Alignment of the Intended, Enacted, Received and Assessed Curriculum in EFL Pre-Service Measurement and Evaluation Education

Tekir, Serpil

doi:10.15390/eb.2021.9750

Cited by 2 publications

(2 citation statements)

References 28 publications

(30 reference statements)

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Section: Teacher Education and Professional Developmentmentioning

confidence: 99%

“…In terms of the pedagogical content knowledge language teachers are expected to attain as a result of the language teacher education programs, one particular area that stood out in our review was on language assessment literacy (Ölmezer-Özturk & Aydın, 2019; Tekir, 2021). In a mixed-methods case study design, Tekir (2021) focused on the ‘English Language Testing and Evaluation’ course offered by an EFL teacher education program in central Turkey with the purpose of examining its intended, enacted, received, and assessed curriculum. The comparison of the curricular documents (e.g., course syllabi, course materials and assessment tools) with survey data coming from both teacher educators and pre-service teachers indicated that teacher educators taught 67% of the content in their intended plan (high alignment); they tested 48% of the content in their written curriculum but only 44% of what they actually taught in class (low alignment).…”

Section: Teacher Education and Professional Developmentmentioning

confidence: 99%

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Applied linguistics and language education research in Turkey: 2016–2022

Hart

Aydınlı²

2023

Lang. Teach.

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This systematic review of 170+ journal articles showcases the current trends and developments in Turkey-based applied linguistics and language education research between 2016–2022. The current review presents similarities to the previous reviews (Alptekin & Tatar, 2011; Aydınlı & Ortaçtepe, 2018) in terms of trends and practices that indicate a vibrant research scene and a community of practice in Turkey within language education and applied linguistics research. While certain research areas such as instructional technologies remain widely popular among Turkey-based scholars, there has been growing interest in multiculturalism, social justice language education, critical pedagogy, and culturally responsive teaching. It was also clear in our analysis that the demands by the Higher Education Council for academic promotion exacerbated some of the already-existing challenges also noted in the previous reviews. Some of the concerns include pre- and post-test study designs that focus on practical concerns and outcomes rather than on processes that would lead to conceptual or theoretical development; and lack of engagement with broader (inter)disciplinary debates. We hope that this review will help establish conversations among fellow scholars in terms of future directions that applied linguistics and language education research in Turkey can take in order to contribute to the larger discussions in the field.

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Section: Teacher Education and Professional Developmentmentioning

confidence: 99%

Section: Teacher Education and Professional Developmentmentioning

confidence: 99%

Applied linguistics and language education research in Turkey: 2016–2022

Hart

Aydınlı²

2023

Lang. Teach.

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İlköğretim Matematik Öğretmenliği Lisans Programının Paydaş Görüşlerine Göre Değerlendirmesi

Özden

İLGÜN

2023

YED

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Öğretmen yetiştirme programlarına yönelik 2018 yılında yenilenerek uygulamaya konulan farklı branşlara ait öğretim programları bulunmaktadır. Bu araştırmada ilköğretim matematik öğretmenliği lisans programı (İMÖLP) ele alınmıştır. Araştırmada İMÖLP öğrencilerinin ve öğretim üyelerinin mevcut uygulanmakta olan lisans programına yönelik görüşlerinin program geliştirmenin dört temel boyutu açısından analiz edilerek ortaya konulması amaçlanmıştır. Nitel araştırma yöntemi ile yürütülen çalışmada ilköğretim matematik öğretmenliği bölümünden 28 öğretmen adayı ve 9 akademisyen araştırmanın çalışma grubunu oluşturmuştur. Nitel verilerin analizinde NVIVO 12 paket programı kullanılmıştır. Araştırmada öğretmen adaylarının ve öğretim üyelerinin görüşlerine göre lisans programındaki matematik alan ders saatlerinin ve kredilerinin artırılması yönünde isteklerin olduğu bulgulara ulaşılmıştır. Bunlara ek olarak araştırmada meslek bilgisi derslerinin yeterli düzeyde olduğu, seçmeli derslerin çeşitlendirilmesi gerektiği, derslerde uygulama imkanlarının artırılması, basamaklılık özelliği olan derslerin birbirini takip eden dönemlerde uygulanması, derslerde daha fazla öğretim materyali kullanılması ve süreç değerlendirmesine ağırlık verilmesi bulgularına ulaşılmıştır. Sonuç olarak İMÖLP’de pedagojik alan bilgisini ön plana çıkaran mesleki derslerin ağırlıkta olduğu bir program yapılanması olduğu görülmektedir.

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Alignment of the Intended, Enacted, Received and Assessed Curriculum in EFL Pre-Service Measurement and Evaluation Education

Cited by 2 publications

References 28 publications

Applied linguistics and language education research in Turkey: 2016–2022

Applied linguistics and language education research in Turkey: 2016–2022

İlköğretim Matematik Öğretmenliği Lisans Programının Paydaş Görüşlerine Göre Değerlendirmesi

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