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Kabul Koşulları Önemli midir? Hollanda ve Türkiye'de İngilizce Öğretmenliği Programı Kabul Koşulları Kıyaslaması

Year 2021, Volume 11, Issue 2 Pt 1, 215 - 226, 01.08.2021
https://doi.org/10.2399/yod.20.736708

Abstract

Öğretmenlerin, öğrencilerin yabancı dil gelişimi ve yeterliliği üzerindeki etkisi, öğretmen niteliklerinin öğrencilerin dil gelişimi ve dil seviyelerini etkilemesinden ötürü yadsınamaz bir gerçektir. Türk öğrencilerin uluslararası İngilizce yeterlilik endekslerindeki düşük performansı, dil öğretmenlerinin niteliklerini eleştirel bir bakış açısıyla anlama ihtiyacını da beraberinde getirmektedir. Şüphesiz ki, dil öğretmenlerinin sahip olması gereken önemli niteliklerden biri, öğrettikleri dilde yüksek yeterliliktir. Ancak, liselerdeki farklı programlardan mezun, sınırlı İngilizce yeterliliğine sahip öğrenciler İngilizce öğretmenliği programlarına yerleşebilmektedirler. Hollanda'nın uluslararası İngilizce yeterlilik endekslerinde ilk sıradaki ülke olarak gösterdiği başarı göz önünde bulundurulduğunda, bu çalışma, Hollanda'daki İngilizce öğretmenliği programlarının kabul koşullarını araştırmayı, Türkiye'deki İngilizce öğretmenliği programlarının kabul koşulları ile karşılaştırmayı ve Türkiye'deki İngilizce öğretmenliği programları için kapsamlı kabul koşullarını önermeyi amaçlamaktadır. Bu doğrultuda her iki ülkedeki İngilizce öğretmenliği programlarının kabul koşulları ile ilgili bilgileri ve ulusal ve uluslararası istatistikleri birleştiren bir doküman analizi gerçekleştirilmiştir. Sonuç olarak Türkiye'deki İngilizce öğretmenliği programlarının kabul koşulları ile ilgili değişiklikleri içeren önerilerde bulunulmuştur.

