Program Değerlendirme Çalışması: İngilizce Öğretmenliği Programı Örneği

Yıl 2024, Cilt: 24 Sayı: 1, 187 - 216, 15.03.2024

Ayşegül Okumuş , Ayşegül Daloğlu

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

Öz

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.

Anahtar Kelimeler

Program Değerlendirme, İngilizce Öğretmeni Eğitimi, Durum Çalışması, Mezun

Proje Numarası

-

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

Öz

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.

Anahtar Kelimeler

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

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

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.

Kaynakça

• Ataş, U., & Balıkçı, G. (2021). Linking theory and practice in an ELT program: An evaluation of materials, testing and practicum courses. Journal of Narrative and Language Studies, 9(17), 211-226.
• Atmaca, Ç. (2019). ELT Sophomores’ Evaluations on the Approaches and Methods Course. European Journal of English Language Teaching, 5(1), 12-31.
• Bekereci-Şahin, M. (2022). Investigating Translation Courses at An Undergraduate EFL Teacher Education Program: Views of Instructors and Pre-Service Teachers. European Journal of English Language Teaching, 7(1), 31-46.
• Bilican, R. (2016). Effectiveness and Professional Competencies of English Language Teachers in First Five Years in Turkey [Ph.D. Dissertation, Çanakkale Onsekiz Mart University].
• Celen, K. M., & Akcan, S. (2017). Evaluation of an ELT practicum programme from the perspectives of supervisors, student teachers and graduates. Journal of Teacher Education and Educators, 6(3), 251-274.
• CoHE. (2020). Important decision on the transfer of authority from CoHE to education faculties. CoHE. https://tinyurl.com/2p96bz9y
• CoHE. (2018a). Teacher Education Undergraduate Programmes. CoHE. https://tinyurl.com/ywhv6k72
• CoHE. (2018b). English Language Teaching Undergraduate Programme. CoHE. https://tinyurl.com/n6h753cp
• Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routledge Falmer.
• Coşkun, A., & Daloğlu, A. (2010). Evaluating an English language teacher education program through Peacock's model. Australian Journal of Teacher Education (Online), 35(6), 24-42.
• Coşkun, A. (2016). Exploring the microteaching component of an EFL teacher education program. Abant İzzet Baysal University Journal of Faculty of Education, 16(3).810-829.
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
• Creswell, J. W. (2009). Research design - qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
• Çelik, S. N., & Memduhoğlu, H. B. (2022). The Evaluation of the English Language Teacher Education Program in Turkey. International Journal of Educational Methodology, 8(4), 833-851. https://doi.org/10.12973/ijem.8.4.833
• Cepik, S., & Polat, N. (2014). Mandates, needs, equitable resources, and current research in English language teacher education: The case of Turkey. International Journal of Research Studies in Education, 3(2), 1-14.
• Crystal, D. (1997). English as a global language. Cambridge University Press
• Demir, Y. (2015). All or nothing: English as a foreign language (EFL) student teachers’ and teacher trainers’ reflections on a pre-service English teacher education program in Turkey. The Anthropologist, 19(1), 157-165. https://doi.org/10.1080/09720073.2015.11891650
• Eke, V. E., & Razı, S. (2016, May 12-14). Pre-service teachers’ perceptions on the contribution of EFL teacher education programme to their teaching skills [Paper Presentation]. 9th International ELT Research Conference “Interdisciplinary Approaches: Beyond the Borders of ELT Methodology”. Çanakkale, Türkiye.
• Erdoğan, P., & Savaş, P. (2022). Investigating the selection process for initial English teacher education: Turkey. Teaching and Teacher Education, 110, 103581. https://doi.org/10.1016/j.tate.2021.103581
• Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELT curriculum at Eastern Mediterranean University: A case study [Unpublished Ph.D. Dissertation, Middle East Technical University].
• Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2022). Soft skills and extracurricular activities sustain motivation and self-regulated learning at school. The Journal of Experimental Education, 90(3), 550-569. https://doi.org/10.1080/00220973.2021.1873090
• Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program Evaluation: Alternative Approaches and Practical Guidelines, (4th ed.). Pearson
• Freeman, D. (1996). The ‘unstudied problem’: research on teacher learning in language teaching. In Freeman, D. & Richards, J.C. (Eds.), Teacher learning in language teaching (pp. 351–78). Cambridge University Press.
• Freeman, D., & Johnson, K. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 38(1), 397–417. https://doi.org/10.2307/3588114
• Grosse, C. U. (1991). The TESOL methods course. TESOL Quarterly, 25(1), 29–49. https://doi.org/10.2307/3587027
• Guilmette, M., Mulvihill, K., Villemaire-Krajden, R., & Barker, E. T. (2019). Past and present participation in extracurricular activities is associated with adaptive self-regulation of goals, academic success, and emotional wellbeing among university students. Learning and Individual Differences, 73, 8-15. https://doi.org/10.1016/j.lindif.2019.04.006
• Güngör, M. N., & Güngör, M. A. (2019). Pre-service English language teachers’ collaborative development: The emergence of research, rehearsal and reflection (3R) model from an activity theory perspective. European Journal of Teacher Education, 42(1), 98-115. https://doi.org/10.1080/02619768.2018.1545016
