Research Article
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Türkiye ulusal öğretmen eğitimi reform tarihi boyunca araştırmada yetkin İngilizce öğretmenlerinin tasvirlenmesi

Year 2017, Volume: 6 Issue: 3, 96 - 112, 31.07.2017
https://doi.org/10.19128/turje.296362

Abstract

Öğretmen adaylarının
araştırma faaliyetleri konusundaki artan ilgiye rağmen, hizmet öncesi İngilizce
dili eğitimi programlarındaki (İDEP) araştırmaya yönelik organizasyon ve
pedagojilerin politik önemi ve temsili hakkında çok az şey bilinmektedir. Aynı
şekilde, Türkiye'de hizmet öncesi öğretmen eğitimini çevreleyen akademik
tartışmalar çoğunlukla öğretmen adaylarına araştırma bilgisi ve becerilerinin
kazandırılması dışındaki konularda yoğunlaşmıştır. Bu çalışmada, araştırma
odaklı öğretmen eğitiminin temel ilkeleri ışığında, resmi olarak belgelenmiş
öğretmen eğitimi reformlarının ve takibi müfredat geliştirme geçmişi hakkında
bir ön araştırma yapılmış, bahsi geçen bilgi boşluğu irdelenmiştir. Temel
bulgular, ulusal düzeyde, sarih araştırma yöneliminin standart İDEP
müfredatında yeterince temsil edilmediğini ve entegrasyonu için sunulan
gerekçelerin belirsiz ve yüzeysel olduğunu göstermektedir. Öğretmen eğitiminde
kapsamlı araştırma yönelimi vizyonunu yansıtan iddialar ile bunların
müfredattaki tezahürü arasındaki uyuşmazlık ise çalışmada kayda değer bir
vargıdır.

