BibTex RIS Kaynak Göster

The Needs of Primary English Teachers for an In-Service Teacher Training Program

Yıl 2016, Cilt: 7 Sayı: 2, 1 - 30, 21.04.2016
https://doi.org/10.17569/tojqi.80909

Öz

The purpose of this study is to investigate the needs of the primary English teachers at a private school about an in-service teacher training program. Under the light of former studies and literature, this study attempts to find out their needs on the predefined concepts namely, adaptation of teaching methods, emphasis on language skills, utilization of technology, classroom environment, instructional practices and material development. The differences between the needs of the participating teachers according to their grade level (K1-4) were examined as well. A sample of 60 primary English teachers working in private schools around different cities in Turkey participated in this study. Data were collected through a triangulated approach, in which questionnaires, semi-structured interviews and teacher diaries were administered to the participating teachers. The findings revealed except for the material development, the primary English teachers are in a high need of a design for an in-service training program on the predefined concepts. Besides, the only difference between the grade levels was in relation to the utilization of technology. These findings will serve as basis for the design of a new in-service teacher training program to meet their needs in the following academic years.

Keywords: In-service teacher education, primary English language teachers, teacher needs, program design.

 

İlköğretim Düzeyi İngilizce Öğretmenlerinin Hizmetiçi Eğitim Programlarına İlişkin İhtiyaçları

Öz

Bu çalışma, ilköğretim düzeyi İngilizce öğretmenlerinin hizmetiçi eğitim ihtiyaçlarını yönelik ihtiyaçlarını belirlemeyi amaçlamaktadır. Önceden yapılan çalışmaların ışığında, bu çalışma öğretmenlerinin önceden belirlenmiş kavramlar olan öğretim yöntem ve tekniklerinin adaptasyonu, dil becerilerinin vurgulanması, teknolojinin kullanımı, sınıf ortamı, öğretimde uygulamalar ve materyal geliştirme üzerine kendilerine has ihtiyaçlarını belirlemeyi hedeflemektedir. Ayrıca öğretmenlerin öğrettikleri düzeye göre (K1-4) de ihtiyaçlarındaki farklılıkların olup olmadığı da araştırılmıştır. Çalışmaya Türkiye’de farklı şehirlerdeki özel okullarda çalışan 60 öğretmen bu çalışmaya katılmıştır. Veriler, çeşitleme yaklaşımı kullanılarak katılımcı öğretmenlere uygulanan anketlerden, onlarla yapılan yarı yapılandırılmış görüşmelerden ve tuttukları öğretmen günlüklerinden toplanmıştır. Çalışmanın bulguları materyal geliştirme hariç belirtilen tüm alanlarda öğretmenlerin hizmetiçi eğitim ihtiyaçlarının yüksek olduğunu. Bu bulguların yanı sıra, yalnızca öğretmenlerinin teknolojinin kullanımı konusundaki hizmetiçi eğitim ihtiyaçlarında önemli bir fark olduğunu saptanmıştır. Bu verilerin, gelecek eğitim-öğretim yılında öğretmenlerin ihtiyaçlarını karşılayacak yeni bir hizmetiçi eğitim programın geliştirilmesi tasarlanması temelini oluşturacaktır

Anahtar Sözcükler: Hizmetiçi öğretmen eğitimi, ilköğretim düzeyi İngilizce öğretmenleri, öğretmen ihtiyaçları, program geliştirme.