References

  • Arık, B. T., & Arık, E. (2014). The role and status of English in Turkish higher education: English is the language of instruction in around 20% of the programs in Turkish universities. English Today, 30(4), 5–10.
  • Asmalı, M. (2020). General picture of English language teaching programs and students in Turkey. Journal of Higher Education and Science, 10(2), 264–275.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.
  • British Council, & TEPAV (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek Matbaacılık. Retrieved from http://www.britishcouncil.org.tr/sites/default/files/turkey_national_ needs_assessment_of_state_school_english_language_teaching.pdf (23 Dec 2019).
  • British Council, & TEPAV (2015). The state of English in higher education in Turkey. A baseline study. Ankara: Yorum Basın Yayın Sanayi Ltd. Şti. Retrieved from https://www.britishcouncil.org.tr/sites/default/files/ he_baseline_study_book_web_-_son.pdf (23 Dec 2019).
  • Caena, F. (2014). Initial teacher education in Europe: An overview of policy issues. European Commission Directorate-General for Education and Culture School Policy/Erasmus+. ET 2020 Working Groups on Schools Policy. Retrieved from https://ec.europa.eu/assets/eac/education/experts-groups/2014-2015/school/initial-teacher-education_en.pdf (20 Oct 2020).
  • Casey, C. E., & Childs, R. A. (2007). Teacher education program admission criteria and what beginning teachers need to know to be successful teachers. Canadian Journal of Educational Administration and Policy, 67, 1–24.
  • Cheung, H. Y. (2006). The measurement of teacher effectiveness: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32(4), 435–451.
  • Cornu, B. (2015). Teacher education in France: Universitisation and professionalization – from IUFMs to ESPEs. Education Inquiry, 6(3), 289–307.
  • Çavuşoğlu, A. (2011). Yükseköğretime geçişte katsayı uygulaması. Ankara: Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı, 3. Retrieved from https:// www.setav.org/yuksekogretime-geciste-katsayi-uygulamasi/ (9 Feb 2020).
  • Çelik, H. (2017). Senior pre-service English language teachers’ perceptions of preparedness to teach: Sources and changes. Unpublished doctoral dissertation, Çanakkale Onsekiz Mart University, Çanakkale.
  • Çetinavcı, U. R., & Yavuz, A. (2010). Language proficiency level of English language teacher trainees in Turkey. The International Journal of Research in Teacher Education, 1(Special Issue), 26–54.
  • Darling-Hammond, L. (2010). How high-achieving countries develop great teachers. Stanford Center for Opportunity Policy in Education – Research Brief. Retrieved from https://edpolicy.stanford.edu/sites/ default/files/publications/how-high-achieving-countries-develop-great-teachers.pdf (25 Feb 2020).
  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.
  • Education First (EF) (2019). EF English proficiency index. Retrieved from https://www.ef.com.tr/__/~/media/centralefcom/epi/downloads/full-reports/v9/ef-epi-2019-english.pdf (10 Feb 2020).
  • Educational Testing Service (2018). Test and score data summary for TOEFL-iBT tests. Retrieved from: https://www.ets.org/s/toefl/pdf/toefl_tsds_ data.pdf (26 Feb 2020).
  • Erarslan, A. (2018). Strengths and weaknesses of primary school English language teaching programs in Turkey: Issues regarding program components. Eurasian Journal of Applied Linguistics, 4(2), 325–347.
  • Gök, E. (2016). The Turkish higher education system from the kaleidoscope of Martin Trow. Education and Science, 41(184), 147–168.
  • Gürsoy, E., & Eken, E. (2018). English teachers’ understanding of the new English language teaching program and their classroom implementations. Journal of Language and Linguistic Studies, 14(2), 18–33.
  • Hobson, A. J., Ashby, P., McIntyre, J., & Malderez, A. (2010). International approaches to teacher selection and recruitment. OECD Education, Working Papers, No. 47. Paris: OECD Publishing.
  • Iucu, R., Mironov, C., Borzea, A., & Marin, E. (2014). Some insights into the approaches to selecting potential candidates to become student teachers. Procedia-Social and Behavioral Sciences, 128, 355–360.
  • Jenset, I. S., Klette, K., & Hammerness, K. (2018). Ground teacher education in practice around the world: an examination of teacher education coursework in teacher education programs in Finland, Norway, and the United States. Journal of Teacher Education, 69(2), 184–197.
  • Kırkgoz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216–228.
  • Kic-Drgas, J., & Comoglu, I. (2017). A comparison of English language teacher education programs in Poland and Turkey. Western Anatolia Journal of Educational Sciences, 8(2), 111–121.
  • Klassen, R. M., & Kim, L. E. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32–51.
  • Klassen, R. M., Kim, L. E., Rushby, J. V., & Bardach, L. (2020). Can we improve how we screen applicants for initial teacher education? Teaching and Teacher Education, 87, 1–11.
  • Korkmazgil, S. (2015). An investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges. Unpublished doctoral dissertation, Middle East Technical University, Ankara.
  • Köksal, D., & Ulum, Ö. G. (2019). Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies, 15(2), 484–495.