References

  • Akyel, A. (2015). Research engagement in the EFL pre-service practicum. Language in Focus: International Journal of Studies in Applied Linguistics and ELT, 1, 1-14.
  • Altan, M. (1998). A call for change and pedagogy: A critical analysis of teacher education in Turkey. European Journal of Education, 33(4), 407-417.
  • Aulls, M. W., & Shore, B. M. (2008). Inquiry in education (Volume I): The conceptual foundations for research as a curricular imperative. New York, NY: Lawrence Erlbaum Associates.
  • Badke, W. B. (2012). Teaching research processes. Oxford, UK: Chandos.
  • Balkar, B. (2014). Klinik temelli yaklasimin bilgi alanlarini kapsayan arastirma-temelli ogretmen egitimi politikasina iliskin ogretmen algilari. Hacettepe University Journal of Education, 29(4), 28-45.
  • Birbili, M. (2003). Teaching educational research methods. Retrieved from http://escalate.ac.uk/resources/teachingresearchmethods/08.html
  • Borg, S. (2003). Research education as an objective for teacher learning. Retrieved from http://www.education.leeds.ac.uk/assets/files/staff/chapters/Research-education-Borg-2003.pdf
  • Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388.
  • Borg, S. (2010). Language teacher research engagement. Language Teaching, 43, 391-429.
  • Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge, UK: CUP.
  • Brindley, G. (1991). Becoming a researcher: Teacher-conducted research and professional growth. In E. Sadtono (Ed.), Issues in language teacher education (pp. 89-105). Singapore: SEAMEO Regional Language Centre.
  • Cakiroglu, E. C., & Cakiroglu, J. C. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-64.
  • Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25.
  • Cordingley, P. (2004). Teachers using evidence: Using what we know about teaching and learning to reconceptualise evidence-based practice. In G. Thomas & R. Pring (Eds.), Evidence-based practice in education (pp. 77-87). Berkshire, UK: Open University Press.
  • Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: John Wiley and Sons.
  • Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, 47(2), 108-121.
  • Earley, P. M., Imig, D. G., & Michelli, N. M. (2011). Teacher education policy in the United States: Issues and tensions in an era of evolving expectations. New York, NY: Routledge.
  • Elliot, J. (2007). Making evidence-based practice educational. In M. Hammersley (Ed.), Educational research and evidence-based practice (pp. 66-88). London, UK: SAGE.
  • Freeman, D. (1998). Doing teacher research: From inquiry to understanding. London, UK: Heinle & Heinle.
  • Furlong, J., Cochran-Smith, M., & Brennan, M. (2009). Policy and politics in teacher education: International perspectives. London, UK: Routledge.
  • Gao, X., Barkhuizen, G., & Chow, A. (2011). “Nowadays, teachers are relatively obedient”: Understanding primary school English teachers’ conceptions of and drives for research in China. Language Teaching Research, 15(1), 61-81.
  • Garner, M., Wagner, C., & Kawulich, B. (2009). Introduction towards a pedagogical culture in research methods. In M.
  • Garner, C. Wagner & B. Kawulich (Eds.), Teaching research methods in the social sciences (pp. 1-12). Surrey, UK: Ashgate.
  • Goodman, J. (1991). Using a methods course to promote reflection and inquiry among preservice teachers. In B. R.
  • Tabachnich & K. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 56-76). London, UK: The Falmer Press.
  • Grossman, G. M., Sands, M. K., & Brittingham, B. (2010). Teacher education accreditation in Turkey: The creation of a culture of quality. International Journal of Educational Development, 30, 102-109.
  • Guven, I. (2008). Teacher education reform and international globalization hegemony: Issues and challenges in Turkish teacher education. WASET International Journal of Social, Behavioral, Educational, Economic and Management Engineering, 2(4), 261-270.
  • Hammersley, M. (2007). Educational research and teaching: A response to David Hargreaves’ TTA lecture. In M.
  • Hammersley (Ed.), Educational research and evidence-based practice (pp. 18-42). London, UK: SAGE.
  • Hargreaves, D. H. (2007). Teaching as a research-based profession: Possibilities and prospects (The teacher training agency lecture 1996). In M. Hammersley (Ed.), Educational research and evidence-based practice (pp. 3-17). London, UK: SAGE.
  • Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Retrieved from http://www.new1.heacademy.ac.uk/assets/documents/rc_import/developingundergraduate_final.pdf
  • Higher Education Council. (1998). Eğitim fakültesi öğretmen yetiştirme lisans programları. Ankara, TR: YÖK.
  • Higher Education Council. (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007): Öğretmenin üniversitede yetiştirilmesinin değerlendirilmesi. Ankara, TR: YÖK.
  • Higher Education Council. (2007a). Eğitim fakültesi öğretmen yetiştirme lisans programları. Ankara, TR: YÖK.
  • Jones, J. F. (2004). The many benefits of a research component in English language teacher education: A case study. Prospect, 19(2), 25-38.
  • Karagozoglu, G. (1991). Teacher education reform in Turkey. Action in Teacher Education, 33(3), 26-29.
