Yaygın Eğitim Kurumunda Çalışan İngilizce Öğretmenlerinin Mesleki Eğitim İhtiyaçları

Öz

Türkiye’deki eğitim sistemi hem örgün hem de yaygın eğitim alanındaki uygulamaları kapsamaktadır. Fakat, eğitim uygulamaları ve öğretmen eğitimi alanıyla ilgili yapılan çalışmaların büyük kısmı ise örgün eğitim alanı ile ilgilidir. Bu yüzden, bu çalışma, yaygın eğitim kurumunda çalışan İngilizce öğretmenlerinin mesleki eğitim ihtiyaçlarını tespit etmeyi amaçlamaktadır. Çalışma için, bünyesinde oldukça fazla kursiyeri bulunan ve İstanbul’da yer alan bir yaygın eğitim kurumu seçilmiş ve bu kurumdaki 105 İngilizce öğretmeni çalışmaya katılmıştır. Öğretmenlerin mesleki eğitim ihtiyaçlarını öğrenebilmek amacıyla, ihtiyaç analizi anketi ve yarı-yapılandırılmış görüşmeler kullanılmıştır. Araştırmanın bulgularına göre, öğretmenlerin mesleki eğitim ihtiyaçları, beceri, kelime öğretimi, telaffuz öğretimi, materyal geliştirme, dil sınıflarında öğretim teknolojilerinin kullanımı, farklı yetenekteki öğrencilere İngilizce öğretimi ve sınıf yönetimi alanlarındadır. Bunların yanı sıra, öğretmenler düzenlenen hizmet-içi eğitim programları aracılığıyla, kendilerinin de İngilizce konuşma becerilerini de geliştirmek istemektedirler.

Anahtar Kelimeler

• Yabancı dil olarak İngilizce,yaygın eğitim,hizmet-içi eğitim,ihtiyaç analizi

In-Service Training Needs of Efl Teachers in Non-Formal Education Settings

Öz

The education system in Turkey consists of the implementations in both formal and non-formal education settings; however, the majority of studies related to educational practices and teacher education focus on formal education settings. For this reason, this study aims to investigate the professional training needs of English as a foreign language (EFL) teachers in non-formal education settings. With this in mind, a non-formal education (NFE) institution in İstanbul was chosen since it had a high course attendee capacity and 105 EFL teachers who taught at this institution attended in the study. A needs analysis questionnaire and a semi-structured interview were used to collect the data about the training needs of the participants. The findings revealed that the needs centered around skills, vocabulary instruction, teaching pronunciation, material development, use of instructional technology in ELT, teaching mixed-ability classes, and classroom management. Findings also revealed that the teachers had a desire to improve their speaking skills through the in-service teacher training (INSET) programs

Anahtar Kelimeler

• English as a foreign language (EFL),in-service teacher training,needs analysis,non-formal education

Kaynakça

1. Aile ve Sosyal Politikalar Bakanlığı [Ministry of Family and Social Policies]. (2013). APL & career planning centers in social services for sentenced women- Türkiye’de yaygın eğitim [Non-formal education in Turkey]. Retrieved from https://www.apltransfer.gov.tr/data/550acc79369dc52488d41be4/Turkiyede%20Yag%C4%B1n%20Egitim.pdf
2. Akcan, S. (2016). Novice and non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. Profile: Issues in Teachers’ Professional Development, 18(1), 55-70.
3. Alan, B. (2003). Novice teachers’ perceptions of an in-service teacher training course at Anadolu University (Unpublished master’s thesis). Bilkent University, Ankara, Turkey.
4. Arslan, S. (2018). Designing an in-service teacher training program for English teachers in non-formal education (Unpublished PhD thesis). Hacettepe University, Ankara, Turkey.
5. Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139-147.
6. Bayyurt, Y., & Sifakis, N. C. (2015). ELF-aware in-service teacher education: A transformative perspective. In H. Bowles & A. Cogo (Eds.), International perspectives on English as a lingua franca: Pedagogical Insights (pp.117- 135). Basingstokee: Palgrave MacMillan.
7. Bozkurt, E., Kavak, N., Yamak, H., Canbazoğlu-Bilici, S., Darıcı, Ö., & Özkaya Y. (2012, February). Secondary school teachers’ opinions about in-service teacher training: A focus group interview study. Paper presented at 4th World Conference on Educational Sciences, Barcelona, Spain. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042812018290
8. Brown, J. (2002). Training needs assessment: A must for developing an effective training program. Public Personnel Management, 31(4), 569-578.