  • Leshem, S. (2012). The group interview experience as a tool for admission to teacher education. Education Research International, 2012, 1–8. Article ID 876764.
  • Lodhi, M.A., Zafar, Z., Akhtar, N., Sikander, S., & Farrukh, S. (2019). Impact of English teachers’ behavior on English proficiency skills of ESL learners at secondary level. International Journal of English Linguistics, 9(1), 277–292.
  • 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.
  • Marinova-Todd, S. H. (2003). Know your grammar: What the knowledge of syntax and morphology in an L2 reveals about the critical period for second/foreign language acquisition. In M. P. Garcia-Mayo, & M. L. Garcia-Lecumberri (Eds.), Age and the acquisition of English as a foreign language: Theoretical issues and field work (pp. 59–73). Clevedon: Multilingual Matters Ltd.
  • Melitz, J. (2018). English as a lingua franca: Facts, benefits and costs. The World Economy, 41, 1741–1750.
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (MoNE) (2015). Directory general of Secondary Education e-bulletin, 6. Retrieved from http://ogm.meb.gov.tr/bulten6.pdf (22 Oct 2020).
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (MoNE). (2019). National education statistics formal education. Retrieved from http://sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/30102730_meb_istatistikleri_orgun_egitim_2018_2019.pdf (25 Jan 2020).
  • Nel, N., & Müller, H. (2010). The impact of teachers’ limited English proficiency on English second language learners in South African schools. South African Journal of Education, 30, 635–650.
  • Nuffic ‘The Dutch Organization for Internationalization in Education’ (2019). The education system of the Netherlands (Version six). Retrieved from https://www.nuffic.nl/en/publications/education-system-netherlands (18 Jan 2020).
  • Nusche, D., Radinger, T., Falch, T., & Shaw, B. (2016). OECD reviews of school resources: Denmark 2016. Paris: OECD Publishing.
  • Organization for Economic Co-operation and Development (OECD). (2014). Education at a glance 2014: OECD Indicators. Paris: OECD Publishing.
  • Organization for Economic Co-operation and Development (OECD). (2019). Education at a glance database. Retrieved from https://www.oecd. org/education/education-at-a-glance/EAG2019_CN_NLD.pdf (15 Jan 2020).
  • Ölçme Seçme ve Yerleştirme Merkezi (ÖSYM). (2018). 2018 - YDS ilkbahar dönemi sonuçlarına ilişkin sayısal bilgiler. Retrieved from https:// www.osym.gov.tr/TR,14974/2018-yds-ilkbahar-donemi-sonuclarina-iliskin-sayisal-bilgiler.html (22 Feb 2020).
  • Ölçme Seçme ve Yerleştirme Merkezi (ÖSYM). (2019a). 2019 Yükseköğretim kurumları sınavı (YKS) kılavuzu. Retrieved from: https://dokuman. osym.gov.tr/pdfdokuman/2019/YKS/kilavuz_11022019.pdf (20 Feb 2020).
  • Ölçme Seçme ve Yerleştirme Merkezi (ÖSYM). (2019b). Yükseköğretim Kurulu Sınavı (YKS) sayısal bilgiler. Retrieved from https://dokuman. osym.gov.tr/pdfdokuman/2019/YKS/sayisalbilgiler18072019.pdf (20 Feb 2020).
  • Öztürk, G., & Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181–213.
  • Prior, L. F. (2008). Document analysis. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (Vol. 1, pp. 230–232). Melbourne: SAGE.
  • Révai, N. (2018). What difference do standards make to educating teachers? A review with case studies on Australia, Estonia and Singapore, OECD Education Working Papers, No. 174. Paris: OECD Publishing.
  • Sarıçoban, G., & Sarıçoban, A. (2012). Atatürk and the history of foreign language education. The Journal of Language and Linguistic Studies, 8(1), 24–49.
  • Savaşkan, İ. (2016). Turkey’s place in the rankings of the English proficiency index. Journal of Teacher Education and Educators, 5(2), 192–208.
  • Schensul, J. J. (2008). Documents. In L. M. Given (Ed.), The SAGE Encyclopedia of Qualitative Research Methods (Vol. 1, p. 232). Melbourne: SAGE.
  • Staub, D., & Kırkgöz, Y. (2019). Standards assessment in English language teacher education. Novitas-ROYAL, 13(1), 47–61.
  • Türkiye İstatistik Kurumu (TÜİK) [Turkish Statistical Institute]. (2019). Net schooling ratio, number of schools, teachers, students and classrooms, students per division and teacher at primary education by types of educational year, 1997–2018. Retrieved from http://tuik.gov.tr/PreTablo.do?alt_ id=1018 (19 Jan 2020).
  • United Nations Educational, Scientific, and Cultural Organization (UNESCO) (2014). UNESCO education strategy 2014–2021. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000231288 (25 Jan 2020).
  • Vereniging Hogescholen (2018). Student and staff enrolment Universities of Applied Sciences in the Netherlands. Retrieved from https://www.vereniginghogescholen.nl/english (18 Jan 2020).
  • Yavuz, A., & Zehir Topkaya, E. (2013). Teacher educators’ evaluations of the English language teaching program: A Turkish case. Novitas-ROYAL (Research on Youth and Language), 7(1), 64–83.
  • Yükseköğretim Kurulu (YÖK) [Council of Higher Education]. (2019). Yükseköğretim bilgi yönetim sistemi. Retrieved from https://istatistik.yok. gov.tr/ (13 Jan 2013).
  • Yükseköğretim Kurulu Atlas (YÖK Atlas) [Council of Higher Education Atlas]. (2019). İngilizce öğretmenliği (dil) programlarına yerleşen öğrencilerin son netleri. Retrieved from https://yokatlas.yok.gov.tr/netler-tablo.php?b=10108 (15 Dec 2019).