Kaynakça

  • Al-Wreikat, Y. A., & Bin Abdullah, M. K. (2011). Effectiveness of teaching approaches of in-service training courses for EFL teachers in Jordanian schools. English Language Teaching 4(1), 190-196.
  • Barnard, R. E. (2004). A qualitative study of teachers' perceptions of staff development in three public northeast Tennessee elementary school districts (Doctoral dissertation). Available from Electronic Theses and Dissertations database. (Paper 912).
  • Bernhardt, E. B., & Hammadou, J. A. (1987). A decade of research in foreign language teacher education. Modern. Language Journal, 71(3), 289–298.
  • Berry, R. (1990). The role of language improvement in in-service teacher training programmes: killing two birds with one stone. System 18(1), 97-105.
  • Bogdan, R.C., & Biklen, S.K. (1998). Qualitative research in education. An introduction to theory and methods (3rd ed.). Needham Heights: Allyn & Bacon.
  • Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System 39(3), 370-380.
  • Budak, Y., & Demirel, Ö. (2003). Öğretmenlerin hizmet-içi eğitim ihtiyacı, Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 33(1), 62–81.
  • Baştürk, R. (2012). Investigation of elementary school teachers’ perceptions and expectations about in-service education. H. U. Journal of Education, 42, 96-107.
  • Bulut, S., Demircioğlu, H., & Yıldırım, A. (1995). Ortaokul ve liselerde fen ve matematik öğretimi: Sorunlar ve öneriler. Paper presented at the Second National Science Education Symposium, Middle East Technical University, Ankara.
  • Burns, A., & Richards, J.C. (Eds). (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press.
  • Calderhead, J. (1990). Conceptualising and evaluating teachers’ professional learning. European Journal of Teacher Education, 13(3), 153-59.
  • Camuzcu, S., & Duruhan K. (2011). Primary school teachers’ needs for in-service training pertaining to the teaching-learning process. e-International Journal of Educational Research 2(1), 15-29. Retrieved from: http://www.e-ijer.com/ijer/index.php/files/article/view/65/31
  • Cochran-Smith, M. (2005). The new teacher education: for better or for worse? Educational Researcher, 34(7), 3-17.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
  • Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. ELT Journal 48(2), 162-172.
  • Çakıroğlu, E., & Çakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264.
  • Day, R.R. (1991). Models and the knowledge base of second language teacher education. East Lansing, MI: National center for Research on Teacher learning. (ERIC Document Reproduction Service No. ED 370 359)
  • Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 1-32). Thousand Oaks, CA: Sage.
  • Diaz-Maggioli, G. (2003). Options for teacher professional development. English Teaching Forum, 41(2), 2-21.
  • Freeman, D., & Johnson K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), p. 397-417.
  • Gasparini A., & Culén A. L. (2011). iPad: a new classroom technology? A report from two pilot studies. INFuture, 199-208.
  • Gülmez-Dağ, G. (2012). Effectiveness of early childhood teacher education programs: perceptions of early childhood teachers. Retrieved from Metu Library http://etd.lib.metu.edu.tr/upload/12614473/index.pdf
  • 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.
  • Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133.
  • Köyalan, A. (2011). Crosscultural reflections of teacher trainers on in-service training. COLEJ: Contemporary Online Language Education Journal, 1, 130-143.
  • Kreidler, C. (1987). ESL teacher education. ERIC Digest ED289361 (November). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from http://www.ed.gov/databases/ERIC_Digests/ed289361.html.
  • Larsen-Freeman, D. (1983a). Training teachers or educating a teacher? In J. Alatis, H. H. Stern, & P. Strevens. (Eds.) Applied linguistics and the preparation of second language teachers: Toward a rationale. Washington, D.C.: Georgetown University Press.
  • Neil, R. (1986). Current models and approaches to in‐service teacher education. British Journal of In-Service Education, 12(2), 58-67.
  • Richards, J. C., & Farrell T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. New York: Cambridge University Press.
  • Richards, J. C. (1990). The dilemma of teacher education in second language teaching. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 3-15). New York: Cambridge University Press.
  • Richards, J. C., & Nunan, D. (Eds.). (1990). Second language teacher education. New York: Cambridge University Press.
  • Roberts, J. (1998). Language teacher education. London: Edward Arnold.
  • Roth, I. (Ed.). (1990). The Open University's introduction to psychology Vols. 1 & 2. Hove: Lawrence Earlbaum, in association with the Open University.
  • Schulz, R. A. (2000). Foreign language teacher development: MLJ perspectives—1916–1999. Modern Language Journal, 84,495-522
  • Sparks, D., & Loucks-Horsley, S. (1989). Five models of staff development for teachers. Journal of Staff Development, 10(4), 40-57.
  • Tsui, A. (2012). The dialectics of theory and practice in teacher knowledge development. In J. I. Hüttner, B. Mehlmauer-Larcher, S. Reichl & B. Schiftner (Eds.), Theory and practice in efl teacher education: bridging the gap (pp. 16-37). Bristol: Multilingual Matters.
  • Ur, P. (1992). Teacher learning. ELT Journal, 46(1), 56-61.
  • Uysal, H. H. (2012). Evaluation of an In-Service Training Program for Primary-School Language Teachers in Turkey. Australian Journal of Teacher Education 37(7), 14–29.
  • Wallace, M. J. (1999). Training foreign language teachers: A reflective approach (7th Ed.). United Kingdom: Cambridge University Press.
  • Widdowson, H. G. (2012). Closing the gap, changing the subject. In J. I. Hüttner, B. Mehlmauer-Larcher, S. Reichl & B. Schiftner (Eds.), Theory and practice in efl teacher education: Bridging the gap (pp. 3-15). Bristol: Multilingual Matters.