  • Kavcar, C. (2003). Cumhuriyet döneminde dal öğretmen yetiştirme. Eğitim Bilimleri Fakültesi Dergisi, 35(1-2), 1-14.
  • Kiely, R. (2014). Connecting with teachers: The case for language teaching research in the social sciences. ELT Journal, 68(4), 442-450.
  • Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning, 93, 5-17.
  • Kirkgoz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC, 38(2), 216-228.
  • Koksal, N., & Convery, A. (2013). Initial teacher education in Turkey and England: Comparing competencies and standards. Journal of Education and Future, 3, 1-20.
  • Kotsopoulos, D., Mueller, J., & Buzza, D. (2012). Pre-service teacher research: An early acculturation into a research disposition. Journal of Education for Teaching, 38(1), 21-36.
  • Kucukahmet, L. (1986). Teacher education in Turkey. European Journal of Teacher Education, 9(1), 33-36.
  • Labaree, D. F. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32(4), 13-22.
  • Lindsay, B., & Ginsburg, M. B. (1995). The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society. New York, NY: Falmer.
  • Lombard, K., & Kloppers, M. (2015). Undergraduate student teachers’ views and experiences of a compulsory course in research methods. South African Journal of Education, 35(1), 1-14.
  • Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London, UK: Routledge.
  • Mahalingappa, L. L., & Polat, N. (2013). English language teacher education in Turkey: Policy vs academic standards. European Journal of Higher Education, 3(4), 371- 383.
  • Markham, W. T. (1991). Research methods in the introductory course: To be or not to be? Teaching Sociology, 19(4), 464-471.
  • McBride, R. (1996). Teacher education policy: Some issues arising from research and practice. London, UK: Falmer.
  • Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education, 46, 17-24.
  • Nguyen, M. H. (2013). The curriculum for English language teacher education in Australian and Vietnamese universities. Australian Journal of Teacher Education, 38(11), 33-53.
  • Ozcan, M. (2013). Okulda universite: Turkiye’de ogretmen egitimini yeniden yapilandirmak icin bir model onerisi. Istanbul, TR: TUSIAD.
  • Oztabay, C. (2015). The formally stated, observed and perceived realities of research education in initial, university-based English language teacher education in North Cyprus: A case study. (Unpublished PhD Dissertation). University of Warwick, Coventry, United Kingdom.
  • Reis-Jorge, J. (2005). Developing teachers' knowledge and skills as researchers: A conceptual framework. Asia-Pacific Journal of Teacher Education, 33(3), 303-319.
  • Reis-Jorge, J. (2007). Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners—A longitudinal case study. Teaching and Teacher Education, 23, 402-417.
  • Simsek, H., & Yildirim, A. (2001). The reform of pre-service teacher education in Turkey. In R. G. Sultana (Ed.), Challenge and change in the Euro-Mediterranean region: Case studies in educational innovation (pp. 411-432). New York, NY: Peter Lang.
  • Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15-21.
  • Stapleton, P. (2014). Language teaching research: Promoting a more interdisciplinary approach. ELT Journal, 68(4), 432-441.
  • Tabatabaei, O., & Nazem, Y. (2013). English language teachers’ conceptions of research. Theory and Practice in Language Studies, 3(3), 521-532.
  • Toom, A., Kynaslahti, H., Krokfors, L., Jyrhama, R., Byman, R., Stenberg, K., Maaranen, K., & Kansanen, P. (2010). Experiences of a research based approach to teacher education: Suggestions for future policies. European Journal of Education, 45(2), 331-344.
  • Trent, J. (2012). Research engagement as identity construction: Hong Kong preservice teachers’ experiences of a compulsory research project. Teacher Development, 16(2), 145-160.
  • Ur, P. (1998). Action research is not so easy. In K. Head (Ed.), TDTR 3: Teachers develop teachers research (pp. 18-25). Whitstable, UK: IATEFL.
  • van der Linden, W. (2012). Design-based approach to introducing student teachers in conducting and using research. Eindhoven, NL: Eindhoven University of Technology
  • van der Linden, W., Bakx, A., Ros, A., Beijaard, D., & Vermeulen, M. (2012). Student teachers’ development of a positive attitude towards research and research knowledge and skills. European Journal of Teacher Education, 35(4), 401-419.
  • Volk, K. S. (2009). Action research as a sustainable endeavor for teachers: Does initial training lead to further action? Action Research, 8(3), 315-332.
  • Wagner, C., & Okeke, C. (2009). Quantitative or qualitative: Ontological and epistemological choices in research methods curricula. In M. Garner, C. Wagner & B. Kawulich (Eds.), Teaching research methods in the social sciences (pp. 61-70). Surrey, UK: Ashgate.
  • Wallace, M. (1996). Structured-reflection: The role of the professional project in training ESL teachers. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 281-94). Cambridge, UK: CUP.
  • Yuksel, I. (2012). The current developments in teacher education in Turkey on the threshold of European Union. International Journal of Humanities and Social Science, 2(8), 49-56.

