Hizmet İçi Egitim Programlarının Sınıf İçi Öğretimine Bağlanması: Mesleğe Yeni Başlamış İki Öğretmen Vaka Calışması

Year 2015, Volume: 6 Issue: 2, 38 - 56, 22.03.2015

Jan Personn Nur Yigitoglu

Abstract

Araştırma, öğretmenliğe yeni başlayan öğretmenlerin bu hizmet içi eğitimden sınıf içi öğretme becerileri konusunda ne derecede faydalandıklarını ve bu eğitimin profesyonel gelişimlerinde nasıl bir etken oluşturduğunu aydınlatmaya çalışmaktadır. Bir yıllık hizmet içi eğitim kursunu tamamladıktan sonra, öğretmenliğe yeni başlamış iki öğretmen bu araştırmaya katılmak üzere davet edilmişlerdir. Sonuçlar, öğretmenlerin hizmet içi eğitimin içeriğine genel olarak olumlu bir tavır içerisinde olduklarını ve bu eğitimin profesyonel gelişimlerine olumlu katkıda bulunduğunu, fakat kültürel, bağlamsal ve kurumsal faktörlerin etkileşiminden dolayı, eğitminin öğretim teknikleri üzerinde çok büyük etkisinin olmadığını ortaya çıkarmıştır

Keywords

Hizmet içi eğitim, öğretmen yetiştirme, profesyonel gelişim, öğretmen kavramı

Connecting In-Service Teacher Education Programs to Classroom Teaching: A Case Study of Two Novice Teachers

Abstract

This study investigates the influence of an in-service teacher training (INSET) course on the professional development and classroom practices of novice teachers.  After their completion of an INSET course, two novice English language teachers were invited to participate in the study.  During a 15-week semester, their classes were periodically observed and audio-recorded. Additionally, each teacher was interviewed using stimulated recall.  The results indicated although participants responded positively on the INSET programs’ contents, and felt the course contributed to their professional development, the INSET course did not have much effect on their teaching, due to interplay of cultural and contextual constraints. 