Do Admission Requirements Matter? A Comparison of the Requirements for Admission to the ELT programs in the Netherlands and Turkey

Year 2021, Volume 11, Issue 2 Pt 1, 215 - 226, 01.08.2021
https://doi.org/10.2399/yod.20.736708

Abstract

Qualifications of language teachers affect their students' language development and proficiency. Turkish learners' low performance in international English proficiency indices requires an investigation of the qualifications of language teachers from a critical point of view. Without doubt, one of the crucial qualifications that language teachers need to possess is a high proficiency and competency in the target language. However, graduating from different programs in high schools, students are placed in English language teaching (ELT) programs with limited English proficiency. Considering the success of the Netherlands as the top country in international English proficiency indices, this study aims to find the admission requirements of the ELT programs in the Netherlands, to compare them with the ones in Turkey, and to suggest comprehensive admission requirements for ELT programs in Turkey. In this regard, a document analysis merging a detailed analysis of information regarding the admission requirements of the ELT programs in both countries and national and international statistics was conducted. Consequently, some recommendations regarding the likely changes to be made in the admission requirements to the ELT programs in Turkey are made.

References

  • Arık, B. T., & Arık, E. (2014). The role and status of English in Turkish higher education: English is the language of instruction in around 20% of the programs in Turkish universities. English Today, 30(4), 5–10.
  • Asmalı, M. (2020). General picture of English language teaching programs and students in Turkey. Journal of Higher Education and Science, 10(2), 264–275.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.
  • British Council, & TEPAV (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek Matbaacılık. Retrieved from http://www.britishcouncil.org.tr/sites/default/files/turkey_national_ needs_assessment_of_state_school_english_language_teaching.pdf (23 Dec 2019).
  • British Council, & TEPAV (2015). The state of English in higher education in Turkey. A baseline study. Ankara: Yorum Basın Yayın Sanayi Ltd. Şti. Retrieved from https://www.britishcouncil.org.tr/sites/default/files/ he_baseline_study_book_web_-_son.pdf (23 Dec 2019).
  • Caena, F. (2014). Initial teacher education in Europe: An overview of policy issues. European Commission Directorate-General for Education and Culture School Policy/Erasmus+. ET 2020 Working Groups on Schools Policy. Retrieved from https://ec.europa.eu/assets/eac/education/experts-groups/2014-2015/school/initial-teacher-education_en.pdf (20 Oct 2020).
  • Casey, C. E., & Childs, R. A. (2007). Teacher education program admission criteria and what beginning teachers need to know to be successful teachers. Canadian Journal of Educational Administration and Policy, 67, 1–24.
  • Cheung, H. Y. (2006). The measurement of teacher effectiveness: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32(4), 435–451.
  • Cornu, B. (2015). Teacher education in France: Universitisation and professionalization – from IUFMs to ESPEs. Education Inquiry, 6(3), 289–307.
  • Çavuşoğlu, A. (2011). Yükseköğretime geçişte katsayı uygulaması. Ankara: Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı, 3. Retrieved from https:// www.setav.org/yuksekogretime-geciste-katsayi-uygulamasi/ (9 Feb 2020).
  • Çelik, H. (2017). Senior pre-service English language teachers’ perceptions of preparedness to teach: Sources and changes. Unpublished doctoral dissertation, Çanakkale Onsekiz Mart University, Çanakkale.
  • Çetinavcı, U. R., & Yavuz, A. (2010). Language proficiency level of English language teacher trainees in Turkey. The International Journal of Research in Teacher Education, 1(Special Issue), 26–54.
  • Darling-Hammond, L. (2010). How high-achieving countries develop great teachers. Stanford Center for Opportunity Policy in Education – Research Brief. Retrieved from https://edpolicy.stanford.edu/sites/ default/files/publications/how-high-achieving-countries-develop-great-teachers.pdf (25 Feb 2020).
