The aim of this study is to investigate pre-service ELT teacher's awareness of and attitudes towards multicultural teaching and learning.This qualitative study employs survey method and the data was collected through the shortened version of "Preservice Teachers' Attitudes about and Awareness of Multicultural Teaching and Learning Scale" which includes 18 items in three sub-dimensions, namely awareness of multicultural issues, the effect of professional courses on dealing with multicultural approaches to education and interest in additional training in multicultural approaches to education.The participants as pre-service ELT teachers are commonly aware of multicultural issues in schools.It can be seen that the student-teachers escape facing cultural diversity despite training provided by the university. However, the results show that the participants are eager to receive further training in multicultural education. This can be related to the gap between theory and practice in which students may not be taught what is required in the field.
Objectives This study examines prospective ELT teachers' perceptions of native and nonnative language teachers regarding the definition of NEST and NNEST, overall learning with NETSs and NNESTs, perceived weakness and strengths of NESTs and NNESTs and classroom behaviour and responsibility of NESTs and NNESTs. Material and methods The data will be collected through Likert scale questionnaire which was developed by Hadla (2013) and are going to be administered to ELT students studying at Aksaray University. The collected data will be subjected to descriptive analysis such as percentages, frequencies and statistically significant difference will be tested between the groups. Results This research provides valuable insights into pre-service ELT teachers' perceptions on NESTs and NNESTS. Although the pre-service ELT teachers do not have a clear mind on the definition of NEST, it is important to note that most of them do not take the colour of skin as an indicator of it. Growing up in an English-speaking 1 This paper was presented in 1. International Social Sciences and Educational Research Symposium (ISCER) that was held in Antalya on 3
This study investigates the identity construction and negotiation of four preservice English language teachers enrolled at a state university in Turkey during COVID-19 lock down within the theoretical framework of positioning theory and explores their digitalised practicum experience. The data collected through learning journals written by each participant about their clinical experience on a weekly basis, online semistructured interviews conducted with each teacher candidate at the end of their practicum period and the researcher’s observations of participants’ teaching practices was subjected to qualitative data analysis with Atlas.Ti software to analyse it systematically. The findings revealed that the participants constructed multiple reflexive positional identities some of which contradicted with their teaching practices. It was also observed that the participants distanced themselves from their mentor teacher while claiming interactive positional identities which was associated with their personal interpretative framework. The study further provided findings about the relational aspect of positioning theory especially when the participants were attaching positional identities for their supervisor.
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