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Yabancı Dil Olarak İngilizce Bağlamında İngilizce Öğretmenliği Programına İlişkin Algılar: Öğretmen Adaylarının Görüşleri

Year 2020, Volume: 3 Issue: 1, 136 - 148, 17.06.2020
https://doi.org/10.35207/later.643694

Abstract

Bu çalışma, öğretmen adaylarının, genel eğitim sisteminin bir yansıması olan öğretmen eğitimi programı hakkındaki algılarını, Türkiye merkezli bir vakıf üniversitesi bazında ortaya çıkarmayı amaçlamaktadır. Öğretmen adayları, öğretmen eğitimi sisteminin bir parçası oldukları için, kendilerine sağlanan programla ilgili görüşlerini toplamak değerli olabilir. Bu bağlamda, bu çalışma öğretmen adaylarının (n=33) algılarını Peacock’un (2009) değerlendirme modeli kullanılarak hazırlanan bir anket aracılığıyla incelemektedir. Ankete ek olarak, derinlemesine nitel veri toplamak için yarı yapılandırılmış görüşmeler (n=3) yapılmıştır. Bu çalışmanın İngilizce Öğretmenliği programındaki öğretmen adaylarının bakış açısından değerlendirilmesi açısından önemli etkileri olabilir. Çalışmanın bulguları, katılımcıların dersler arasındaki uyum, öğretmen dengesi ve öğrenci merkezli olma, materyal kullanımı ve adaptasyonu üzerine eğitimin etkinliği, becerilerin yerel bağlama aktarılabilmesi ve benzeri konulardaki algılarını göstermektedir. Öğretmen adayları ayrıca incelenen lisans programının zayıf yönlerinin üstesinden gelmek için öneriler getirirken programın güçlü yönleri üzerine de görüşlerini paylaşmıştır.

References

  • Agudo, M. J. (2017). What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain. Australian Journal of Teacher Education, 42(8), 62-76.
  • Akcan, S. (2016). Novice non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. PROFILE Issues in Teachers’ Professional Development, 18(1), 55-70.
  • Barribal, K. L. & While, A. (1994). Collecting data using a semi-structured interview: a discussion paper. Journal of Advanced Nursing, 19. 328-335.
  • Brown, J. D. (1995). The elements of language curriculum. Heinle and Heinle: New York, NY.
  • Coşkun, A. & Daloğlu, A. (2010). Evaluating an English Language Teacher Education Program through Peacock’s Model. Australian Journal of Teacher Education, 35(6), 24-42.
  • Celen, K. M. & Akcan, S. (2017). Evaluation of an ELT Practicum Programme from The Perspectives of Supervisors, Student Teachers and Graduates. Journal of Teacher Education and Educators, 6 (3), 251-274.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Durdukoca, Ş. F. (2018). Teacher's Views on 'Teacher Training System in Turkey'. European Journal of Education Studies, 4 (1), 279-308.
  • Doğutas, A. (2016). Teacher candidates’ perceptions of standards in an education program at a university in Turkey. Eurasian Journal of Educational Research, 63,1-20.
  • Eret-Orhan, E., Ok, A., & Capa-Aydin, Y. (2017). We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education, 46(2), 183-198. doi:10.1080/1359866x.2017.1355050
  • Erozan, F. (2005). Evaluating the Language Improvement Courses in the Undergraduate ELT Curriculum at Eastern Mediterranian University: A Case Study (Unpublished doctoral dissertation). Thesis / Dissertation ETD.
  • Karakaş, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15), 1-16.
  • Kıldan, A. O., İbret, B. Ü., Pektaş, M., Aydınözü, D., İncikabı, L., Recepoğlu, E. (2013). Evaluating Views of Teacher Trainees on Teacher Training Process in Turkey. Australian Journal of Teacher Education, 38 (2), 51-68.
  • Mahalingappa, L. J. & Polat, N. (2013). English language teacher education in Turkey: policy vs academic standards. European Journal of Higher Education, 3(4), 371-383.
  • Musset, P. (2010). Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects. OECD Education Working Papers, 48, 1-50.
  • Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research 13(3), 259–278.
  • Rea-Dickins, P. & Germaine, K.P. (1998). The price of everything and the value of nothing: trends in language programme evaluation. In Rea-Dickins, P. & Germaine,
  • K.P. (Eds.), Managing evaluation and innovation in language teaching: building bridges (pp. 3–19). London: Longman.
  • Şallı-Çopur, D. (2008). Teacher Effectiveness in Initial Years of Service: A Case Study on The Graduates of Metu Foreıgn Language Education Program (Doctoral Dissertation). Middle East Technical University, Ankara, Turkey.
  • Sarıçoban, A. (2016). Foreign language teaching practicum beliefs of student teachers. Journal of Language and Linguistic Studies, 12(1), 166-176.
  • Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369-378.
  • Uztosun, M. S. (2018). In-service teacher education in Turkey: English language teachers’ perspectives. Professional Development in Education, 44(4), 557-569.
  • Williams-Pettway, M. L. (2005). Novice teachers’ assessment of their teacher education programs (Doctoral dissertation). Auburn University, USA.

