English Language Teacher Education in Turkey: Why Do We Fail and What Policy Reforms Are Needed?

Yıl 2019, Cilt: 9 Sayı: 1, 181 - 213, 01.02.2019

Gökhan Öztürk Belgin Aydın

https://doi.org/10.18039/ajesi.520842

Cited By: 29

Öz

With the changing
paradigms in mainstream educational sciences identifying teacher education as a
relatively independent area, approaches and policies in second language teacher
education have undergone significant reforms throughout the world in the last
two decades. Turkey, as a country in the midst of both social and cultural
changes due to stream of events around it, has also attempted for such reforms
in its English Language Teacher Education (ELTE) policies since the foundation
of Higher Education Council leading to a unified model of pre-service teacher
education. Teacher education, however, has always been one of the highly
debated and criticized issues in the country by all the stakeholders. This
paper scrutinizes the current ELTE policies in both pre-service and in-service
levels in Turkey. The pre-service ELTE programs and how teachers are trained
after graduation are presented focusing on the weaknesses and the drawbacks of
the programs addressing to the relevant literature. Finally, the necessary
policy reforms at all levels of teacher education are suggested by referring to
the implementations of countries with high-quality teacher education systems.

Anahtar Kelimeler

English language teacher education, pre-service education, in-service education, policy reforms

Kaynakça

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