Evaluation of the 2017 updated secondary school English curriculum of Turkey by means of theory-practice link

Year 2020, Volume: 9 Issue: 1, 1 - 21, 31.01.2020

Erdem Aksoy

https://doi.org/10.19128/turje.575392

Cited By: 13

Abstract

This study evaluates the
2017 updated secondary school English curriculum of Turkey with the frame of
Stake’s (1967) congruence-contingency model. The study employed a mixed-methods
research design. In this regard, triangulation was employed to provide data
diversity. Four different data gathering tools were used: document analysis,
interviews, structured questionnaires and in-class observations. The
questionnaire data were gathered from 96 English language teachers, working in
various cities of Turkey, and the interviews were conducted with seven English
language teachers working at a public school in Ankara. In addition, classroom
observations were conducted at four different classes in the same school. The
findings of the study indicated that teachers considered the updated curriculum
suitable and effective. However, in-class observations displayed that there are
important gaps in bridging theory and practice. Thus, if there is a huge gap
between what was intended and what was carried out, then first, an English as a
foreign language education policy document should be prepared, and a unique
foreign language-teaching ecosystem to include all stakeholders should be targeted.

Keywords

Curriculum evaluation, English language teaching, Foreign language policy, Teacher training

Türkiye’de 2017’de güncellenen ortaokul İngilizce öğretim programının kuram-uygulama bağı kapsamında değerlendirilmesi

Abstract

Bu araştırmada 2017
yılında güncellenen ortaokul İngilizce öğretim programlarının Stake’in (1967)
uygunluk-olasılık modeli bağlamında değerlendirilmesi amaçlanmıştır.
Araştırmada karma araştırma deseni benimsenmiştir ve bu bağlamda veri
çeşitliliği sağlamak için üçgenleme tekniği kullanılmıştır. Araştırmada doküman
analizi, görüşme, yapılandırılmış anket ve sınıf içi gözlemler şeklinde dört
farklı veri toplama aracı kullanılmıştır. Anket verileri Türkiye’nin farklı
illerinde çalışan 96 İngilizce öğretmeninden toplanmış, görüşmeler Ankara
ilinde bir devlet ortaokulunda çalışmakta olan 7 İngilizce öğretmeni ile
yapılmıştır. Diğer yandan, sınıf içi gözlemler aynı okulda dört farklı sınıf
düzeyinde gerçekleştirilmiştir. Araştırma sonuçları öğretmenlerin güncellenen
İngilizce öğretim programlarını uygun ve etkili bulduklarını göstermiştir.
Ancak sınıf içi gözlemler, kuram-uygulama bağını sağlamada önemli problemler
olduğunu göstermiştir. Bu nedenle hedeflenen ile uygulanan arasında önemli bir
fark mevcut ise öncelikle yabancı dil olarak İngilizce dil eğitimi politika
belgesi hazırlanması ve bu doğrultuda tüm paydaşları kapsayacak şekilde özgün
bir yabancı dil öğretim ekosistemi amaçlanması gerekmektedir.

Keywords

İngilizce öğretimi, Öğretmen yetiştirme, Program değerlendirme, Yabancı dil politikası

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