English Preparatory Education from Pre-Service Teachers’ Perspectives

Sert, Nehir; Saraç, Hatice; Dağdeviren, Gülin

doi:10.1016/j.sbspro.2013.01.053

Cited by 2 publications

(3 citation statements)

References 8 publications

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“…The FAs, on the other hand, were more critical and considered faculty education and specifically the preparatory English language education as sources for the PSTs' unpreparedness. Few studies on the effectiveness of preparatory English language programs in Türkiye revealed that they do not respond to students' needs for productive skills development (Sert et al, 2013), and are not effective in preparing students for their faculty courses (Özkanal & Hakan, 2010). In a study conducted by the British Council (2015) with 24 Turkish universities' preparatory language programs, instructors reported a need to improve their English language proficiency, which is fundamental for the effectiveness of these programs.…”

Section: Discussionmentioning

confidence: 99%

Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum

Çelik¹,

Topkaya

2023

Journal of Teacher Education

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Preservice English language teachers (PSTs) realize and shape their perceptions regarding preparedness to teach during their education. However, being prepared to teach is complex and multifaceted and requires individual factors and interaction with context and other people. Therefore, understanding it from stakeholders’ lens is needed. Within a descriptive and exploratory design, one-on-one, semistructured interviews were conducted with 8 faculty advisors (FAs) and 11 cooperating teachers (CTs) supervising PSTs in primary, secondary, and high schools in a northwestern city in Türkiye. The data collected in teaching practicum stage of field experience was coded and categorized via constant comparison method of analysis. The FAs, except for few issues, regarded the PSTs as unprepared to teach, while the CTs did as prepared to teach. The emergence of a perception gap could show lack of common understanding and mismatch between the stakeholders’ perceptions regarding their standards of and approaches toward high-quality teacher preparation.

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Section: Discussionmentioning

confidence: 99%

Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum

Çelik¹,

Topkaya

2023

Journal of Teacher Education

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“…The inappropriateness of skills classes and materials was also stated in other studies (Al-Nwaiem, 2012;Özüdoğru, 2017;Soruç, 2012;Yel, 2009). In addition, teacher-and grammar-based teaching was a leading problem, so that students had difficulty in communicating with each other and they became bored with the repeated activities, as stated in various studies (Coşkun, 2011;Demirtaş & Sert, 2010;Dinçer et al, 2010;Sert et al, 2013;Tunç, 2010;Tümen Akyıldız & Tayşı, 2017).…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…Ayrıca derslerde dil bilgisi ağırlıklı ve öğretmen merkezli öğretimin ön planda olması, öğretimde olumsuzlukların başında gelmektedir. Dil bilgisi ve öğretmen ağırlıklı öğretim nedeniyle öğrenciler iletişim kurma konusunda zorluklar yaşadıklarını ve sürekli aynı şeylerin öğretilmesinden dolayı sıkıldıklarını ifade etmişlerdir (Coşkun, 2011;Demirtaş & Sert, 2010;Dinçer et al,2010;Sert et al,2013;Tunç, 2010;Tümen Akyıldız & Tayşı, 2017).…”

Section: İngilizce Hazırlık Programının Toplam Geliştirme Birimleriunclassified

An extensive evaluation study of the English preparatory curriculum of a foreign language school

Aktaş

Gündoğdu

2020

pegegog

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The study aimed to evaluate the English preparation curriculum at Aydın Adnan Menderes University School of Foreign Languages according to the Bellon and Handler model. The study was designed as a “case study”, which aimed to obtain qualitative and quantitative data from the selected case. 310 English preparation class students, 26 English lecturers, 26 lecturers of other departments and 24 students of other departments participated in the study. The data were gathered through a scale, questionnaire, interviews, class observations and document analysis. The study was conducted according to the four steps of the “Bellon and Handler Model”. Findings were presented according to the status descriptions, analysis activities and curriculum improvement components of the four steps. In conclusion, it was found that there were no philosophy or goals of the English preparatory curriculum. Though the students had positive motivation towards learning English, they could not reach the desired level. Moreover, the inefficacy of teaching of the skills courses was emphasized by all participants. This problem was thought result from lack of practice. There were some communication problems between the administration and other participants. Physical facilities should be improved. Professional English teaching should be included in the preparatory school curriculum. Furthermore, the involvement of some stakeholders in the decision-making process should be enabled.

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English Preparatory Education from Pre-Service Teachers’ Perspectives

Cited by 2 publications

References 8 publications

Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum

Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum

An extensive evaluation study of the English preparatory curriculum of a foreign language school

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