Profiling research-capable English teachers throughout Turkey’s national teacher education reform history

Year 2017, Volume: 6 Issue: 3, 96 - 112, 31.07.2017
https://doi.org/10.19128/turje.296362

Abstract

Despite the growing
interest in student-teachers’ research engagement, little is known about the
political significance and representation of research-oriented organization and
pedagogies in pre-service English language teacher education (ELTE) programs.
Likewise, in Turkey, the predominant scholarly discourse surrounding initial
teacher education (ITE) has thus far focused heavily on issues other than the
teaching of research knowledge and skills to would-be teachers. This paper
attempts to address this gap in knowledge by proposing a preliminary
exploration of the officially documented history of I(EL)TE reforms and
curriculum development in Turkey through the lens of basic research-oriented
teacher education principles. Key outcomes indicate that at the national level,
explicit research orientation is underrepresented in the standardized ELTE
curriculum and the justifications provided for its integration are nebulous and
shallow. Incongruousness between the claims to intensified research-inclusive
visions in teacher education and the corresponding manifestation of these in
the curricula is a noteworthy conclusion.

References

  • Akyel, A. (2015). Research engagement in the EFL pre-service practicum. Language in Focus: International Journal of Studies in Applied Linguistics and ELT, 1, 1-14.
  • Altan, M. (1998). A call for change and pedagogy: A critical analysis of teacher education in Turkey. European Journal of Education, 33(4), 407-417.
  • Aulls, M. W., & Shore, B. M. (2008). Inquiry in education (Volume I): The conceptual foundations for research as a curricular imperative. New York, NY: Lawrence Erlbaum Associates.
  • Badke, W. B. (2012). Teaching research processes. Oxford, UK: Chandos.
  • Balkar, B. (2014). Klinik temelli yaklasimin bilgi alanlarini kapsayan arastirma-temelli ogretmen egitimi politikasina iliskin ogretmen algilari. Hacettepe University Journal of Education, 29(4), 28-45.
  • Birbili, M. (2003). Teaching educational research methods. Retrieved from http://escalate.ac.uk/resources/teachingresearchmethods/08.html
  • Borg, S. (2003). Research education as an objective for teacher learning. Retrieved from http://www.education.leeds.ac.uk/assets/files/staff/chapters/Research-education-Borg-2003.pdf
  • Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388.
  • Borg, S. (2010). Language teacher research engagement. Language Teaching, 43, 391-429.
  • Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge, UK: CUP.
  • Brindley, G. (1991). Becoming a researcher: Teacher-conducted research and professional growth. In E. Sadtono (Ed.), Issues in language teacher education (pp. 89-105). Singapore: SEAMEO Regional Language Centre.
  • Cakiroglu, E. C., & Cakiroglu, J. C. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-64.
  • Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25.
  • Cordingley, P. (2004). Teachers using evidence: Using what we know about teaching and learning to reconceptualise evidence-based practice. In G. Thomas & R. Pring (Eds.), Evidence-based practice in education (pp. 77-87). Berkshire, UK: Open University Press.
  • Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: John Wiley and Sons.
  • Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, 47(2), 108-121.
  • Earley, P. M., Imig, D. G., & Michelli, N. M. (2011). Teacher education policy in the United States: Issues and tensions in an era of evolving expectations. New York, NY: Routledge.
  • Elliot, J. (2007). Making evidence-based practice educational. In M. Hammersley (Ed.), Educational research and evidence-based practice (pp. 66-88). London, UK: SAGE.
  • Freeman, D. (1998). Doing teacher research: From inquiry to understanding. London, UK: Heinle & Heinle.
  • Furlong, J., Cochran-Smith, M., & Brennan, M. (2009). Policy and politics in teacher education: International perspectives. London, UK: Routledge.