İlköğretim Düzeyi İngilizce Öğretmenlerinin Hizmetiçi Eğitim Programlarına İlişkin İhtiyaçları

Yıl 2016, Cilt: 7 Sayı: 2, 1 - 30, 21.04.2016
https://doi.org/10.17569/tojqi.80909

Öz

Bu çalışma, ilköğretim düzeyi İngilizce öğretmenlerinin hizmetiçi eğitim ihtiyaçlarını yönelik ihtiyaçlarını belirlemeyi amaçlamaktadır. Önceden yapılan çalışmaların ışığında, bu çalışma öğretmenlerinin önceden belirlenmiş kavramlar olan öğretim yöntem ve tekniklerinin adaptasyonu, dil becerilerinin vurgulanması, teknolojinin kullanımı, sınıf ortamı, öğretimde uygulamalar ve materyal geliştirme üzerine kendilerine has ihtiyaçlarını belirlemeyi hedeflemektedir. Ayrıca öğretmenlerin öğrettikleri düzeye göre (K1-4) de ihtiyaçlarındaki farklılıkların olup olmadığı da araştırılmıştır. Çalışmaya Türkiye’de farklı şehirlerdeki özel okullarda çalışan 60 öğretmen bu çalışmaya katılmıştır. Veriler, çeşitleme yaklaşımı kullanılarak katılımcı öğretmenlere uygulanan anketlerden, onlarla yapılan yarı yapılandırılmış görüşmelerden ve tuttukları öğretmen günlüklerinden toplanmıştır. Çalışmanın bulguları materyal geliştirme hariç belirtilen tüm alanlarda öğretmenlerin hizmetiçi eğitim ihtiyaçlarının yüksek olduğunu. Bu bulguların yanı sıra, yalnızca öğretmenlerinin teknolojinin kullanımı konusundaki hizmetiçi eğitim ihtiyaçlarında önemli bir fark olduğunu saptanmıştır. Bu verilerin, gelecek eğitim-öğretim yılında öğretmenlerin ihtiyaçlarını karşılayacak yeni bir hizmetiçi eğitim programın geliştirilmesi tasarlanması temelini oluşturacaktır

Anahtar Sözcükler: Hizmetiçi öğretmen eğitimi, ilköğretim düzeyi İngilizce öğretmenleri, öğretmen ihtiyaçları, program geliştirme.


The Needs of Primary English Teachers for an In-Service Teacher Training Program

Abstract

The purpose of this study is to investigate the needs of the primary English teachers at a private school about an in-service teacher training program. Under the light of former studies and literature, this study attempts to find out their needs on the predefined concepts namely, adaptation of teaching methods, emphasis on language skills, utilization of technology, classroom environment, instructional practices and material development. The differences between the needs of the participating teachers according to their grade level (K1-4) were examined as well. A sample of 60 primary English teachers working in private schools around different cities in Turkey participated in this study. Data were collected through a triangulated approach, in which questionnaires, semi-structured interviews and teacher diaries were administered to the participating teachers. The findings revealed except for the material development, the primary English teachers are in a high need of a design for an in-service training program on the predefined concepts. Besides, the only difference between the grade levels was in relation to the utilization of technology. These findings will serve as basis for the design of a new in-service teacher training program to meet their needs in the following academic years.

