır. Buna ilaveten, mevcut çalışma, İngilizceyi Yabancı Dil olarak Öğretme alanındaki öğretmen eğitimi/pedagojisi’nin etkileri ile ilgili olan az sayıdaki ve henüz ş ekillenmemis olan çalışmalara atıflar yapmaktadır. Daha fazla araştırma gereken alanlar ve konular saptanmış ve belirtilmiş, ileride yapılacak olan araştırmalar için tavsiyeler yapılmıştır.

Keywords

Öğretmen eğitimi ve yetiştirmesi pedagoji öğretmen inançları öğretmen yetiştirme/pedagoji programları

References

  • Almarza, G. (Ed.) (1996), “Student foreign language teachers’ knowledge growth”, In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching, Cambridge, UK: Cambridge University Press, pp. 50-78.
  • Altan, M. Z. (2006), “Beliefs about language learning of foreign languagemajor university students”, Australian Journal of Teacher Education, 31(2): 45Ball, D. & Cohen, D. (Ed.) (1999), “Developing practice, developing practitioners: Toward a practice-based theory of professional education”. In. L. Darling-Hammond & G. Skyes (Eds.), Teaching as the learning profession: Handbook of policy and practice, San Francisco, CA: Jossey-Bass, pp.3-32.
  • Bines, H. & Welton, J. (Ed.) (1995), “Developing and managing partnership”. In H. Bines & J. Welton (Eds.), Managing partnership in teacher training and development, London, UK: Routledge.
  • Borg, M. (2001), “Learning to teach: CELTA trainees’ beliefs, experiences and reflections”, (Unpublished PhD thesis), University of Leeds, UK.
  • Borg, S. (2006), Teacher cognition and language education, London, UK: Continuum.
  • Bramald, R., Hardman, F., & Leat, D. (1995), “Initial teacher trainees and their views of teaching and learning”, Teaching and Teacher Education, 11(1): 23
  • Brouwer, N. & Korthagen, F. (2005), “Can teacher education make a difference?”, American Educational Research Journal, 42(1): 153-224.
  • Brown, J. & McGannon, J. (1998), “What do I know about language learning?
  • The story of the beginning teacher”, http://www.latrobe.edu.au/alaa/proceed/bro-mcgan.html Bullough, R. V. & Knowles, J. (1992), Emerging as a teacher, Routledge, London, UK.
  • Cabaroglu, N. (1999), “Development of student teachers’ beliefs about learning and teaching in the context of a one-year postgraduate certificate of education programme in modern foreign languages”, (Unpublished PhD thesis), University of Reading, UK.
  • Calderhead, J. (Ed.) (1996), “Teachers: Beliefs and knowledge”. In D. C.
  • Berliner & R. C. Calfee (Eds.), Handbook of educational psychology, New York, NY: Macmillan, pp. 709-725. Calderhead, J. & Shorrock, S. B. (1997), Understanding teacher education, London, UK: The Falmer.
  • Debreli, E. (2012), “Change in beliefs of pre-service teachers about teaching and learning English as a foreign language throughout an undergraduate preservice teacher training program”, Procedia- Social and Behavioral Sciences, 46: 367-373.
  • Farrell, T. S. C. (2008), “Here is the book, go and teach: ELT practicum support”, RELC Journal, 39: 226-41.
  • Feiman-Nemser, S. (2001), “From preparation to practice: Designing a continuum to strengthen and sustain teaching”, Teachers College Record, 103(6): 1013-055.
  • Freeman, D. (Ed.) (1996), “The ‘unstudied problem’: Research on teacher learning in language teaching”. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching, Cambridge, UK: Cambridge University, pp. 351–378.
  • Fung, Y. M. (2005), “A philosophy of teaching practicum: Construction of a personal theory of teaching and learning”, Teacher Development, 9(1): 43-57.
  • Grossman, P. (2008), “Responding to our critics: From crisis to opportunity in research on teacher education”, Journal of Teacher Education, 59(10): 10-23.
