Araştırma Makalesi
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The portrait of Turkish EFL Teachers' Professional Development Perceptions: A literature review study

Yıl 2021, Cilt: 9 Sayı: 3, 93 - 109, 30.09.2021
https://doi.org/10.29228/ijlet.51614

Öz

This paper aims to provide a review of studies conducted on the professional development (PD) perceptions of EFL teachers in Turkey, focusing mainly on teachers' understanding of PD, type of practices, and hindering factors, the effect of experience, age, gender, institution type on PD. The study applied the Criterion Sampling method, one of the Purposive Sampling methods, to select the articles to be reviewed. Studies meeting the criteria were examined and it was concluded that EFL teachers in Turkey have mostly positive perceptions towards Professional Development while some have negative perceptions and misperceptions of it. It is also revealed that experience and age factors make a difference not in perceptions but in preference of practice types; that women are more inclined than men and teachers in private institutions are more interested than those in public schools.

Kaynakça

  • Arıkan, A., & Turhan, E. I. (2009). English Language Teacher Development With and Without a Teacher. E-Journal of New World Sciences Academy, 4(2), 410–421.
  • Atay, D. (2006). Teachers’ Professional Development: Partnerships in Research. Tesl-Ej Teaching English as a Second or Foreign Language, 10(2), 1–15.
  • Babanoğlu, M. P., & Yardimci, A. (2017). Turkish State And Private School EFL Teachers’ Perceptions on Professional Development. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(2), 789–803. https://doi.org/10.14812/cuefd.305210
  • Borg, S. (2010). Language teacher research engagement. In Language Teaching (Vol. 43, Issue 4). Cambridge University Press 2010. https://doi.org/10.1017/S0261444810000170
  • Büyükyavuz, O. (2013). Professional Development for Turkish Teachers of English: Is it a must or Luxury? Procedia- Social and Behavioral Sciences, 89(2001), 363–367. https://doi.org/10.1016/j.sbspro.2013.08.861
  • Çapar, M., & Keçik, İ. (2016). Generation types view and perspectives of EFL instructors on their expectations related to professional development programs. ELT Research Journal, 5(2), 103– 122.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
  • Dogan, F. S., & Yagiz, O. (2015). “Listening to ELT Teachers’’ Voices: Perceptions of Personal Professional Development in Relation to Their Gender, Teaching Experience and Institutions".” Journal of Education & Social Policy, 2(6), 54–61. www.jespnet.com
  • Eksi, G., & Aydın, Y. C. (2013). English Instructors’ Professional Development Need Areas and Predictors of Professional Development Needs. Procedia - Social and Behavioral Sciences, 70, 675– 685. https://doi.org/10.1016/j.sbspro.2013.01.108
  • Eryılmaz, R., & Dikilitaş, K. (2016). English language teachers’ research reticence: a collective-case study. Ankara Üniversitesi Tömer Dil Dergisi, 197(2), 15–30. https://doi.org/10.1501/dilder_0000000231
  • Farrell, T. (2015). Second Language Teacher Education: A Reality Check.
  • Freeman, D. (2016). Educating Second Language Teachers (Oxford App, pp. 1–355). Oxford University Press.
  • Hismanoglu, M. (2010). Effective professional development strategies of English language teachers. Procedia - Social and Behavioral Sciences, 2(2), 990–995. https://doi.org/10.1016/j.sbspro.2010.03.139
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
  • Mahmoudi, F., & Özkan, Y. (2015). Exploring Experienced and Novice Teachers’ Perceptions about Professional Development Activities. Procedia - Social and Behavioral Sciences, 199, 57–64. https://doi.org/10.1016/j.sbspro.2015.07.487
  • Mann, S. (2005). The language teacher’s development. Language Teaching, 38(3), 103–118. https://doi.org/10.1017/S0261444805002867 OECD. (2009). Creating Effective Teaching and Learning Environments First Results from TALIS. https://doi.org/10.1787/9789264068780-en
  • Önalan, O., & Ersoy, E. G. Ü. (2020). EFL Teachers’ Views and Needs on In -service Training as a Part of Professional Development : A Case Study in Turkish Context. 9(2), 373–387. https://doi.org/10.14686/buefad.713100
  • Özbilgin, A., Erkmen, B., & Karaman, A. C. (2016). English Language Teacher Professional Development: When Institutional Frameworks Fall Short. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(1). https://doi.org/10.17679/iuefd.17152899
  • Ozer, B. (2004). In-service training of teachers in turkey at the beginning of the 2000s. Journal of In Service Education, 30(1), 89–100. https://doi.org/10.1080/13674580400200301
  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158–177. https://doi.org/10.1177/0033688208092182
  • Schön, D. A. (1983). The reflective practitioner: How Professionals Think in Action. In Basic Books, Inc. https://doi.org/10.4324/9780203963371
  • Şener, S., & Çokçalışkan, A. (2017). English language teachers’ perceptions on professional development: A case study of in- service teachers in Muğla. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 6(2), 205–217. http://dergipark.ulakbim.gov.tr/eltrj/
  • Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.
  • Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. In Harvard Educational Review (Vol. 57, Issue 1, pp. 1–21).
  • Tanış, A., & Dikilitaş, K. (2018). Turkish EFL instructors’ engagement in professional development. Eurasian Journal of Applied Linguistics, 4(1), 27–47. https://doi.org/10.32601/ejal.460628
  • Topkaya, E. Z., & Çelik, H. (2016). Non-native English Language Teachers’ Perceptions of Professional Development: Implications for Career Stages. Procedia - Social and Behavioral Sciences, 232(April), 5–11. https://doi.org/10.1016/j.sbspro.2016.10.003
  • Wallace, M. J. (1991). Training Foreign Language Teachers: A reflective approach (R. Gairns & M. Williams (eds.)). Cambridge University Press.
  • Yesilçinar, S., & Çakir, A. (2018). Continuing professional development process: English language teachers’ views on the role of teacher research. Journal of Language and Linguistic Studies, 14(2), 61–75.
  • Yoon, K. S., Lee, S. W., Duncan, T., Scarloss, B. A. ., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). In Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs (Vol. 033).
  • Yurtsever, G. (2013). English Language Instructors’ Beliefs on Professional Development Models and Preferences to Improve Their Teaching Skills. Procedia - Social and Behavioral Sciences, 70, 666– 674. https://doi.org/10.1016/j.sbspro.2013.01.107