  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.
  • Education First (EF) (2019). EF English proficiency index. Retrieved from https://www.ef.com.tr/__/~/media/centralefcom/epi/downloads/full-reports/v9/ef-epi-2019-english.pdf (10 Feb 2020).
  • Educational Testing Service (2018). Test and score data summary for TOEFL-iBT tests. Retrieved from: https://www.ets.org/s/toefl/pdf/toefl_tsds_ data.pdf (26 Feb 2020).
  • Erarslan, A. (2018). Strengths and weaknesses of primary school English language teaching programs in Turkey: Issues regarding program components. Eurasian Journal of Applied Linguistics, 4(2), 325–347.
  • Gök, E. (2016). The Turkish higher education system from the kaleidoscope of Martin Trow. Education and Science, 41(184), 147–168.
  • Gürsoy, E., & Eken, E. (2018). English teachers’ understanding of the new English language teaching program and their classroom implementations. Journal of Language and Linguistic Studies, 14(2), 18–33.
  • Hobson, A. J., Ashby, P., McIntyre, J., & Malderez, A. (2010). International approaches to teacher selection and recruitment. OECD Education, Working Papers, No. 47. Paris: OECD Publishing.
  • Iucu, R., Mironov, C., Borzea, A., & Marin, E. (2014). Some insights into the approaches to selecting potential candidates to become student teachers. Procedia-Social and Behavioral Sciences, 128, 355–360.
  • Jenset, I. S., Klette, K., & Hammerness, K. (2018). Ground teacher education in practice around the world: an examination of teacher education coursework in teacher education programs in Finland, Norway, and the United States. Journal of Teacher Education, 69(2), 184–197.
  • Kırkgoz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216–228.
  • Kic-Drgas, J., & Comoglu, I. (2017). A comparison of English language teacher education programs in Poland and Turkey. Western Anatolia Journal of Educational Sciences, 8(2), 111–121.
  • Klassen, R. M., & Kim, L. E. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32–51.
  • Klassen, R. M., Kim, L. E., Rushby, J. V., & Bardach, L. (2020). Can we improve how we screen applicants for initial teacher education? Teaching and Teacher Education, 87, 1–11.
  • Korkmazgil, S. (2015). An investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges. Unpublished doctoral dissertation, Middle East Technical University, Ankara.
  • Köksal, D., & Ulum, Ö. G. (2019). Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies, 15(2), 484–495.
  • Leshem, S. (2012). The group interview experience as a tool for admission to teacher education. Education Research International, 2012, 1–8. Article ID 876764.
  • Lodhi, M.A., Zafar, Z., Akhtar, N., Sikander, S., & Farrukh, S. (2019). Impact of English teachers’ behavior on English proficiency skills of ESL learners at secondary level. International Journal of English Linguistics, 9(1), 277–292.
  • 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.
  • Marinova-Todd, S. H. (2003). Know your grammar: What the knowledge of syntax and morphology in an L2 reveals about the critical period for second/foreign language acquisition. In M. P. Garcia-Mayo, & M. L. Garcia-Lecumberri (Eds.), Age and the acquisition of English as a foreign language: Theoretical issues and field work (pp. 59–73). Clevedon: Multilingual Matters Ltd.
  • Melitz, J. (2018). English as a lingua franca: Facts, benefits and costs. The World Economy, 41, 1741–1750.
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (MoNE) (2015). Directory general of Secondary Education e-bulletin, 6. Retrieved from http://ogm.meb.gov.tr/bulten6.pdf (22 Oct 2020).
  • Milli Eğitim Bakanlığı (MEB) [Ministry of National Education] (MoNE). (2019). National education statistics formal education. Retrieved from http://sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/30102730_meb_istatistikleri_orgun_egitim_2018_2019.pdf (25 Jan 2020).
  • Nel, N., & Müller, H. (2010). The impact of teachers’ limited English proficiency on English second language learners in South African schools. South African Journal of Education, 30, 635–650.
  • Nuffic ‘The Dutch Organization for Internationalization in Education’ (2019). The education system of the Netherlands (Version six). Retrieved from https://www.nuffic.nl/en/publications/education-system-netherlands (18 Jan 2020).