Keywords

INSET, teacher development, novice teachers, teacher cognition

References

• Akbulut, Y. (2007). Exploration of the beliefs of novice language teachers at the first year of their teaching endeavors. Selçuk University Social Sciences Institute Journal, 17, 1-14.
• Alan, B. (2003). Novice Teachers’ perceptions of an in-service teacher training course at Anadolu University. (Unpublished Master’s Thesis) Bilkent University, Ankara.
• Alwan, F. H. (2000). Towards effective in-service teacher development in the United Arab Emirates: Getting teachers to be in charge of their own professional growth. (Unpublished Doctoral Dissertation). Retrieved from: http://files.eric.ed.gov/fulltext/ED503768.pdf.
• Arikan, N. (2002). A Teacher study group as an alternative method of professional development: analysis of initial procedures in group formation, group dynamics and teacher perceptions of and attitudes to the TSG. (Unpublished Master’s Thesis), Bilkent University, Ankara.
• Arikan, A. (2004). Professional development programs and English language instructors: A critical post-modern study. Hacettepe University Journal of Education, 27, 40-49.
• Atay, D. (2004). Collaborative dialogue with student teachers as a follow-up to teacher in-service education and training. Language Teaching Research, 8 (2), 143-162.
• Atay, D. (2006). Teachers’ professional development: Partnership in research. TESL- EJ, 10, 1-15. Retrieved from http://www.tesl-ej.org/ej38/a8.html
• Atay, D. (2008). Teacher research for professional development. ELT Journal, 62, 139-147.
• Birch, G. (2011). Mandatory in-service training for Japanese teachers of English: A case study. ELTED, 14, 8-17.
• Borg, M. (2001). Teachers’ beliefs. ELT Journal, 55 (2), 186-188.
• Borg, S. (1998a). Teachers’ pedagogical systems and grammar teaching: A qualitative study. TESOL Quarterly, 32 (1), 9–38.
• Borg, S. (1998b). Data based teacher development. ELT Journal, 52 (4), 273-282.
• Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language Awareness, 12(3), 96-108. DOI:10.1080/09658410308667069
• Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10 (1), 3-31.
• Borg, S. (2005). A case study of the development in pedagogic thinking of a pre-service teacher. TESL-EJ, 9, p. 1-30.
• Borg, S. (2008). Teaching post-CELTA: the interplay of novice teacher, course and context. In Farrell, T.S.C. (Ed.). Novice language teachers: Insights and perspectives for the first year. UK: Equinox Publishing.
• Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System ,39, 370 – 380.
• Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches. 3rd Edition. Thousand Oaks: CA, SAGE Publications Inc.
• Çelik, S., Bayraktar-Çepni, S., & Ilyas, H. (2012). The need for ongoing professional development of Turkish university-level EFL instructors. Procedia – Social and Behavioral Sciences, 70, 1860 – 1871.
• Dornyei, Z. (2007). Research methods in applied linguistics, quantitative, qualitative and mixed methodologies. United Kingdom: Oxford University Press.
• Duzan, C. U. (2006). An evaluation of the ın-service teacher training program for the newly hired instructors in the School of Foreign Languages at Middle East Technical University. (Unpublished Master’s Thesis), Ankara: Middle East Technical University.
• Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. (Unpublished Master’s Thesis), Ankara: Middle East Technical University.
• Ekşi, G. & Aydin, Y. C. (2013). English instructor’s professional development need areas and predictors of professional development needs. Procedia – Social and Behavioral Sciences, 70 (2013), 675-685.
• Faez, F. & Valeo, A. (2012). TESOL teacher education: Novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46 (3), 450-472.
• Farrell, S.C.T. (2003). Learning to teach English language during the first year: personal influences and challenges. Teaching and Teacher Education, 19, 95-111.
• Farrell, S.C.T. (2005). Conceptions of Grammar Teaching : A case study of Teachers' Beliefs and Classroom Practices, TESL-EJ, 9 (2). Retrieved from http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej34/a9.html
• Farrell, S.C.T. (2006). The first year of language teaching: Imposing order. System, 34 (2006), 211-221.
• Farrell, S.C.T. (Ed.). (2008). Novice language teachers: Insights and perspectives for the first year. UK: Equinox Publishing.
• Farrell, T. (2012). Novice-Service language teacher development: Bridging the gap
• between pre service and in-service education and development. TESOL Quarterly, 46 (3), 435- 450.
• Ferguson, G. & Donno, S. (2003). One month teacher training courses: time for a change?. ELT Journal, 57 (1), 26-34.
• Freeman, D. (1982) Observing teachers: three approaches to in-service training and
• development, TESOL Quarterly, 16 (1), 21–28.
• Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32 (3), 397-417.
• Gonzalez, A. (2003). Who is educating EFL teachers: a qualitative study of in- service in Columbia. Ikala, revista de lenguaje y cultura, 8 (14), 153-174.
• Guskey, T. R. (2002) Professional development and teacher change. Teachers and Teaching. Theory and Practice, 8 (3), 381-391.
• Phipps, S. & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37 (2009), 380–390.
• Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40 (1), 235-257.
