A Comparative Analysis of English Language Teacher Education Programs in Turkey and Malaysia

Abstract

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Perceptions on an EFL Teacher Education Program: Voices from Teacher Candidates

“…After content analysis, it revealed that the participants had mostly negative opinions since they perceived the teacher training system as lacking nation-wide policy, coordination between trainers and employers, and they also highlighted the need for more studies to improve the quality of training. In addition to these opinions, Karakaş (2012) found out that culture specific courses were regarded as a lacking point in English language teacher education program. Besides these studies, some studies such as Mahalingappa and Polat (2013) covered the perceptions of program directors' opinions on the programs they have developed in the field of English language teacher education; based on the qualitative data gathered from program directors (n=8), student admission test scores, teacher education standard manuals.…”

“…As stated by Eret-Orhan, Ok, and Capa-Aydin (2017), there is a necessity of more studies examining the quality of teacher education from the teacher candidates' stand in a more holistic way. Although it is vital in equipping future teachers to provide a safe English learning environment for learners, the education program for EFL teacher seems to be underestimated considering the low number of studies related to this issue (e.g., Agudo, 2017;Akcan, 2016;Coşkun & Daloğlu, 2010;Karakaş, 2012). Therefore, this research aims to investigate teacher candidates' evaluations of an ELT program by applying Peacock's (2009) framework in an EFL context.…”

A Systematic Evaluation Process: Soliciting Client Participation and Working in a Cross-Cultural Context

“…Specifically, we reviewed other evaluations of other teaching English as a foreign language (TEFL) training methods (Aliakbari & Ghoreyshi, 2013;de Dios Martinez Agudo, 2017;Karimnia & Kay, 2015), workplace learning methods (Kennedy, 2006;Manuti, Pastore, Scardigno, Giancaspro, & Morciano, 2015), and the evolution of ESL educational technology teaching strategies (Nomass, 2013). We drew upon Karakas's (2012) descriptions of the main components of TEFL, which include linguistic competence, pedagogy, and general teaching practices, to guide some of the evaluation item design. We draw upon Ko and Yang's (2011) work to substantiate our recommendation for a combination of cognitive and affective approaches to guide the cross-cultural training aspect of new ESL teachers.…”

The Meaning of Research: Perceptions and Experiences of English Language Teaching (ELT) Students Regarding the ‘Research Skills’ Course

“…2006 ELT Curriculum has been investigated by researchers (Coşgun Ögeyik, 2009;Coşkun and Daloğlu, 2010;Hismanoğlu, 2012;Karakaş, 2012;Akcan and Tatar, 2010;Kızıltan, 2011;Yavuz and Topkaya, 2013;Bayyurt and Akcan, 2016). In Coşgun Ögeyik's (2009) study, 3rd year pre-service English language teachers were asked about their opinions regarding the content of the program, course contents, course characteristics, and sufficiency of courses.…”

“…Hişmanoğlu's (2012) study highlighted that new Curriculum failed to address higher thinking skills such as problem solving, creative thinking, and critical thinking. Karakaş's (2012) study, on the other hand, elicited that the program should be updated with a well-defined philosophy of teacher education and the introduction of culture-specific courses. The findings also revealed that microteaching activities should be increased, and reflective practice components should be incorporated into the program.…”