Buradasınız

Öğretmen Yetiştirme Programlarının İngilizce Öğretmen Adaylarını İlköğretimde İngilizce Öğretimine Ne Kadar Hazırladığına Yönelik Nitel Bir Araştırma

A Qualitative Study of the Effectiveness of Teacher Education Programs in Preparing Primary School English Language Teachers

Journal Name:

Publication Year:

DOI: 
http://dx.doi.org/10.9779/PUJE498
Abstract (2. Language): 
The Ministry of National Education's decision in 1997 to implement English language instruction from the 4th grade onward has resulted in the restructuring of teacher education Bachelor of Arts (BA) programs in order to prepare teachers to adapt to this change. Accordingly, courses such as "Teaching Foreign Languages to Young Learners" have been included as part of the foreign language teacher education curriculum. However, to date, the effectiveness of these courses has not been investigated. Hence, employing a series of in-depth interviews with 25 English language teachers, this study proposed to examine the effectiveness of English language teacher education BA programs in preparing teachers to instruct young learners. The results suggest that only 8% of English teachers consider their BA programs to be effective. The strengths noted in these programs include application-based courses, while the fact that these programs do not prepare teachers for classroom practice was cited as their greatest shortcoming. The results also show that graduates of BA programs other than English Language Teaching feel that their certification programs do not prepare them to teach young learners.
Abstract (Original Language): 
1997 yılınd a Milli Eğitim Bakanlığı'nın ilköğretim İngilizce derslerini 4. sınıftan başlayacak şekilde planlaması bu dersleri etkili bir şekilde yürütebilecek öğretmenlerin yetiştirilmesine duyulan gereksinimi de beraberinde getirmiş ve bu da öğretmen yetiştirme ders programlarında değişiklikler yapılmasını zorunlu kılmıştır. Bu zorunluluk özellikle Çocuklara Yabancı Dil Öğretimi derslerinin İngilizce öğretmeni yetiştiren programlara konulmasını beraberinde getirmiştir. Ancak, bu derslerin yeterliliği ve öğretmen yetiştirme programlarının ilköğretim düzeyi öğrencileriyle ders yürütebilecek nitelikte öğretmenler yetiştirmede başarısı hakkındaki çalışmalara duyulan gereksinim de giderek artmıştır. Bu çalışmada, İngilizce öğretmenlerini ilköğretim düzeyi öğrencilerine ders vermeye hazırlayan lisans programlarının etkililiği derinlemesine görüşme tekniğinin kullanıldığı bir nitel araştırma yöntemi izlenerek irdelenmiştir. Toplam 25 öğretmenle yapılan görüşmelerin sonuçlarına göre öğretmenlerin yalnızca % 8'i lisans programlarını yeterli görmektedir. Programın en güçlü yönü, uygulama derslerini içermesi; en güçsüz yönü ise öğretmenleri gerçek sınıf ortamına hazırlayamaması olarak göze çarpmaktadır. Çalışmanın en dikkat çekici sonucu, İngiliz Dili Eğitimi programı dışındaki programlardan mezun olup Öğretmenlik Sertifikası alarak öğretmen olanların mesleğe başladıklarında çocuklara yabancı dil öğretimi hakkında kendilerini yetersiz görmeleridir ki onlara göre bunun temel nedeni sertifika programlarının ilgili dersleri içermemesidir.
77-87

REFERENCES

References: 