Keywords: In-service teacher education, primary English language teachers, teacher needs, program design.

Kaynakça

  • Al-Wreikat, Y. A., & Bin Abdullah, M. K. (2011). Effectiveness of teaching approaches of in-service training courses for EFL teachers in Jordanian schools. English Language Teaching 4(1), 190-196.
  • Barnard, R. E. (2004). A qualitative study of teachers' perceptions of staff development in three public northeast Tennessee elementary school districts (Doctoral dissertation). Available from Electronic Theses and Dissertations database. (Paper 912).
  • Bernhardt, E. B., & Hammadou, J. A. (1987). A decade of research in foreign language teacher education. Modern. Language Journal, 71(3), 289–298.
  • Berry, R. (1990). The role of language improvement in in-service teacher training programmes: killing two birds with one stone. System 18(1), 97-105.
  • Bogdan, R.C., & Biklen, S.K. (1998). Qualitative research in education. An introduction to theory and methods (3rd ed.). Needham Heights: Allyn & Bacon.
  • Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System 39(3), 370-380.
  • Budak, Y., & Demirel, Ö. (2003). Öğretmenlerin hizmet-içi eğitim ihtiyacı, Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 33(1), 62–81.
  • Baştürk, R. (2012). Investigation of elementary school teachers’ perceptions and expectations about in-service education. H. U. Journal of Education, 42, 96-107.
  • Bulut, S., Demircioğlu, H., & Yıldırım, A. (1995). Ortaokul ve liselerde fen ve matematik öğretimi: Sorunlar ve öneriler. Paper presented at the Second National Science Education Symposium, Middle East Technical University, Ankara.
  • Burns, A., & Richards, J.C. (Eds). (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press.
  • Calderhead, J. (1990). Conceptualising and evaluating teachers’ professional learning. European Journal of Teacher Education, 13(3), 153-59.
  • Camuzcu, S., & Duruhan K. (2011). Primary school teachers’ needs for in-service training pertaining to the teaching-learning process. e-International Journal of Educational Research 2(1), 15-29. Retrieved from: http://www.e-ijer.com/ijer/index.php/files/article/view/65/31
  • Cochran-Smith, M. (2005). The new teacher education: for better or for worse? Educational Researcher, 34(7), 3-17.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
  • Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. ELT Journal 48(2), 162-172.
  • Çakıroğlu, E., & Çakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264.
  • Day, R.R. (1991). Models and the knowledge base of second language teacher education. East Lansing, MI: National center for Research on Teacher learning. (ERIC Document Reproduction Service No. ED 370 359)
  • Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 1-32). Thousand Oaks, CA: Sage.
  • Diaz-Maggioli, G. (2003). Options for teacher professional development. English Teaching Forum, 41(2), 2-21.
  • Freeman, D., & Johnson K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), p. 397-417.
  • Gasparini A., & Culén A. L. (2011). iPad: a new classroom technology? A report from two pilot studies. INFuture, 199-208.
  • Gülmez-Dağ, G. (2012). Effectiveness of early childhood teacher education programs: perceptions of early childhood teachers. Retrieved from Metu Library http://etd.lib.metu.edu.tr/upload/12614473/index.pdf
  • 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.
  • Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133.
  • Köyalan, A. (2011). Crosscultural reflections of teacher trainers on in-service training. COLEJ: Contemporary Online Language Education Journal, 1, 130-143.
  • Kreidler, C. (1987). ESL teacher education. ERIC Digest ED289361 (November). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from http://www.ed.gov/databases/ERIC_Digests/ed289361.html.
  • Larsen-Freeman, D. (1983a). Training teachers or educating a teacher? In J. Alatis, H. H. Stern, & P. Strevens. (Eds.) Applied linguistics and the preparation of second language teachers: Toward a rationale. Washington, D.C.: Georgetown University Press.
  • Neil, R. (1986). Current models and approaches to in‐service teacher education. British Journal of In-Service Education, 12(2), 58-67.
  • Richards, J. C., & Farrell T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. New York: Cambridge University Press.
  • Richards, J. C. (1990). The dilemma of teacher education in second language teaching. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 3-15). New York: Cambridge University Press.
  • Richards, J. C., & Nunan, D. (Eds.). (1990). Second language teacher education. New York: Cambridge University Press.
  • Roberts, J. (1998). Language teacher education. London: Edward Arnold.
  • Roth, I. (Ed.). (1990). The Open University's introduction to psychology Vols. 1 & 2. Hove: Lawrence Earlbaum, in association with the Open University.
  • Schulz, R. A. (2000). Foreign language teacher development: MLJ perspectives—1916–1999. Modern Language Journal, 84,495-522
  • Sparks, D., & Loucks-Horsley, S. (1989). Five models of staff development for teachers. Journal of Staff Development, 10(4), 40-57.
  • Tsui, A. (2012). The dialectics of theory and practice in teacher knowledge development. In J. I. Hüttner, B. Mehlmauer-Larcher, S. Reichl & B. Schiftner (Eds.), Theory and practice in efl teacher education: bridging the gap (pp. 16-37). Bristol: Multilingual Matters.
  • Ur, P. (1992). Teacher learning. ELT Journal, 46(1), 56-61.
  • Uysal, H. H. (2012). Evaluation of an In-Service Training Program for Primary-School Language Teachers in Turkey. Australian Journal of Teacher Education 37(7), 14–29.
  • Wallace, M. J. (1999). Training foreign language teachers: A reflective approach (7th Ed.). United Kingdom: Cambridge University Press.
  • Widdowson, H. G. (2012). Closing the gap, changing the subject. In J. I. Hüttner, B. Mehlmauer-Larcher, S. Reichl & B. Schiftner (Eds.), Theory and practice in efl teacher education: Bridging the gap (pp. 3-15). Bristol: Multilingual Matters.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Enisa Mede