• Harumi, Y. (2005). A case study of an in-service teacher training programme. Departmental Bulletin Paper. Retrieved from http://crf.flib.ufukui.ac.jp/dspace/bitstream/10461/2814/1/KJ00004418852.pdf
• Inceçay, G. & Inceçay, V. (2009). Turkish university students’ perceptions of communicative and non-communicative activities in EFL classroom. Procedia Social and Behavioral Sciences, 1 (2009), 618-622.
• Kanno,Y & Stuart, C (2011). Learning to become a second language teacher: Identities in practice. The Modern Language Journal, 95 (ii), 236-252.
• Karaaslan, A. D. (2003). Teachers’ perceptions of self-initiated professional development: a case study on Başkent University English language teachers. (Unpublished Master’s Thesis), Middle East Technical University, Ankara.
• Kasapoğlu, A. E. (2002). A suggested peer observation model as means of professional development. (Unpublished Master’s Thesis), Bilkent University, Ankara.
• Kiely, R. & Askham, J. (2012). Furnished imagination: The impact of preservice teacher training on early career work in TESOL. TESOL Quarterly, 46 (3), 496-519.
• Mann, S. (2008). Teachers’ use of metaphor in making sense of the first year of teaching. In Farrell, T.S.C. (Ed.). Novice language teachers: Insights and perspectives for the first year. UK: Equinox Publishing.
• Mattheoudiakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Trainer Education, 23 (2), 1272-1288.
• Mattheoudakis, M & Nicolaidis, K. (2005). Stirring the waters: University INSET in Greece. European Journal of Teacher Education, 28 (1), 49–66.
• Meng, J. & Tajaroensuk, S. (2013). An investigation of tertiary EFL teachers’ problems in their in-service professional development. Journal of Language Teaching and Research, 4 (6), 1356-1364.
• Nicolaidis, K. & Mattheoudakis, M. (2008). Utopia vs. reality: The effectiveness of in- service training courses for EFL teachers. European Journal of Teacher Education, 31 (3), 279-292.
• Odabasi Çimer, S., Çakır, I., Çimer, A. (2010). Teachers’ views on the effectiveness of in- service courses on the new curriculum in Turkey. European Journal of Teacher Education, 33 (1), 31-41.
• Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29 (1). 177-195.
• Phipps, S. (2007). What difference does DELTA make? Cambridge ESOL: Research Notes, 29, UK: CUP.
• Phipps, S. & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37 (2009), 380–390.
• Richards, K. (2003). Qualitative inquiry in TESOL. New York: Palgrave MacMillan.
• Sahin, V. (2006). Evaluation of the in-service teacher training program “The Certificate for Teachers of English” at the Middle East Technical University School of Foreign Languages. (Unpublished PhD Dissertation), Middle East Technical University, Ankara, Turkey.
• Schmidt, C. (2008). The transition from teacher education to ESL/EFL teaching in the first year for non-native English speaking teachers in Canada. In Farrell, T.S.C.(Ed.). Novice Language Teachers: Insights and perspectives for the first year. Equinox Publishing: UK.
• Şentuna, E. (2002). The interests of EFL instructors in Turkey regarding INSET content. (Unpublished Master’s Thesis), Bilkent University, Ankara, Turkey.
• Tomlinson, B. (1988). ‘In-service TEFL: Is it worth the risk?‘. The Teacher Trainer, 2 (2).
• Thomson, R.I. (2004). Buyer beware: Professional preparation and TESL certificate programs in Canada. TESL Canada Journal, Special Issue (4), 40-59.
• Urmston, A. (2003). Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education, 17, pp.112-137.
• Urmston, A.W. & Pennington, M.C. (2008). The beliefs and practices of novice teachers in Hong Kong: change and resistance to change in the Asian teaching context. In Farrell, T.S.C. (Ed.). Novice language teachers: insights and perspectives for the first year. UK: Equinox Publishing.
• Uysal, H. H. (2012). Evaluation of an in-service training program for primary- school language teachers in Turkey. Australian Journal of Teacher Education, 37 (7), 14-31.
• Ünal, D. (2010). Designing an in-service teacher training program for English language instructors and identifying the effectiveness of the program: An implication at Afyon KocatepeUniversity. (Unpublished Master’s Thesis),Gazi University, Ankara, Turkey.
• Velez-Rendon, G. (2002). Second language teacher education: A review of the literature. Foreign Language Annals, 35 (4), 457-467.
• Warford, M.K. & Reeves, J. (2003). Falling into it: novice TESOL teacher thinking. Teachers and Teaching: Theory and Practice, 9 (1), 47-65.
• Waters, A. (2007). Conceptualising impact in INSET evaluation. Research News. (IATEFL Research SIG Newsletter).
• Waters, A. & Vilches, M. L. C. (2009). ‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET. Report on British Council English Language Teaching Research Award Project, British Council.
• Watkins, D. (2007). ICELT and PEP Ukraine: evaluation of a reflective ESP teacher development programme. Cambridge ESOL: Research Notes, 29, UK: CUP.
• Wichadee, S. (2011). Professional development: A path to success for EFL teachers. Contemporary Issues in Education Research, 4 (5), 13-24.
• Wolter, B. (2000). A participant-centered approach to INSET course design. ELT Journal, 54 (4), 311-319.
• Yurtsever, G. (2013). English language instructors’ beliefs on professional development models and preferences to improve their teaching skills. Procedia – Social and Behavioral Sciences, 70 (2013), 666 – 674.