Year 2020, Volume 9 , Issue 1, Pages 1 - 21 2020-01-31

Türkiye’de 2017’de güncellenen ortaokul İngilizce öğretim programının kuram-uygulama bağı kapsamında değerlendirilmesi
Evaluation of the 2017 updated secondary school English curriculum of Turkey by means of theory-practice link

Erdem AKSOY [1]


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.

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.
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Primary Language en
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Orcid: 0000-0002-8395-1738
Author: Erdem AKSOY (Primary Author)
Institution: TED ÜNİVERSİTESİ
Country: Turkey


Dates

Publication Date : January 31, 2020

APA AKSOY, E . (2020). Evaluation of the 2017 updated secondary school English curriculum of Turkey by means of theory-practice link. Turkish Journal of Education , 9 (1) , 1-21 . DOI: 10.19128/turje.575392