9. Büyükyavuz, O., & İnal, S. (2008). A descriptive study on Turkish teachers of English regarding their professional needs, efforts for development and available resources. The Asian EFL Journal, 10(3), 215-233.
10. Çimer, S. O., Çakır, İ., & Çimer, A. (2010). Teachers’ views on the effectiveness of in-service courses on the new curriculum in Turkey. European Journal of Teacher Education, 33(1), 31-41.
11. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education.
12. Daloğlu, A. (2004). A professional development program for primary school English language teachers in Turkey: Designing a materials bank. International Journal of Educational Development, 24(6), 677-690.
13. Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university (Unpublished master’s thesis). Middle East Technical University, Ankara, Turkey.
14. Ekşi, G., & Çapa-Aydın, Y. (2012, May). English instructors’ professional development need areas and predictors of professional development needs. Paper presented at Akdeniz Language Studies Conference, Antalya. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042813001092
15. European Commission. (2013). Supporting teacher competence development for better learning outcomes. European Education and Training. Retrieved from http://ec.europa.eu/dgs/education_culture/repository/education/policy/schoo l/doc/teachercomp_en.pdf
16. Frankel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). Boston, MA: McGraw Hill.
17. Gültekin, İ. (2007). The analysis of the perceptions of English Language Instructors at TOBB University of Economics and Technology regarding INSET content (Unpublished master’s thesis). Middle East Technical University, Ankara, Turkey.
18. Haznedar, B. (2010, November). Türkiye’de yabancı dil eğitimi: Reformlar, yönelimler ve öğretmenlerimiz [Foreign language education in Turkey: Reforms, trends and teachers]. Paper presented at International Conference on New Trends in Education and Their Implications, Antalya, Turkey. Retrieved from http://www.iconte.org/FileUpload/ks59689/File/166.pdf
19. Ilyushina, M. (1997). Perceived needs and wants in INSET provision - a study of the professional needs of teachers and the attitudes of trainers to INSET provision in St. Petersburg, Russia, ELTED, 3(1), 1-35.
20. Kılavuz-Önal, D., & Tatar, S. (2017). Teacher burnout and participation in professional learning activities: Perspectives from university English language instructors in Turkey. Journal of Language and Lingustic Studies, 13(1), 283-303.
21. Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228.
22. Koç, E. M. (2016). A general investigation of the in-service training of English language teachers at elementary schools in Turkey. International Electronic Journal of Elementary Education, 8(3), 455-466.
23. Korkmazgil, S. (2015). An investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges (Unpublished doctoral dissertation). Middle East Technical University, Turkey.
24. Küçüksüleymanoğlu, R. (2006). In service training of ELT teachers in Turkey between 1998-2005. Journal of Uludağ University Faculty of Education, 19(2), 359-369.
25. Mede, E., & Işık, M. (2016). The needs of primary English teachers for an in- service teacher training program. Turkish Online Journal of Qualitative Inquiry (TOJQI), 7(2), 1-30.
26. Mevzuat Bilgi Sistemi [Information System of Regulations]. (1983). Law on foreign language education and teaching with Turkish citizen’s learning different languages and dialects. Retrieved from http://www.mevzuat.gov.tr/MevzuatMetin/1.5.2923.pdf
27. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
28. Milli Eğitim Bakanlığı [Ministry of National Education (MoNE)]. (1924). Tevhidi Tedrisat Kanunu [Law on Unification of Education]. Retrieved from http://mevzuat.meb.gov.tr/html/110.html
29. Milli Eğitim Bakanlığı [Ministry of National Education (MoNE)]. (1973). Milli Eğitim Temel Kanunu [Basic Law of National Education]. Retrieved from http://www.mevzuat.gov.tr/MevzuatMetin/1.3.430.pdf
30. Milli Eğitim Bakanlığı [Ministry of National Education (MoNE)]. (1995). Hizmetiçi Eğitim Yönetmeliği [In-Service training regulations] Retrieved from http://mevzuat.meb.gov.tr/html/51.html
31. Milli Eğitim Bakanlığı [Ministry of National Education (MoNE)]. (2010). Yaygın Eğitim Kurumları Yönetmeliği [Regulations of Non-Formal Education Institutions]. Retrieved from http://mevzuat.meb.gov.tr/html/yayg%C4%B1negi_1/27587_1.html
32. Murdoch, G. (1994). Language development provision in teacher training curricula. ELT Journal, 48(3), 253-265.
