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A Composition Focused Analysis of English Teacher Training

Year 2021, Volume 7, Issue 3, 126 - 136, 21.12.2021

Abstract

When studying composition education and its respective aims and goals in any context, it’s easy to become fixated on the curricular elements or, as is the most apparent element, the respective results. Yet, it is equally obvious that ultimately, composition instruction is delivered through the teachers, and thus, their training and competency holds an extremely important role. Every nation has its own requirements, and Turkey is no exception. In this study, the process of teacher education will be looked at from the perspective of a composition researcher. From this, it was found that English composition education in Turkey has two major deficiencies with regard to teacher training. One, is the fact that its teacher selection mechanisms from the get-go aren’t sufficient for foreign language teachers. The second is that after completion of the teaching program, even those candidates that score a high enough score in the KPSS to secure teaching placement, haven’t proved themselves in the core competencies to be an English teacher in particular. A composition focused proposal for teacher selection is thereby provided.

References

  • ACTA. (2019). What Will They Learn: A Survey of Core Requirements at Our Nation’s Colleges and Universities 2018-2019. Retrieved from https://www.goacta.org/wp-content/uploads/ee/download/what-will-they-learn-2018-19.pdf
  • Atac, C. (2019). The Challenge of Pre-Examination System in Turkey for Teacher Candidates and Potential Solutions to The Challenge (Unpublished doctoral dissertation). University of Jyväskylä.
  • Atay, D., & Kurt, G. (2006). Prospective Teachers and L2 Writing Anxiety. Asian EFL Journal, 8(4), 110-118. Retrieved from asian-efl-journal.com/
  • Barber, M., & Mourshed, M. (2007). How the world's best-performing schools systems come out on top.
  • Ciftci, H. (2017). The Views And Suggestions of ELT Prospective Teachers on Interview for Teacher Selection and Recruitment System in Turkey. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(7), 30-39.
  • Coskun, A., & Daloglu, A. (2010). Evaluating an English Language Teacher Education Program Through Peacock’s Model. Australian Journal of Teacher Education, 35(6).
  • Duffy, J. (2012, March 16). Virtuous Arguments. Retrieved from https://www.insidehighered.com/views/2012/03/16/essay-value-first-year-writing-courses
  • Kara, S. (2013, January). Writing Anxiety: A Case Study on Students’ Reasons for Anxiety in Writing Classes. Anadolu Journal of Educational Sciences International, 3(1), 103-111.
  • Karakas, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15), 1-16.
  • Kilickaya, F., & Krajka, J. (2010). Language Teacher's Views and Suggestions on the Central Teacher Selection and Recruitment Exam in Turkey. The New Educational Review,, 22(3-4), 253-260.
  • Llosa, L., & Malone, M. E. (2018). Comparability of students’ writing performance on TOEFL iBT and in required university writing courses. Language Testing, 36(2), 235-263.
  • Moghtader, M., Cotch, A., & Hague, K. (2001, February). The First-Year Composition Requirement Revisited: A Survey. College Composition and Communication, 52(3), 455-467.
  • Sanli, S. (2009). Comparison of the English language teaching (ELT) departments’ course curricula in turkey's education faculties. Procedia - Social and Behavioral Sciences, 1(1), 838-843.
  • Sayin, B. A., & Aslan, M. M. (2016). The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey. Participatory Educational research, 3(1), 30-39.
  • Street, C., & Stang, K. (2008). Improving the Teaching of Writing across the Curriculum: A Model for Teaching In-Service Secondary Teachers to Write. Action in Teacher Education, 30(1), 37-49.
  • Taner, G. (2017). Investigating Teacher Competences with regard to Traditional and Alternative Teacher Education Programs (Unpublished doctoral dissertation). Middle East Technical University (METU).
  • Tanyer, S., & Susoy, Z. (2019). Is L2 writing difficult?: Causal attributions of Turkish pre-service EFL teachers and relevance to writing scores. Language Teaching and Educational Research, 2(1), 20-40.
  • Topkaya, E. Z., & Uztosun, M. S. (2012). Choosing Teaching as a Career: Motivations of Pre-service English Teachers in Turkey. Journal of Language Teaching and Research, 3(1).
  • Topkaya, E. Z., & Uztosun, M. S. (2012). Choosing Teaching as a Career: Motivations of Pre-service English Teachers in Turkey. Journal of Language Teaching and Research, 3(1).
  • Tremmel, R. (2001). Seeking a Balanced Discipline: Writing Teacher Education in First-Year Composition and English Education. English Education, 34(1), 6-30. Retrieved from www.jstor.org/stable/40173242
  • Ugulu, I., & Yorek, N. (2015). Pre-Service Teachers’ Comments toward Official Teacher Selection System (Civil Servant Selection Examination, KPSS) in Turkey: A Qualitative Analysis. Open Journal of Social Sciences, 03(09), 182-189.
  • Yuksekogretim Kurulu (YOK). (n.d.). İngilizce Öğretmenliği Lisans Programı. Retrieved from Yuksekogretim Kurulu (YOK) website: www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf

İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi

Year 2021, Volume 7, Issue 3, 126 - 136, 21.12.2021

Abstract

References

  • ACTA. (2019). What Will They Learn: A Survey of Core Requirements at Our Nation’s Colleges and Universities 2018-2019. Retrieved from https://www.goacta.org/wp-content/uploads/ee/download/what-will-they-learn-2018-19.pdf
  • Atac, C. (2019). The Challenge of Pre-Examination System in Turkey for Teacher Candidates and Potential Solutions to The Challenge (Unpublished doctoral dissertation). University of Jyväskylä.
  • Atay, D., & Kurt, G. (2006). Prospective Teachers and L2 Writing Anxiety. Asian EFL Journal, 8(4), 110-118. Retrieved from asian-efl-journal.com/
  • Barber, M., & Mourshed, M. (2007). How the world's best-performing schools systems come out on top.
  • Ciftci, H. (2017). The Views And Suggestions of ELT Prospective Teachers on Interview for Teacher Selection and Recruitment System in Turkey. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(7), 30-39.
  • Coskun, A., & Daloglu, A. (2010). Evaluating an English Language Teacher Education Program Through Peacock’s Model. Australian Journal of Teacher Education, 35(6).
  • Duffy, J. (2012, March 16). Virtuous Arguments. Retrieved from https://www.insidehighered.com/views/2012/03/16/essay-value-first-year-writing-courses
  • Kara, S. (2013, January). Writing Anxiety: A Case Study on Students’ Reasons for Anxiety in Writing Classes. Anadolu Journal of Educational Sciences International, 3(1), 103-111.
  • Karakas, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15), 1-16.
  • Kilickaya, F., & Krajka, J. (2010). Language Teacher's Views and Suggestions on the Central Teacher Selection and Recruitment Exam in Turkey. The New Educational Review,, 22(3-4), 253-260.
  • Llosa, L., & Malone, M. E. (2018). Comparability of students’ writing performance on TOEFL iBT and in required university writing courses. Language Testing, 36(2), 235-263.
  • Moghtader, M., Cotch, A., & Hague, K. (2001, February). The First-Year Composition Requirement Revisited: A Survey. College Composition and Communication, 52(3), 455-467.
  • Sanli, S. (2009). Comparison of the English language teaching (ELT) departments’ course curricula in turkey's education faculties. Procedia - Social and Behavioral Sciences, 1(1), 838-843.
  • Sayin, B. A., & Aslan, M. M. (2016). The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey. Participatory Educational research, 3(1), 30-39.
  • Street, C., & Stang, K. (2008). Improving the Teaching of Writing across the Curriculum: A Model for Teaching In-Service Secondary Teachers to Write. Action in Teacher Education, 30(1), 37-49.
  • Taner, G. (2017). Investigating Teacher Competences with regard to Traditional and Alternative Teacher Education Programs (Unpublished doctoral dissertation). Middle East Technical University (METU).
  • Tanyer, S., & Susoy, Z. (2019). Is L2 writing difficult?: Causal attributions of Turkish pre-service EFL teachers and relevance to writing scores. Language Teaching and Educational Research, 2(1), 20-40.
  • Topkaya, E. Z., & Uztosun, M. S. (2012). Choosing Teaching as a Career: Motivations of Pre-service English Teachers in Turkey. Journal of Language Teaching and Research, 3(1).
  • Topkaya, E. Z., & Uztosun, M. S. (2012). Choosing Teaching as a Career: Motivations of Pre-service English Teachers in Turkey. Journal of Language Teaching and Research, 3(1).
  • Tremmel, R. (2001). Seeking a Balanced Discipline: Writing Teacher Education in First-Year Composition and English Education. English Education, 34(1), 6-30. Retrieved from www.jstor.org/stable/40173242
  • Ugulu, I., & Yorek, N. (2015). Pre-Service Teachers’ Comments toward Official Teacher Selection System (Civil Servant Selection Examination, KPSS) in Turkey: A Qualitative Analysis. Open Journal of Social Sciences, 03(09), 182-189.
  • Yuksekogretim Kurulu (YOK). (n.d.). İngilizce Öğretmenliği Lisans Programı. Retrieved from Yuksekogretim Kurulu (YOK) website: www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Haris HAQ> (Primary Author)
Georgia State University
0000-0001-6211-0254
United States