  • Nusche, D., Radinger, T., Falch, T., & Shaw, B. (2016). OECD reviews of school resources: Denmark 2016. Paris: OECD Publishing.
  • Organization for Economic Co-operation and Development (OECD). (2014). Education at a glance 2014: OECD Indicators. Paris: OECD Publishing.
  • Organization for Economic Co-operation and Development (OECD). (2019). Education at a glance database. Retrieved from https://www.oecd. org/education/education-at-a-glance/EAG2019_CN_NLD.pdf (15 Jan 2020).
  • Ölçme Seçme ve Yerleştirme Merkezi (ÖSYM). (2018). 2018 - YDS ilkbahar dönemi sonuçlarına ilişkin sayısal bilgiler. Retrieved from https:// www.osym.gov.tr/TR,14974/2018-yds-ilkbahar-donemi-sonuclarina-iliskin-sayisal-bilgiler.html (22 Feb 2020).
  • Ölçme Seçme ve Yerleştirme Merkezi (ÖSYM). (2019a). 2019 Yükseköğretim kurumları sınavı (YKS) kılavuzu. Retrieved from: https://dokuman. osym.gov.tr/pdfdokuman/2019/YKS/kilavuz_11022019.pdf (20 Feb 2020).
  • Ölçme Seçme ve Yerleştirme Merkezi (ÖSYM). (2019b). Yükseköğretim Kurulu Sınavı (YKS) sayısal bilgiler. Retrieved from https://dokuman. osym.gov.tr/pdfdokuman/2019/YKS/sayisalbilgiler18072019.pdf (20 Feb 2020).
  • Öztürk, G., & Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181–213.
  • Prior, L. F. (2008). Document analysis. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (Vol. 1, pp. 230–232). Melbourne: SAGE.
  • Révai, N. (2018). What difference do standards make to educating teachers? A review with case studies on Australia, Estonia and Singapore, OECD Education Working Papers, No. 174. Paris: OECD Publishing.
  • Sarıçoban, G., & Sarıçoban, A. (2012). Atatürk and the history of foreign language education. The Journal of Language and Linguistic Studies, 8(1), 24–49.
  • Savaşkan, İ. (2016). Turkey’s place in the rankings of the English proficiency index. Journal of Teacher Education and Educators, 5(2), 192–208.
  • Schensul, J. J. (2008). Documents. In L. M. Given (Ed.), The SAGE Encyclopedia of Qualitative Research Methods (Vol. 1, p. 232). Melbourne: SAGE.
  • Staub, D., & Kırkgöz, Y. (2019). Standards assessment in English language teacher education. Novitas-ROYAL, 13(1), 47–61.
  • Türkiye İstatistik Kurumu (TÜİK) [Turkish Statistical Institute]. (2019). Net schooling ratio, number of schools, teachers, students and classrooms, students per division and teacher at primary education by types of educational year, 1997–2018. Retrieved from http://tuik.gov.tr/PreTablo.do?alt_ id=1018 (19 Jan 2020).
  • United Nations Educational, Scientific, and Cultural Organization (UNESCO) (2014). UNESCO education strategy 2014–2021. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000231288 (25 Jan 2020).
  • Vereniging Hogescholen (2018). Student and staff enrolment Universities of Applied Sciences in the Netherlands. Retrieved from https://www.vereniginghogescholen.nl/english (18 Jan 2020).
  • Yavuz, A., & Zehir Topkaya, E. (2013). Teacher educators’ evaluations of the English language teaching program: A Turkish case. Novitas-ROYAL (Research on Youth and Language), 7(1), 64–83.
  • Yükseköğretim Kurulu (YÖK) [Council of Higher Education]. (2019). Yükseköğretim bilgi yönetim sistemi. Retrieved from https://istatistik.yok. gov.tr/ (13 Jan 2013).
  • Yükseköğretim Kurulu Atlas (YÖK Atlas) [Council of Higher Education Atlas]. (2019). İngilizce öğretmenliği (dil) programlarına yerleşen öğrencilerin son netleri. Retrieved from https://yokatlas.yok.gov.tr/netler-tablo.php?b=10108 (15 Dec 2019).

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Original Empirical Research
Authors

Mehmet ASMALI (Primary Author)
School of Foreign Languages, Alanya Alaaddin Keykubat University
0000-0002-4899-1179
Türkiye


Handan ÇELİK This is me
English Language Teaching Department, Fatih Education Faculty, Trabzon University
0000-0001-8041-6062
Türkiye

Publication Date August 1, 2021
Published in Issue Year 2021, Volume 11, Issue 2 Pt 1

Cite

APA Asmalı, M. & Çelik, H. (2021). Do Admission Requirements Matter? A Comparison of the Requirements for Admission to the ELT programs in the Netherlands and Turkey . Yükseköğretim Dergisi , 11 (2 Pt 1) , 215-226 . DOI: 10.2399/yod.20.736708

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