Perceptions on an EFL Teacher Education Program: Voices from Teacher Candidates

Year 2020, Volume: 3 Issue: 1, 136 - 148, 17.06.2020
https://doi.org/10.35207/later.643694

Abstract

The present study aims to discover the perceptions of teacher candidates about a teacher education program, which is a reflection of the overall education system, in a foundation university based in Turkey. Since teacher candidates are part of the system of teacher education, it might be crucial to gather their insights about the program that they are provided with. In this light, this study examines teacher candidates (n=33) perceptions through a questionnaire, which has been prepared by using Peacock’s (2009) evaluation model. In addition to the questionnaire, semi-structured interviews (n=3) have been held to gather in-depth qualitative data. This study might have implications for the evaluation of the ELT program from teacher candidates’ point of view. The findings of the study indicate the participants’ perceptions on the harmony among courses, balance of teacher and student centeredness, effectiveness of training on the usage and adaptation of materials, transferability of skills to the local context, etc. The teacher candidates also have revealed their thoughts on the strengths and weaknesses of the program while they come up with suggestions to overcome the weaknesses.

References

  • Agudo, M. J. (2017). What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain. Australian Journal of Teacher Education, 42(8), 62-76.
  • Akcan, S. (2016). Novice non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. PROFILE Issues in Teachers’ Professional Development, 18(1), 55-70.
  • Barribal, K. L. & While, A. (1994). Collecting data using a semi-structured interview: a discussion paper. Journal of Advanced Nursing, 19. 328-335.
  • Brown, J. D. (1995). The elements of language curriculum. Heinle and Heinle: New York, NY.
  • Coşkun, A. & Daloğlu, A. (2010). Evaluating an English Language Teacher Education Program through Peacock’s Model. Australian Journal of Teacher Education, 35(6), 24-42.
  • Celen, K. M. & Akcan, S. (2017). Evaluation of an ELT Practicum Programme from The Perspectives of Supervisors, Student Teachers and Graduates. Journal of Teacher Education and Educators, 6 (3), 251-274.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Durdukoca, Ş. F. (2018). Teacher's Views on 'Teacher Training System in Turkey'. European Journal of Education Studies, 4 (1), 279-308.
  • Doğutas, A. (2016). Teacher candidates’ perceptions of standards in an education program at a university in Turkey. Eurasian Journal of Educational Research, 63,1-20.
  • Eret-Orhan, E., Ok, A., & Capa-Aydin, Y. (2017). We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education, 46(2), 183-198. doi:10.1080/1359866x.2017.1355050
  • Erozan, F. (2005). Evaluating the Language Improvement Courses in the Undergraduate ELT Curriculum at Eastern Mediterranian University: A Case Study (Unpublished doctoral dissertation). Thesis / Dissertation ETD.
  • Karakaş, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15), 1-16.
  • Kıldan, A. O., İbret, B. Ü., Pektaş, M., Aydınözü, D., İncikabı, L., Recepoğlu, E. (2013). Evaluating Views of Teacher Trainees on Teacher Training Process in Turkey. Australian Journal of Teacher Education, 38 (2), 51-68.
  • Mahalingappa, L. J. & Polat, N. (2013). English language teacher education in Turkey: policy vs academic standards. European Journal of Higher Education, 3(4), 371-383.
  • Musset, P. (2010). Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects. OECD Education Working Papers, 48, 1-50.
  • Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research 13(3), 259–278.
  • Rea-Dickins, P. & Germaine, K.P. (1998). The price of everything and the value of nothing: trends in language programme evaluation. In Rea-Dickins, P. & Germaine,
  • K.P. (Eds.), Managing evaluation and innovation in language teaching: building bridges (pp. 3–19). London: Longman.
  • Şallı-Çopur, D. (2008). Teacher Effectiveness in Initial Years of Service: A Case Study on The Graduates of Metu Foreıgn Language Education Program (Doctoral Dissertation). Middle East Technical University, Ankara, Turkey.
  • Sarıçoban, A. (2016). Foreign language teaching practicum beliefs of student teachers. Journal of Language and Linguistic Studies, 12(1), 166-176.
  • Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369-378.
  • Uztosun, M. S. (2018). In-service teacher education in Turkey: English language teachers’ perspectives. Professional Development in Education, 44(4), 557-569.
  • Williams-Pettway, M. L. (2005). Novice teachers’ assessment of their teacher education programs (Doctoral dissertation). Auburn University, USA.
There are 23 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Nur Sürüç Şen 0000-0003-3866-6994

Hülya İpek 0000-0002-4362-8776

Publication Date June 17, 2020
Acceptance Date January 17, 2020
Published in Issue Year 2020 Volume: 3 Issue: 1

Cite

APA Sürüç Şen, N., & İpek, H. (2020). Perceptions on an EFL Teacher Education Program: Voices from Teacher Candidates. Language Teaching and Educational Research, 3(1), 136-148. https://doi.org/10.35207/later.643694