33. National Institute of Education. (2009). TE21: A teacher education model for the 21st century. A report by the National Institute of Education, Singapore. Retrieved from https://www.nie.edu.sg/docs/default-source/nie-files/te21_executive-summary_101109.pdf?sfvrsn=2
34. Nixon, J. (1989). Determining inservice needs within specific contexts. Journal of In-Service Education, 15(3), 150-155.
35. Özen, G. (1997). A needs assessment of in-service teacher training programs for professional development at the freshman unit of Bilkent University (Unpublished master’s thesis). Bilkent University, Ankara, Turkey.
36. Özen, R. (2001). Identifying possible in-service training needs of teachers of English language to fourth and fifth graders at primary schools. Education and Science, 26(121), 62-65.
37. Özer, N., & Beycioğlu, K. (2010, February). The relationship between teacher professional development and burnout. Paper presented at World Conference on Educational Sciences, Bahçeşehir University, İstanbul, Turkey. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042810008372
38. Personn, J., & Yiğitoğlu, N. (2015). Connecting in-service teacher education programs to classroom teaching: A case study of two novice teachers. Research in Teacher Education, 6(2), 38-56.
39. Resmi Gazete [Official Gazette]. (2011). Milli Eğitim Bakanlığı’nın Teşkilat ve Görevleri Hakkında Kanun Hükmünde Kararname [Decree Law on Organization and Duties of Ministry of National Education]. Retrieved from http://www.resmigazete.gov.tr/eskiler/2011/09/20110914-1.htm
40. Reti, P. (1980). A grid for analyzing teachers’ in-service needs. Journal of In- Service Education, 6(2), 93-95.
41. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
42. Ryan, T. G. (2019). Naturalistic observation of engagement and disengagement within professional development in education. International Online Journal of Education and Teaching (IOJET), 6(1), 37-54. Şahinkarakaş, Ş., Yumru, H., & İnözü, J. (2010). A case study: Two teachers’ reflections on the ELP practice. ELT Journal, 64(1), 65-74.
43. Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. New York, NY: Routledge.
44. Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research and Evaluation, 7(17). Retrieved from http://pareonline.net/getvn.asp?v=7&n=17
45. Stufflebeam, D. L., McCormick, C. H., Brinkerhoff, R. O., & Nelson C. O. (1985). Introduction to needs assessment. In G. F. Madaus & D. L. Stufflebeam (Eds.), Conducting educational needs assessment (pp.1-22). Hingham, MA: Kluwer-Nijhoff Publishing.
46. Teachers Academy Foundation (n.d.). Retrieved from http://www.orav.org.tr/en/aboutus.aspx
47. Tevs, M. (1996). A survey of pre-service and in-service teacher training programs of 1-year preparatory English classes at Turkish Universities (Unpublished master’s thesis). Bilkent University, Ankara, Turkey.
48. Tosriadi, T., Asib, A., Marmanto, S., & Azizah, U. A. (2018). In-service EFL teachers’ reflection as a pathway to develop teacher professionalism. International Online Journal of Education and Teaching (IOJET), 5(4), 921-932.
49. Ünal, E. (2010). An evaluation of in-service teacher training programs in English language teaching (Master’s thesis). Çukurova University, Adana, Turkey.
50. Uysal, G. (2012). Evaluation of an in-service training program for primary-school language teachers in Turkey. Australian Journal of Teacher Education, 37(7), 14-29.
51. Wilson, L., & Easen, P. (1995). Teacher needs’ and practice development: Implications for in-classroom support. Journal of In-Service Education, 21(3), 273-284.
52. Yaman, Ş. (2008). A case study of an EFL teacher’s personal & professional development: Employing repertory grid elicitation technique. Boğaziçi University Journal of Education, 25(1), 25-41.
53. Yavuz, A., & Zehir-Topkaya, E. (2013). Teacher educators’ evaluation of the English language teaching program: A Turkish case. Novitas-Royal (Research on Youth and Language, 7(1), 64-83.
54. Yüksek Öğretim Kurulu [Council of Higher Education (CoHE)] (2018). Yeni öğretmen yetiştirme lisans programları [New pre-service teacher training programs]. https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari.
55. Yüksek Öğretim Kurulu [Council of Higher Education (CoHE)]. (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007) [Teacher training and education faculties (1982-2007)]. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogretmen-yetistirme-ve-egitim-fakulteleri.pdf