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Polonya ve Türkiye’deki İngilizce Öğretmeni Yetiştirme Programlarının Karşılaştırılması

Yıl 2017, Cilt 8, Sayı 2, 112 - 121, 29.12.2017

Öz

Bu çalışmanın amacı, Türkiye ve Polonya’daki İngilizce öğretmen yetiştirme sistemlerini tartışarak, benzerlik ve farklılıkları ortaya çıkarmaktır. Bu amaçla, Türkiye ve Polonya’da İngilizce öğretmeni yetiştiren iki üniversitede hâlihazırda uygulanmakta olan ders programları karşılaştırmalı olarak ele alınmıştır. Bu incelemenin, iyi uygulamaları ortaya çıkarmak ve her iki ülkenin İngilizce öğretmen yetiştirme politikalarını geliştirmesine yardımcı olacağı düşünülmektedir.

 

Kaynakça

  • Bayyurt, Y. (2006). Non‐native English language teachers’ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10(2), 233-247.
  • Bayyurt, Y. (2013). Current perspectives on sociolinguistics and English language education. The Journal of Language Teaching and Learning, 3(1), 69-78.
  • Byczek, R. (2014) Polska migracja do wielkiej Brytanii. Zeszyty Naukowe, Turystyka i Rekreacja, 2(14), 123-136.
  • Główny Urząd Statystyczny, Main Statistic Office, file:///C:/Documents%20and%20Settings/MK/Moje%20dokumenty/Downloads/oswiata_i_wychowanie.pdf, p. 109, 10.09.2017.
  • HEC (2006). Explanation on new teacher education programs, http://www.yok.gov.tr/web/guest/icerik//journal_content/56_INSTANCE_rEHF8BIsfYRx/10279/49875)
  • Karakas, A. (2012). Evaluation of the English language program in Turkey. ELT Weekly, 4(5), 1-16.
  • Kasztalska, A. (2014). English in contemporary Poland, in: World Englishes, 33(2), 242-262.
  • Merriam, S.B., & Tisdell, E.J. (2016). Qualitative research. USA: Jossey-Bass.
  • Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current trends in OECD countries and a literature review on potential effects. OECD Education Working Papers, 48.
  • Smoczyńska Anna (ed.) (2014). The system of education in Poland. Warszawa: Eurydice.

A Comparison of English Language Teacher Education Programs In Poland And Turkey

Yıl 2017, Cilt 8, Sayı 2, 112 - 121, 29.12.2017

Öz

In today’s world, the English language has secured its role as a lingua franca. Yet, it is hard to claim that the English proficiency level in Turkey has reached the international standards. It is clear that some weaknesses of English language teacher education programs in the country have a role in these low levels of English proficiency.  The aim of the current study is to discuss English language teacher education programs in Turkey and Poland, with a focus on the similarities and differences of the educational systems. The first part of the study discusses the social and historical background of the status of the English language in society and in the educational system in both countries. In the second part of the study, the current English language teacher education programs at Dokuz Eylul University in Izmir, Turkey and Adam Mickiewicz University in Poznań, Poland are presented. The objective of the third part of the study is to compare and contrast the main differences and similarities between the programs and define the potential factors influencing the programs in both countries. It is expected that the best practices identified will lead to better English language teacher education programs for both countries, especially for Turkey. 

Kaynakça

  • Bayyurt, Y. (2006). Non‐native English language teachers’ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10(2), 233-247.
  • Bayyurt, Y. (2013). Current perspectives on sociolinguistics and English language education. The Journal of Language Teaching and Learning, 3(1), 69-78.
  • Byczek, R. (2014) Polska migracja do wielkiej Brytanii. Zeszyty Naukowe, Turystyka i Rekreacja, 2(14), 123-136.
  • Główny Urząd Statystyczny, Main Statistic Office, file:///C:/Documents%20and%20Settings/MK/Moje%20dokumenty/Downloads/oswiata_i_wychowanie.pdf, p. 109, 10.09.2017.
  • HEC (2006). Explanation on new teacher education programs, http://www.yok.gov.tr/web/guest/icerik//journal_content/56_INSTANCE_rEHF8BIsfYRx/10279/49875)
  • Karakas, A. (2012). Evaluation of the English language program in Turkey. ELT Weekly, 4(5), 1-16.
  • Kasztalska, A. (2014). English in contemporary Poland, in: World Englishes, 33(2), 242-262.
  • Merriam, S.B., & Tisdell, E.J. (2016). Qualitative research. USA: Jossey-Bass.
  • Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current trends in OECD countries and a literature review on potential effects. OECD Education Working Papers, 48.
  • Smoczyńska Anna (ed.) (2014). The system of education in Poland. Warszawa: Eurydice.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

İrem ÇOMOĞLU> (Sorumlu Yazar)

Türkiye


Joanna Kic-Drgas Bu kişi benim

Yayımlanma Tarihi 29 Aralık 2017
Gönderilme Tarihi 24 Kasım 2017
Kabul Tarihi 29 Aralık 2017
Yayınlandığı Sayı Yıl 2017, Cilt 8, Sayı 2

Kaynak Göster

APA Çomoğlu, İ. & Kic-drgas, J. (2017). A Comparison of English Language Teacher Education Programs In Poland And Turkey . Batı Anadolu Eğitim Bilimleri Dergisi , 8 (2) , 112-121 . Retrieved from https://dergipark.org.tr/tr/pub/baebd/issue/33149/357642