Türkiye’deki İngilizce Öğretmenlerinin Mesleki Gelişim Algılarının Portresi: Bir Literatür Taraması

Yıl 2021, Cilt: 9 Sayı: 3, 93 - 109, 30.09.2021
https://doi.org/10.29228/ijlet.51614

Öz

Bu makale, Türkiye'deki İngilizceyi yabancı dil olarak öğreten öğretmenlerin mesleki gelişim algıları üzerine yapılan çalışmaların gözden geçirilmesini amaçlayarak, öğretmenlerin mesleki gelişim anlayışları, uygulama türleri ve engelleyici faktörler, deneyim, yaş, cinsiyet ve kurum türünün mesleki gelişim üzerindeki etkisini ortaya çıkarmayı hedeflemiştir. Çalışmada, incelenecek makaleleri seçmek için Amaçlı Örnekleme yöntemlerinden biri olan Ölçüt Örnekleme yöntemi uygulanmıştır. Ölçütleri karşılayan araştırmalar incelenmiş ve Türkiye'deki İngilizce öğretmenlerinin Mesleki Gelişime yönelik çoğunlukla olumlu algılara sahip oldukları, bazılarının ise olumsuz ve yanlış algılara sahip oldukları sonucuna varılmıştır. Deneyim ve yaş faktörlerinin algılarda değil, uygulama türlerinin tercihinde fark yarattığı; mesleki gelişim programlarına katılım konusunda kadın öğretmenlerin erkek öğretmenlerden daha istekli olduğu ve özel kurumlardaki öğretmenlerin devlet okullarındaki öğretmenlere göre daha fazla ilgili olduğu ortaya çıkmıştır.