  • Gao, X., Barkhuizen, G., & Chow, A. (2011). “Nowadays, teachers are relatively obedient”: Understanding primary school English teachers’ conceptions of and drives for research in China. Language Teaching Research, 15(1), 61-81.
  • Garner, M., Wagner, C., & Kawulich, B. (2009). Introduction towards a pedagogical culture in research methods. In M.
  • Garner, C. Wagner & B. Kawulich (Eds.), Teaching research methods in the social sciences (pp. 1-12). Surrey, UK: Ashgate.
  • Goodman, J. (1991). Using a methods course to promote reflection and inquiry among preservice teachers. In B. R.
  • Tabachnich & K. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 56-76). London, UK: The Falmer Press.
  • Grossman, G. M., Sands, M. K., & Brittingham, B. (2010). Teacher education accreditation in Turkey: The creation of a culture of quality. International Journal of Educational Development, 30, 102-109.
  • Guven, I. (2008). Teacher education reform and international globalization hegemony: Issues and challenges in Turkish teacher education. WASET International Journal of Social, Behavioral, Educational, Economic and Management Engineering, 2(4), 261-270.
  • Hammersley, M. (2007). Educational research and teaching: A response to David Hargreaves’ TTA lecture. In M.
  • Hammersley (Ed.), Educational research and evidence-based practice (pp. 18-42). London, UK: SAGE.
  • Hargreaves, D. H. (2007). Teaching as a research-based profession: Possibilities and prospects (The teacher training agency lecture 1996). In M. Hammersley (Ed.), Educational research and evidence-based practice (pp. 3-17). London, UK: SAGE.
  • Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Retrieved from http://www.new1.heacademy.ac.uk/assets/documents/rc_import/developingundergraduate_final.pdf
  • Higher Education Council. (1998). Eğitim fakültesi öğretmen yetiştirme lisans programları. Ankara, TR: YÖK.
  • Higher Education Council. (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007): Öğretmenin üniversitede yetiştirilmesinin değerlendirilmesi. Ankara, TR: YÖK.
  • Higher Education Council. (2007a). Eğitim fakültesi öğretmen yetiştirme lisans programları. Ankara, TR: YÖK.
  • Jones, J. F. (2004). The many benefits of a research component in English language teacher education: A case study. Prospect, 19(2), 25-38.
  • Karagozoglu, G. (1991). Teacher education reform in Turkey. Action in Teacher Education, 33(3), 26-29.
  • Kavcar, C. (2003). Cumhuriyet döneminde dal öğretmen yetiştirme. Eğitim Bilimleri Fakültesi Dergisi, 35(1-2), 1-14.
  • Kiely, R. (2014). Connecting with teachers: The case for language teaching research in the social sciences. ELT Journal, 68(4), 442-450.
  • Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning, 93, 5-17.
  • Kirkgoz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC, 38(2), 216-228.
  • Koksal, N., & Convery, A. (2013). Initial teacher education in Turkey and England: Comparing competencies and standards. Journal of Education and Future, 3, 1-20.
  • Kotsopoulos, D., Mueller, J., & Buzza, D. (2012). Pre-service teacher research: An early acculturation into a research disposition. Journal of Education for Teaching, 38(1), 21-36.
  • Kucukahmet, L. (1986). Teacher education in Turkey. European Journal of Teacher Education, 9(1), 33-36.
  • Labaree, D. F. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32(4), 13-22.
  • Lindsay, B., & Ginsburg, M. B. (1995). The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society. New York, NY: Falmer.
  • Lombard, K., & Kloppers, M. (2015). Undergraduate student teachers’ views and experiences of a compulsory course in research methods. South African Journal of Education, 35(1), 1-14.
  • Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London, UK: Routledge.
  • Mahalingappa, L. L., & Polat, N. (2013). English language teacher education in Turkey: Policy vs academic standards. European Journal of Higher Education, 3(4), 371- 383.
  • Markham, W. T. (1991). Research methods in the introductory course: To be or not to be? Teaching Sociology, 19(4), 464-471.