• Gürbüz, N. (2006). Differing perceptions of pre-service English teachers’ strengths and weaknesses in the practicum: A case study in Turkey. English Language Teacher Education and Development, 9, 39-46.
• Gürel, E., & Aslan, B. (2022, October). A Systematic Review of Pre-service English Language Teacher Education Program Literature: 2004-2021. ICCI EPOK 2022-10th International Congress on Curriculum and Instruction, Gazi University, Ankara.
• Gürler, İ. (2018). Evaluation of the Current Curriculum in ELT Departments from the Perspectives of Lecturers and Students: A Needs Analysis [Ph.D. dissertation, Atatürk University].
• Hatipoğlu, Ç. (2017). Linguistics courses in pre-service foreign language teacher training programs and knowledge about language. ELT Research Journal, 6(1), 45-68.
• Hişmanoğlu, S. (2012). Prospective EFL teachers’ views on English language teacher training program. Journal of Research in Education and Teaching, 1(2), 330-341.
• Karabuğa, F. (2016). The perspectives of both pre-service teachers and their educators on EFL teacher education programs in Turkey. International Journal of Language Academy, 4(1), 331-347. http://dx.doi.org/10.18033/ijla.350
• Karakaş, A. (2012). Evaluation of the English language teacher education program in Turkey. ELT Weekly, 4(15), 1-16.
• Karslı, V., & Yağız, O. (2022). Examination of the Pre-service Teachers' Experiences and Perceptions on Teaching Practices: English Language Teaching Case. Arab World English Journal, 13(2), 73-90. https://dx.doi.org/10.24093/awej/vol13no2.6
• Kazaz, İ. (2022). An Evaluation of Online Practicum Courses for Pre-Service English Language Teachers: Expectations, Attitudes, and Learning [Ph.D. Dissertation, Hacettepe University].
• Kiely, R., & Rea-Dickins, P. (2005). Program Evaluation in Language Education. Palgrave McMillan.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook, (2nd edt.). Sage Publications.
• MoNE. (2017). Öğretmenlik Mesleği Genel Yeterlilikleri [Generic Teacher Competencies]. MoNE. https://tinyurl.com/msczwc6t
• OECD. (2013). What makes schools successful? Resources, policies and practices (Vol. IV). OECD. https://tinyurl.com/y7m88m4r
• Özkahya, F. Z. (2019). An Investigation into Profile of ELT Teacher Education Programmes in Turkey [Master’s thesis, Hacettepe University].
• Öztürk, G., & Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181-213. https://doi.org/10.18039/ajesi.520842
• Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research, 13(3), 259-278. https://doi.org/10.1177/1362168809104698
• Rea-Dickins, P., & Germaine, K.P. (1998). The price of everything and the value of nothing: trends in language programme evaluation. In Rea-Dickins, P. and Germaine, K.P. (Eds.), Managing evaluation and innovation in language teaching: building bridges (pp. 3–19). Longman.
• Robinson, B. (2003). Evaluation, research and quality. In Robinson, B. and Latchem, C. (Eds.), Teacher education through open and distance learning (pp. 193–211). Routledge Farmer.
• Salihoğlu, U. M. (2012). Pre-service teachers’ and their instructors’ beliefs on the effectiveness of an English language teacher education program. Procedia - Social and Behavioral Sciences, 46, 3440-3444.
• Seferoğlu, G. (2006). Teacher candidates' reflections on some components of a pre‐service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4), 369-378. https://doi.org/10.1080/02607470600981953
• Stake, R. E. (1995). The art of case study research. Sage Publications.
• Sürüç-Şen, N., & İpek, H. (2020). Perceptions on an EFL teacher education program: Voices from teacher candidates. Language Teaching and Educational Research (LATER), 3(1), 136-148. https://doi.org/10.35207/later.643694
• Şallı-Çopur, D. (2008). Teacher effectiveness in initial years of service: A case study on the graduates of METU foreign language education program [Unpublished Ph.D. Dissertation, Middle East Technical University].
• Tezgiden-Cakcak, S. Y. (2015). Preparing teacher candidates as passive technicians, reflective practitioners or transformative intellectuals [Ph.D. Dissertation, Middle East Technical University].
• Uztosun, M. S., & Troudi, S. (2015). Lecturers' views of curriculum change at English Language Teaching departments in Turkey. Novitas-ROYAL (Research on Youth and Language), 9(1), 15-29.
• Uzun, L. (2016). The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills? Cogent Education, 3(1), 1141454. https://doi.org/10.1080/2331186X.2016.1141454
• Uzun, L. (2015). The pedagogical courses in the ELT program in Turkish higher education: How efficient are they. International Journal of Social Sciences and Education, 5(4), 777-789.
• Varol, B. (2018). Evaluation of an English Language Teacher Education Program from Student Teachers’ Perspectives: A Case from Turkey. International Journal of Field Education, 4(2), 83-96.
• Yavuz, A. & Topkaya, E. Z. (2013). Teacher educators’ evaluation of the English language teaching program: A Turkish case. Novitas-ROYAL, 7(1), 64-83.
• Yavuz, A. (2018). The Meaning of Research: Perceptions and Experiences of English Language Teaching (ELT) Students Regarding the ‘Research Skills’ Course. Journal of Social Sciences of Muş Alparslan University, 6(2),247-255. http://dx.doi.org/10.18506/anemon.311165
• Zhao, Y. (2018). The changing context of teaching and implications for teacher education. Peabody Journal of Education, 93(3), 295-308. https://doi.org/10.1080/0161956X.2018.1449896