Publication Date December 21, 2021
Submission Date June 30, 2021
Acceptance Date December 3, 2021
Published in Issue Year 2021, Volume 7, Issue 3

Cite

Bibtex @case report { pesausad960382, journal = {PESA Uluslararası Sosyal Araştırmalar Dergisi}, issn = {2528-9950}, eissn = {2149-8385}, address = {Sakarya Üniversitesi Esentepe Kampüsü Siyasal Bilgiler Fakültesi A Blok 420, Serdivan/SAKARYA}, publisher = {Politik Ekonomik ve Sosyal Araştırmalar Merkezi}, year = {2021}, volume = {7}, number = {3}, pages = {126 - 136}, title = {İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi}, key = {cite}, author = {Haq, Haris} }
APA Haq, H. (2021). İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi . PESA Uluslararası Sosyal Araştırmalar Dergisi , 7 (3) , 126-136 . Retrieved from https://dergipark.org.tr/en/pub/pesausad/issue/66373/960382
MLA Haq, H. "İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi" . PESA Uluslararası Sosyal Araştırmalar Dergisi 7 (2021 ): 126-136 <https://dergipark.org.tr/en/pub/pesausad/issue/66373/960382>
Chicago Haq, H. "İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi". PESA Uluslararası Sosyal Araştırmalar Dergisi 7 (2021 ): 126-136
RIS TY - JOUR T1 - İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi AU - HarisHaq Y1 - 2021 PY - 2021 N1 - DO - T2 - PESA Uluslararası Sosyal Araştırmalar Dergisi JF - Journal JO - JOR SP - 126 EP - 136 VL - 7 IS - 3 SN - 2528-9950-2149-8385 M3 - UR - Y2 - 2021 ER -
EndNote %0 PESA International Journal of Social Studies İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi %A Haris Haq %T İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi %D 2021 %J PESA Uluslararası Sosyal Araştırmalar Dergisi %P 2528-9950-2149-8385 %V 7 %N 3 %R %U
ISNAD Haq, Haris . "İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi". PESA Uluslararası Sosyal Araştırmalar Dergisi 7 / 3 (December 2021): 126-136 .
AMA Haq H. İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi. CC Licence. 2021; 7(3): 126-136.
Vancouver Haq H. İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi. PESA Uluslararası Sosyal Araştırmalar Dergisi. 2021; 7(3): 126-136.
IEEE H. Haq , "İngilizce Öğretmenliği Eğitiminin Kompozisyon Odaklı Analizi", PESA Uluslararası Sosyal Araştırmalar Dergisi, vol. 7, no. 3, pp. 126-136, Dec. 2021

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