Pre-Service Language Teacher Education in Turkey

Ülgü, Serkan; Er, Mustafa

doi:10.19062/2247-3173.2016.18.2.28

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…(p. 19). Likewise, Ülgü and Er (2016) remarked that in Turkey there has been "planning problem in terms of education which in turn influences language teacher education" for the last three decades (p. 684). Furthermore, Mahalingappa and Polat (2016) argued that English language teacher education programs in Turkey suffer from a noticeable shortcoming, which is an absence of "a comprehensive, current, and consistent conceptual framework that is informed by current L2 learning and teaching as well as teacher education research … Second, there seems to be a lack of focus on a background in linguistics and SLA" (p. 8).…”

Section: Introductionmentioning

confidence: 99%

The Challenges Facing English Language Teachers in Turkey

Valizadeh

2021

ALLS

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This study, which utilized a mixed-methods design, aimed at investigating the challenges facing English language teachers in Turkey. Moreover, the study explored the probable effects of age, years of teaching experience, and teaching sector (i.e. state vs. private) on English language teachers’ perceptions of challenges in terms of school environment, students, community and parents, teachers’ skills, and curriculum. The data were gathered from 153 English as Foreign Language (EFL) teachers in Turkey via a questionnaire, including both open-ended questions and close-ended items on Likert-scale format. Many teachers complained that emotional support from the school principal is not enough, and classes are crowded, too. Those who worked in villages even complained about the problems of school buildings and environments. Half of the respondents believed that parents are unaware of the importance of English language and they do not cooperate with English language teachers. The majority of the teachers maintained that they need many training programs, such as workshops on using specific aids for teaching English language. The majority of the Turkish teachers of English complained that pressure from curriculum demands inhibits creative and innovative language teaching. In addition, they lack enough time and facilities to meet the requirements of the curriculum. Moreover, some teachers complained that the curriculum lacks sufficient attention to Turkish EFL learners' oral communication skills. Teachers’ age, years of teaching experience, and teaching sector did not significantly affect the teachers’ perceptions about the challenges. A set of recommendations is presented in this paper which can contribute to tackling the challenges.

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Section: Introductionmentioning

confidence: 99%

The Challenges Facing English Language Teachers in Turkey

Valizadeh

2021

ALLS

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“…(p. 19). Recently, Ülgü and Er (2016) remarked that "for the last three decades [in Turkey], it is clear that there is a planning problem in terms of education which in turn influences language teacher education" (p. 684). Moreover, Mahalingappa and Polat (2016) argued that ELTE programs in Turkey suffer from a noticeable shortcoming, which is an absence of "a comprehensive, current, and consistent conceptual framework that is informed by current L2 learning and teaching as well as teacher education research … Second, there seems to be a lack of focus on a background in linguistics and SLA" (p. 8) Furthermore, the programs do not support the teachers by any feedback or evaluation system (Bayrakcı, 2009;Özer, 2004;Uysal, 2012).…”

Section: Discussionmentioning

confidence: 99%

EFL Teachers’ Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey

Valizadeh

2019

ALLS

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Teachers’ assessment literacy and beliefs contribute to encouraging or undermining students’ learning; therefore, investigating such literacy to fulfill the teachers’ training needs is essential. This quantitative survey study investigated the current level of 152 English as a Foreign Language (EFL) teachers’ writing assessment literacy (WAL) in Turkey and identified their training needs in this area by means of a questionnaire. Further, this research explored the teachers’ beliefs about different writing assessment methods, general assessment issues in writing classrooms and then scoring accuracy in writing assessment. Although 80.9% of the teachers stated that they had already received prior training in WAL, a vast majority of the participants (over 90%) stated they need to receive training in all the investigated WAL areas. The training need areas which stood on the highest six ranks included “Using pre-designed integrated writing tasks”, “Designing integrated writing tasks”, “Giving feedback to students based on information from tests/assessment”, “Designing good writing tasks/tests”, “Using the scoring rubrics”, “Designing the scoring rubrics”, “Using self-assessment”, “Using peer-assessment”, and “Using assessment portfolio”. The detailed findings regarding the teachers’ beliefs in the above-mentioned issues are explained and discussed in the paper. To improve the situation, the shortcomings in the language teacher education programs in Turkey should be addressed.

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Pre-Service Language Teacher Education in Turkey

Cited by 2 publications

References 6 publications

The Challenges Facing English Language Teachers in Turkey

The Challenges Facing English Language Teachers in Turkey

EFL Teachers’ Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey

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