Kaynakça

  • Arıkan, A., & Turhan, E. I. (2009). English Language Teacher Development With and Without a Teacher. E-Journal of New World Sciences Academy, 4(2), 410–421.
  • Atay, D. (2006). Teachers’ Professional Development: Partnerships in Research. Tesl-Ej Teaching English as a Second or Foreign Language, 10(2), 1–15.
  • Babanoğlu, M. P., & Yardimci, A. (2017). Turkish State And Private School EFL Teachers’ Perceptions on Professional Development. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(2), 789–803. https://doi.org/10.14812/cuefd.305210
  • Borg, S. (2010). Language teacher research engagement. In Language Teaching (Vol. 43, Issue 4). Cambridge University Press 2010. https://doi.org/10.1017/S0261444810000170
  • Büyükyavuz, O. (2013). Professional Development for Turkish Teachers of English: Is it a must or Luxury? Procedia- Social and Behavioral Sciences, 89(2001), 363–367. https://doi.org/10.1016/j.sbspro.2013.08.861
  • Çapar, M., & Keçik, İ. (2016). Generation types view and perspectives of EFL instructors on their expectations related to professional development programs. ELT Research Journal, 5(2), 103– 122.
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
  • Dogan, F. S., & Yagiz, O. (2015). “Listening to ELT Teachers’’ Voices: Perceptions of Personal Professional Development in Relation to Their Gender, Teaching Experience and Institutions".” Journal of Education & Social Policy, 2(6), 54–61. www.jespnet.com
  • Eksi, G., & Aydın, Y. C. (2013). English Instructors’ Professional Development Need Areas and Predictors of Professional Development Needs. Procedia - Social and Behavioral Sciences, 70, 675– 685. https://doi.org/10.1016/j.sbspro.2013.01.108
  • Eryılmaz, R., & Dikilitaş, K. (2016). English language teachers’ research reticence: a collective-case study. Ankara Üniversitesi Tömer Dil Dergisi, 197(2), 15–30. https://doi.org/10.1501/dilder_0000000231
  • Farrell, T. (2015). Second Language Teacher Education: A Reality Check.
  • Freeman, D. (2016). Educating Second Language Teachers (Oxford App, pp. 1–355). Oxford University Press.
  • Hismanoglu, M. (2010). Effective professional development strategies of English language teachers. Procedia - Social and Behavioral Sciences, 2(2), 990–995. https://doi.org/10.1016/j.sbspro.2010.03.139
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
  • Mahmoudi, F., & Özkan, Y. (2015). Exploring Experienced and Novice Teachers’ Perceptions about Professional Development Activities. Procedia - Social and Behavioral Sciences, 199, 57–64. https://doi.org/10.1016/j.sbspro.2015.07.487
  • Mann, S. (2005). The language teacher’s development. Language Teaching, 38(3), 103–118. https://doi.org/10.1017/S0261444805002867 OECD. (2009). Creating Effective Teaching and Learning Environments First Results from TALIS. https://doi.org/10.1787/9789264068780-en
  • Önalan, O., & Ersoy, E. G. Ü. (2020). EFL Teachers’ Views and Needs on In -service Training as a Part of Professional Development : A Case Study in Turkish Context. 9(2), 373–387. https://doi.org/10.14686/buefad.713100
  • Özbilgin, A., Erkmen, B., & Karaman, A. C. (2016). English Language Teacher Professional Development: When Institutional Frameworks Fall Short. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(1). https://doi.org/10.17679/iuefd.17152899
  • Ozer, B. (2004). In-service training of teachers in turkey at the beginning of the 2000s. Journal of In Service Education, 30(1), 89–100. https://doi.org/10.1080/13674580400200301
  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158–177. https://doi.org/10.1177/0033688208092182
  • Schön, D. A. (1983). The reflective practitioner: How Professionals Think in Action. In Basic Books, Inc. https://doi.org/10.4324/9780203963371
  • Şener, S., & Çokçalışkan, A. (2017). English language teachers’ perceptions on professional development: A case study of in- service teachers in Muğla. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 6(2), 205–217. http://dergipark.ulakbim.gov.tr/eltrj/
  • Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.
  • Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. In Harvard Educational Review (Vol. 57, Issue 1, pp. 1–21).
  • Tanış, A., & Dikilitaş, K. (2018). Turkish EFL instructors’ engagement in professional development. Eurasian Journal of Applied Linguistics, 4(1), 27–47. https://doi.org/10.32601/ejal.460628
  • Topkaya, E. Z., & Çelik, H. (2016). Non-native English Language Teachers’ Perceptions of Professional Development: Implications for Career Stages. Procedia - Social and Behavioral Sciences, 232(April), 5–11. https://doi.org/10.1016/j.sbspro.2016.10.003
  • Wallace, M. J. (1991). Training Foreign Language Teachers: A reflective approach (R. Gairns & M. Williams (eds.)). Cambridge University Press.
  • Yesilçinar, S., & Çakir, A. (2018). Continuing professional development process: English language teachers’ views on the role of teacher research. Journal of Language and Linguistic Studies, 14(2), 61–75.
  • Yoon, K. S., Lee, S. W., Duncan, T., Scarloss, B. A. ., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). In Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs (Vol. 033).
  • Yurtsever, G. (2013). English Language Instructors’ Beliefs on Professional Development Models and Preferences to Improve Their Teaching Skills. Procedia - Social and Behavioral Sciences, 70, 666– 674. https://doi.org/10.1016/j.sbspro.2013.01.107
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Mehmet Şanverdi 0000-0003-4839-7441

Yayımlanma Tarihi 30 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 9 Sayı: 3

Kaynak Göster

APA Şanverdi, M. (2021). The portrait of Turkish EFL Teachers’ Professional Development Perceptions: A literature review study. International Journal of Languages’ Education and Teaching, 9(3), 93-109. https://doi.org/10.29228/ijlet.51614