Program Değerlendirme Çalışması: İngilizce Öğretmenliği Programı Örneği

Year 2024, Volume: 24 Issue: 1, 187 - 216, 15.03.2024

Ayşegül Okumuş , Ayşegül Daloğlu

https://doi.org/10.17240/aibuefd.2024..-1327223

Abstract

Bu durum çalışması, Türkiye'de Yüksek Öğretim Kurulu tarafından 2018 yılında başlatılan İngilizce öğretmenliği programının mezun öğrencilerin bakış açısıyla değerlendiren ilk çalışmalardan biri olması sebebiyle ilgili alanyazına katkı sağlamayı amaçlamaktadır. Veriler, iki anket ve yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Elde edilen veriler programın iyileştirme ve revizyona ihtiyaç duyan özelliklerini ve yönlerini ortaya çıkarmıştır. Mezunlar, programın yeterli gördükleri ve gelişmeye açık yönlerini belirtmişlerdir. ELT metodolojisi bileşeni etkili bulunurken, genel kültür dersleri çok etkili bulunmamıştır. Başka bir deyişle, genel kültür derslerinin öğretmen yeterliklerine en az katkıyı, ELT metodolojisi derslerinin ise en büyük etkiyi yaptığını belirtmişlerdir. Mezunlar, programın iyileştirilmesine yönelik şu önerilerde bulunmuşlardır: öğretmenlik uygulaması için daha fazla fırsat sunulması, genel eğitim ve genel kültür derslerinin öğretim dilinin İngilizce olması, duygusal zekâlarını geliştirebilecek derslerin programa eklenmesi, kapsayıcı ve özel eğitime daha fazla odaklanılması. Bulgular, YÖK'ün 2020 yılında aldığı yetki devri kararına göre öğretmen eğitimi programını gözden geçirme sürecinde olan öğretmen eğitimcileri için çıkarımlar içermektedir.

Keywords

Program Değerlendirme, İngilizce Öğretmeni Eğitimi, Durum Çalışması, Mezun

Project Number

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A Programme Evaluation Study: The Case of English Language Teaching Programme

Abstract

This case study aims to contribute to the relevant literature as it is one of the first studies to evaluate the English language teaching programme launched by the Council of Higher Education in Türkiye in 2018 from the perspective of graduate students. The data were gathered through two questionnaires and semi-structured interviews. The data analysis revealed the merits and aspects of the programme that need improvement and revision. The graduates reported their high and low competence in various areas. The ELT methodology component was deemed effective, whereas general culture courses were not found to be that effective. In other words, they stated that general culture courses made the least contribution to their teacher competencies, while ELT methodology courses made the biggest impact. The graduates suggested the following to improve the programme: more opportunities for teaching practice should be offered; the medium of instruction for general education and general culture courses should be English; there should be courses which can cultivate their emotional intelligence; and there should be more focus on inclusive and special education. The findings bear implications for the teacher educators who are in the process of revising the teacher education programme by the authority delegation decision made by CoHE in 2020.

Keywords

Programme Evaluation, English Language Teacher Education, Case Study, Graduates

Supporting Institution

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Project Number

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Thanks

I would like to express my gratitude to the graduates who contributed to our study and to my colleague who contributed to the reliability analysis.

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