Alptekin, C., Erçetin, G. & Bayyurt, Y. (2007). The
effectiveness of a theme-based syllabus for
young L2 learners. Journal of Multilingual
and Multicultural Development, 28(1), 1-17.
doi: 10.2167/jmmmd470.1 Bourke, J. M. (2006). Designing a topic-based
syllabus for young learners. ELT Journal,
60(3), 279-286. doi:10.1093/elt/ccl008
Bryman, A. (2004). Quantity and quality in social
research. New York, NY: Routledge.
Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal, 57(2), 105-112.
Caner, M. & Subaşı, G. (2010). Teachers' beliefs on foreign language teaching practices in early phases of primary education: A case study. Turkish Online Journal of Qualitative Inquiry, 1(1), 62-76.
Carr, E. C. & Worth, A. (2001). The use of the telephone interview for research. NT Research, 6(1), 511-524.
Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.
Corbin, J. M. & Strauss, A. L. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: SAGE.
Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA:
SAGE.
Creswell, J. W. (2011). Educational research:Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education.
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. Harmer, J. (2001). The practice of English language
teaching (3rd ed.). Harlow, England: Pearson
Education Limited. Karasar, N. (2012). Bilimsel araştırma yöntemi (23.
baskı)
[Scientific
Research Method (23rd
ed.)]. Ankara, Turkey: Nobel. Karcı, C. & Vural, R. A. (2011). Teachers' views with
regard to teaching English in multigraded
classrooms. Elementary Education Online,
10(2), 593-607. Lichtman, M. (2012). Qualitative research in
education: A user's guide (3rd ed.).Thousand
Oaks, CA: SAGE. Merriam, S. B. (1998). Qualitative Research and Case
Study Applications in Education: Revised
and Expanded from Case Study Research
in Education (2nd ed.). San Francisco, CA:
Jossey-Bass.
Miles, M. B. & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: SAGE.
Mirici, İ. H. (2001). Çocuklara yabancı dil öğretimi: İlköğretim 4. ve 5. sınıflar örneği [Teaching of foreign language to children: A case of 4th and5th grades]. Ankara, Turkey: Gazi.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific Region. TESOL Quarterly, 37(4), 589-613.
Novick, G. (2008). Is there a bias against telephone interviews in qualitative research? Research in Nursing and Health, 31 (4), 391-398
Okan,
Z
. & Sofu, H. (1998). An investigation on foreign language teacher education for primary grades. Paper presented at the Eight Year
Pamukkale
Üniversitesi Eğitim Fakültesi Dergisi, Sayı 32 (Temmuz 2012/11)
85
S. Çelik, A. Arıkan
Obligatory Primary Education and Foreign Language Teaching Conference, Istanbul, Turkey.
Özkan, H.
&
Arıkan, A.
(2010)
. To what extent does English language teacher education curriculum prepare prospective teachers for teaching young learners? Paper presented at the International Conference on New Trends in Education and Their Implications (ICONTE), Antalya, Turkey.
Patton, M. Q. (2001). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: SAGE.
Phillips, S. (2001). Young learners. Oxford, England: OUP.
Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers (Regional surveys of the world) (2nd ed.). Oxford, England: Blackwell Publishers.
Rixon, S. (1999). Young learners of English: Some research perspectives. London, England: Longman.
Scott, W. A. & Ytreberg, L. H. (1990). Teaching English to children. Harlow, England: Longman.
Introduction
Educational programs worldwide have begun to introduce students to foreign languages at an earlier grade level. For example, students in Hong Kong, Japan, and Taiwan are introduced to English in the first grade, while in Turkey, English instruction begins in the fourth grade. The Turkish Ministry of National Education's English Language Curriculum for Primary Education, Grades 4 through 8, shapes the content and delivery of English language teaching based on the belief that young learners must be taught through different teaching strategies, as they do not acquire material in the same manner as adult learners do. Thus, informed by research in foreign language teaching, specific strategies, techniques, and activities have been developed for use in primary schools through the Ministry of National Education's collaboration with the Higher Education Council. In order to prepare teachers to adapt to these changes, teacher education programs have been redesigned to include courses such as "Teaching Foreign Languages to Young Learners I and II." Despite these curricular modifications, research on Turkish primary
Şensoy, Ş.
&
Özad,
B
. E. (2009). Teachers' attitudes towards using activities while teaching English to young learners. Eurasian Journal of Educational Research, 37, 174-187.
Tavil, Z. M. (2009). Parental attitudes towards English education for kindergarten students in Turkey. Kastamonu Eğitim Dergisi, 17(1), 331-340.
T.C. Milli Eğitim Bakanlığı (MEB) Talim ve Terbiye Kurulu Başkanlığı [Republic of Turkey, Ministry of National Education (MoNE) Board of Education]. (2006). İlköğretim İngilizce dersi (4, 5, 6, 7 ve 8. sınıflar) öğretim programı [English language curriculum for primary education (grades 4, 5, 6, 7 and 8)]. Ankara, Turkey. Retrieved from http://ttkb.meb.gov.tr/program aspx?islem=2&kno=31
Yıldırım,
R
. & Şeker, M. (2004). An investigation into Turkish teachers' awareness of teaching English to young learners. Paper presented at the First International Language Learning Conference (ILLC), Penang, Malaysia.

Thank you for copying data from http://www.arastirmax.com