  • McBride, R. (1996). Teacher education policy: Some issues arising from research and practice. London, UK: Falmer.
  • Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education, 46, 17-24.
  • Nguyen, M. H. (2013). The curriculum for English language teacher education in Australian and Vietnamese universities. Australian Journal of Teacher Education, 38(11), 33-53.
  • Ozcan, M. (2013). Okulda universite: Turkiye’de ogretmen egitimini yeniden yapilandirmak icin bir model onerisi. Istanbul, TR: TUSIAD.
  • Oztabay, C. (2015). The formally stated, observed and perceived realities of research education in initial, university-based English language teacher education in North Cyprus: A case study. (Unpublished PhD Dissertation). University of Warwick, Coventry, United Kingdom.
  • Reis-Jorge, J. (2005). Developing teachers' knowledge and skills as researchers: A conceptual framework. Asia-Pacific Journal of Teacher Education, 33(3), 303-319.
  • Reis-Jorge, J. (2007). Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners—A longitudinal case study. Teaching and Teacher Education, 23, 402-417.
  • Simsek, H., & Yildirim, A. (2001). The reform of pre-service teacher education in Turkey. In R. G. Sultana (Ed.), Challenge and change in the Euro-Mediterranean region: Case studies in educational innovation (pp. 411-432). New York, NY: Peter Lang.
  • Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15-21.
  • Stapleton, P. (2014). Language teaching research: Promoting a more interdisciplinary approach. ELT Journal, 68(4), 432-441.
  • Tabatabaei, O., & Nazem, Y. (2013). English language teachers’ conceptions of research. Theory and Practice in Language Studies, 3(3), 521-532.
  • Toom, A., Kynaslahti, H., Krokfors, L., Jyrhama, R., Byman, R., Stenberg, K., Maaranen, K., & Kansanen, P. (2010). Experiences of a research based approach to teacher education: Suggestions for future policies. European Journal of Education, 45(2), 331-344.
  • Trent, J. (2012). Research engagement as identity construction: Hong Kong preservice teachers’ experiences of a compulsory research project. Teacher Development, 16(2), 145-160.
  • Ur, P. (1998). Action research is not so easy. In K. Head (Ed.), TDTR 3: Teachers develop teachers research (pp. 18-25). Whitstable, UK: IATEFL.
  • van der Linden, W. (2012). Design-based approach to introducing student teachers in conducting and using research. Eindhoven, NL: Eindhoven University of Technology
  • van der Linden, W., Bakx, A., Ros, A., Beijaard, D., & Vermeulen, M. (2012). Student teachers’ development of a positive attitude towards research and research knowledge and skills. European Journal of Teacher Education, 35(4), 401-419.
  • Volk, K. S. (2009). Action research as a sustainable endeavor for teachers: Does initial training lead to further action? Action Research, 8(3), 315-332.
  • Wagner, C., & Okeke, C. (2009). Quantitative or qualitative: Ontological and epistemological choices in research methods curricula. In M. Garner, C. Wagner & B. Kawulich (Eds.), Teaching research methods in the social sciences (pp. 61-70). Surrey, UK: Ashgate.
  • Wallace, M. (1996). Structured-reflection: The role of the professional project in training ESL teachers. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 281-94). Cambridge, UK: CUP.
  • Yuksel, I. (2012). The current developments in teacher education in Turkey on the threshold of European Union. International Journal of Humanities and Social Science, 2(8), 49-56.
There are 69 citations in total.

Details

Subjects Studies on Education
Journal Section Research Articles
Authors

Ceren Oztabay

Publication Date July 31, 2017
Acceptance Date June 14, 2017
Published in Issue Year 2017 Volume: 6 Issue: 3

Cite

APA Oztabay, C. (2017). Profiling research-capable English teachers throughout Turkey’s national teacher education reform history. Turkish Journal of Education, 6(3), 96-112. https://doi.org/10.19128/turje.296362

Turkish Journal of Education is licensed under CC BY-NC 4.0