Melike Işık Bu kişi benim

Yayımlanma Tarihi 21 Nisan 2016
Gönderilme Tarihi 26 Ağustos 2015
Yayımlandığı Sayı Yıl 2016 Cilt: 7 Sayı: 2

Kaynak Göster

APA Mede, E., & Işık, M. (2016). The Needs of Primary English Teachers for an In-Service Teacher Training Program. Turkish Online Journal of Qualitative Inquiry, 7(2), 1-30. https://doi.org/10.17569/tojqi.80909
AMA Mede E, Işık M. The Needs of Primary English Teachers for an In-Service Teacher Training Program. TOJQI. Nisan 2016;7(2):1-30. doi:10.17569/tojqi.80909
Chicago Mede, Enisa, ve Melike Işık. “The Needs of Primary English Teachers for an In-Service Teacher Training Program”. Turkish Online Journal of Qualitative Inquiry 7, sy. 2 (Nisan 2016): 1-30. https://doi.org/10.17569/tojqi.80909.
EndNote Mede E, Işık M (01 Nisan 2016) The Needs of Primary English Teachers for an In-Service Teacher Training Program. Turkish Online Journal of Qualitative Inquiry 7 2 1–30.
IEEE E. Mede ve M. Işık, “The Needs of Primary English Teachers for an In-Service Teacher Training Program”, TOJQI, c. 7, sy. 2, ss. 1–30, 2016, doi: 10.17569/tojqi.80909.
ISNAD Mede, Enisa - Işık, Melike. “The Needs of Primary English Teachers for an In-Service Teacher Training Program”. Turkish Online Journal of Qualitative Inquiry 7/2 (Nisan 2016), 1-30. https://doi.org/10.17569/tojqi.80909.
JAMA Mede E, Işık M. The Needs of Primary English Teachers for an In-Service Teacher Training Program. TOJQI. 2016;7:1–30.
MLA Mede, Enisa ve Melike Işık. “The Needs of Primary English Teachers for an In-Service Teacher Training Program”. Turkish Online Journal of Qualitative Inquiry, c. 7, sy. 2, 2016, ss. 1-30, doi:10.17569/tojqi.80909.
Vancouver Mede E, Işık M. The Needs of Primary English Teachers for an In-Service Teacher Training Program. TOJQI. 2016;7(2):1-30.