Evaluation of an In-service Training Program for Primary-school Language Teachers in Turkey

Uysal, Hacer Hande

doi:10.14221/ajte.2012v37n7.4

Cited by 82 publications

(81 citation statements)

References 34 publications

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“…Thus, she suggests training the teachers to encourage them to use contemporary teaching methods. On the other hand, Uysal (2012) advocates that although most language teachers are aware of the communicative methods of language teaching, they cannot make use of them because of practical or institutional reasons such as crowded classes, lack of time to prepare communicative materials, loaded curriculums, technology and equipment deficiencies, and so on. However, it is crucial for language teachers to adopt the new approach as soon as possible to prepare their learners as world-citizens who can freely speak the language to communicate.…”

Section: Educational and Social Reasonsmentioning

confidence: 99%

Challenges in EFL Speaking Classes in Turkish Context

Kara

Ayaz²,

Dündar³

2017

Eur. j. lang. lit. stud.

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This article presents the results of a research study conducted to reveal the reasons of problems Turkish EFL learners face while speaking in L2. In Turkey, there is a perception that although the learners can reach high levels of proficiency in reading, listening, and writing skills, they cannot speak in English like their peers do in other parts of the world. This is substantially concerning as these students have compulsory and selective English courses throughout their ten years of compulsory school education. The problem has formerly been addressed by language learning anxiety, learners' autonomy, deficiencies in teacher education and teachers' development, and lack of material or/and technology in EFL classes (Aydın&Zengin, 2008; Büyükyavuz&İnal, 2008;Haznedar, 2010;Solak& Bayar, 2015). This paper directly seeks answers from the students themselves. The study was conducted with 66 students who have to enroll one year of intensive preparatory English class before being accepted to their own departments. A mixed method research design was used to triangulate the findings for higher validity. Quantitative data was analyzed using SPSS 22.0 software package and qualitative data was analyzed using descriptive analysis. The findings showed that students have difficulty in speaking English mainly because of educational and social reasons, while personal reasons are not as influential as the others are.

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Section: Educational and Social Reasonsmentioning

confidence: 99%

Challenges in EFL Speaking Classes in Turkish Context

Kara

Ayaz²,

Dündar³

2017

Eur. j. lang. lit. stud.

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“…It is a promising finding because as rightly stated by Uysal (2012), teacher-centered traditional grammar teaching methods have dominated the Turkish EFL context. Demirtaş and Sert (2010) also claim that because of the teacher-centered traditional approaches that deal mostly with grammar teaching in Turkey, the English language proficiency of students at the university preparatory programs is not sufficient in spite of the intensive foreign language education.…”

Section: Discussionmentioning

confidence: 99%

Dogme ELT: What do teachers and students think?

Coşkun¹

2016

IJRSLL

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The aim of this study is to reveal what English as a Foreign Language (EFL) teachers and their students think about Dogme ELT (English Language Teaching) described as "...a different way of being a teacher" (Meddings & Thornbury, 2009, p. 21). Three university EFL teachers and their students (N=38) took part in the study. The teachers were first informed about the general principles of Dogme ELT using relevant articles, activities and videos of sample lessons. Each teacher then developed and presented an experimental lesson in line with the principles of Dogme ELT. At the end of these lessons, both teachers and their students were given surveys aiming to reveal their opinions about Dogme ELT. The analysis of their responses led to the conclusion that although a few of the participants expressed their concerns about Dogme ELT, it was generally perceived positively. Therefore, it is suggested that Dogme ELT should be integrated to the mainstream EFL programs.

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“…Although Turkish efl teachers have already been equipped with the necessary skills and knowledge owing to the integration of a course named Teaching English to Young Learners into the curriculum of education faculties after the 1997 curriculum innovation (Kırkgöz, 2008), to what extent this new curriculum can be implemented in schools is still questionable due to the concerns about "one-shot" (Daloğlu, 2004), top-down, and transmission-based inset courses (Uysal, 2012).…”

Section: In-service Training Programs and Turkish Contextmentioning

confidence: 99%

The Tensions Between EFL Teacher Identities and INSET in the Turkish Context

Güngör¹

2017

PROFILE

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Due to the insufficiency of current in-service training courses which are far from the collaboration and the reflection of teachers, the current study scrutinizes the incongruities between teacher identities and in-service training programs offered by the Ministry of National Education in Turkey based upon the use of the activity theory. In this narrative study, two English as a foreign language teachers reflected on their environment, behaviors, beliefs, competencies, and missions under the heading of teacher identity concept. The results suggest that teachers need a supportive community of practice and a well-tailored mentoring system to be able to reflect on themselves and the context in which they are teaching.Key words: Activity theory, ınset, teacher identity, the onion model, Turkey.Debido a la poca oferta de programas de desarrollo profesional donde los profesores puedan reflexionar o colaborar, el presente estudio analiza, con base en la teoría de la actividad, las incongruencias entre las identidades de los docentes y los programas de formación permanente ofrecidos por el Ministerio de Educación de Turquía. En este estudio narrativo, dos profesores de inglés reflexionaron sobre su entorno, comportamiento, creencias, habilidades y misión bajo la noción de identidad docente. Los resultados apuntan a que los profesores necesitan el apoyo de una comunidad de práctica y un sistema de mentoría bien diseñado que les permita reflexionar sobre sí mismos y sobre el contexto en el que enseñan.Palabras clave: el modelo cebolla, identidad docente, programas de desarrollo profesional, teoría de la actividad, Turquía.

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Evaluation of an In-service Training Program for Primary-school Language Teachers in Turkey

Cited by 82 publications

References 34 publications

Challenges in EFL Speaking Classes in Turkish Context

Challenges in EFL Speaking Classes in Turkish Context

Dogme ELT: What do teachers and students think?

The Tensions Between EFL Teacher Identities and INSET in the Turkish Context

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