  • Hobbs, V. (2007), “Examining short-term ELT teacher education: An ethnographic case study of trainees experiences”, (Unpublished doctoral thesis), University of Sheffield, UK.
  • Johnson, K. E. (Ed.) (1996), “The vision versus the reality: The tensions of the TESOL practicum”. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching, Cambridge, UK: Cambridge University Press, pp. 30-49.
  • Korthagen, F. A. J. (2010), “Situated learning theory and the pedagogy of teacher education: Towards and integrative view of teacher behavior and teacher learning”, Teaching and Teacher Education, 26(1): 98-106.
  • Lortie, D. C. (1975), School teacher: A sociological study, Chicago, IL: University of Chicago Press.
  • Mattheoudakis, M. (2007), “Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study”, Teaching and Teacher Education, 23(8): 1272-1288.
  • Nespor, J. (1987), “The role of beliefs in the practice of teaching”, Journal of Curriculum Studies, 19(4): 317-328.
  • Nettle, E. B. (1998), “Stability and change in the beliefs of student teachers during practice teaching”, Teaching and Teacher Education, 14(2): 193-204.
  • Ong’ondo, O. C. & Borg, S. (2011), “We teach plastic lessons to please them: The influence of supervision on the practice of English language student teachers in Kenya”, Language Teaching Research, 15(4): 509-528.
  • Peacock, M. (2001), “Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study”, System, 29(2): 177-195.
  • Richardson, V. (1997), Constructivist teacher education: Building a world of new understandings, London, UK: Falmer Press.
  • Tabachnick, R. B. & Zeichner, K. M. (Ed.) (2003), “Teachers’ beliefs and classroom behaviors: Some responses to inconsistency”, In M. Kompf & P. M. Denicolo (Eds.), Teacher thinking twenty years on: Revisiting persisting problems and advances in education, Lisse, the Netherlands: Swets and Zeitlinger, pp. 165–175.
  • Tercanlioglu, L. (2005), “Pre-service EFL teachers’ beliefs about foreign language learning and how they relate to gender”, Electronic Journal of Research in Educational Psychology, 5(1): 145–162.
  • Wallace, M. J. (1991), Training foreign language teachers: A reflective approach, Cambridge, UK: Cambridge University Press.
  • Wong, M. S. L. (2010), “Beliefs about language learning: A study of Malaysian pre-service teachers”, RELC Journal, 41: 123–136.
  • Dr. Emre Debreli received his MA in Teaching English as a Foreign Language at the University of Essex and his PhD in Education at the University of Reading. He is currently a lecturer at the European University of Lefke, Faculty of Education, English Language Teaching Department. His area of expertise includes teacher education and teacher training. Dr. Emre Debreli Yüksek Lisans eğitimini İngilizceyi Yabancı Dil olarak Öğretme alanında Essex Üniversitesinde tamamlamıştır. Doktora derecesini Reading Üniversitesi Eğitim Bilimleri alanında tamamlamıştır. Dr. Emre Debreli halen Lefke Avrupa Üniversitesi Eğitim Bilimleri Fakültesi, İngilizce Öğretmenliği bölümünde öğretim görevlisi olarak çalışmaktadır. Dr. Debreli’nin uzmanlık alanları öğretmen eğitimi ve yetiştirmesidir.
There are 33 citations in total.

Details

Primary Language Turkish
Journal Section Research
Authors

Emre Debreli This is me

Publication Date August 1, 2013
Published in Issue Year 2013 Volume: 4 Issue: 2

Cite

APA Debreli, E. . (2013). A Review of Research on the Effects of Teaching Pedagogy: Controversies in the Area. LAÜ Sosyal Bilimler Dergisi, 4(2), 82-92.

Lefke Avrupa Üniversitesi (LAÜ) Sosyal Bilimler Dergisi haziran ve aralık aylarında olmak üzere yılda iki defa yayınlanan iki hakemli bir dergidir. Derginin yelpazesi toplum bilimlerinin tüm disiplinlerini ve dallarını kapsamaktadır. LAÜ Sosyal Bilimler Dergisi yalnızca Türkçe ve İngilizce makaleleri kabul etmektedir.  http://euljss.eul.edu.tr/euljss/