Perceptions on School-Based English Teacher Education: A Qualitative Study

Tercanlioglu, Leyla

doi:10.46743/2160-3715/2004.1909

Cited by 2 publications

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The language teacher education programs are offered at the university level in faculties of education and these programs accept students based on the national university entrance exam results. It is noted by the literature that students from other faculties can also become English language teachers via pedagogic formation certificate (Aydoğan & Çilsal, 2007;Tercanlıoğlu, 2004). These programs offer five years of teacher education (1 year in intensive English preparatory school and 4 years at the program) and the main aim of these programs is to train qualified language teachers for schools of Ministry of National Education (MONE) .…”

Section: Introductionmentioning

confidence: 99%

Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019

Uysal¹,

Savaş

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Öğretmen olma yolculuğunda staj uygulamaları süreci büyük bir önem arz etmektedir. Staj uygulamasında, öğretmen adaylarının belirli sınıf prosedürlerini tamamlamaları ve lisans programının teorik ve pratik bileşenleri arasında bir bağlantı kurmaları gerekir. Araştırmalar, öğretmen adaylarının profesyonel olmaları için bu sürecin son derece yararlı olduğunu gösterse de bu süreç sorunsuz değildir. Bu bağlamda, yaygın olarak yaşanan sorunlar tespit edilerek, hizmet öncesi öğretmen eğitimi geliştirilebilir. Bu çalışma, Türkiye'deki İngilizce Öğretmenliği bölümlerindeki uygulama uygulamalarının ortak zorluklarını harmanlamak için yapılmıştır. Çalışma, literatürdeki 40 çalışmayı belirledikten sonra kodlama prosedürleri ile literatürde bahsedilen zorlukları analiz etmiş ve kategorilere ayırmıştır. Beş ana kategori ve 36 alt kategori belirlenmiştir. Analiz, zorlukların (1) öğretmen adayları, (2) öğretmenler, (3) uygulama öğretim elemanları, (4) öğrenciler ve ( 5) okul yöneticileri tarafından belirlendiğini göstermektedir. Uygulama öğretim elemanları ve öğretmenlerinden geri bildirim alınması, öğretmen adaylarının sınıf yönetimi, okullar ve Eğitim fakülteleri arasındaki iş birliği eksikliği, teori ile uygulama arasındaki boşluk ve hedef dil problemleri tekrarlayan sorunlar olarak ortaya çıkmaktadır. Lisans seviyesinde öğretmen eğitimindeki staj uygulama süreçlerinin tekrar eden sorunları araştırılmış, bu zorlukların üstesinden gelmek için öneriler ve öğretmen eğitimi uygulamalarının iyileştirilmesi için çıkarımlar literatür incelenerek belirtilmiştir.

show abstract

Section: Introductionmentioning

confidence: 99%

Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019

Uysal¹,

Savaş

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

Managing the complexities of English language teaching in engineering

Mohamed¹

View full text Add to dashboard Cite

In this 21 st century, engineering employers seek professional engineers who have excellent scientific knowledge and are able to demonstrate good communication and problem solving skills.With this focus on job demands, engineering education has been restructured, balancing the emphasis between scientific knowledge and soft skills. This shift in focus has not only affected the teaching and learning in engineering education, but also English Language (EL) educators who are involved in teaching non-technical components within an engineering education curriculum.This shift in focus has raised the demand for ESP which include teaching communication skills in English language discourse used in engineering, and teaching problem solving skills in English language teaching. With this demand, challenges are inevitable among EL educators who are generally prepared for teaching English for generic purposes in school settings and who bring with them pedagogical knowledge and beliefs in English language teaching, as well as identities they have developed from their previous to their new workplace. This shift also raises questions about the ways in which English language teaching is positioned, the role of English language courses within an engineering-specific context and the implications of this positioning on the design of the English language courses.The main aim of this study was to investigate how EL educators managed the complexities in teaching English at one technical university in Malaysia. In addressing the research questions, a case study design was developed to highlight the complexities within that context and the ways in which EL educators managed these complexities. The data for this study were collected through qualitative and quantitative methods to unpack the complex process of teaching English for engineering which included teaching problem solving and communication skills. These methods obtained insights into the ways in which EL educators conceptualised English language teaching, positioned themselves and framed their teaching in an engineering context. The quantitative data were collected through a questionnaire involving 12 EL educators. The data from the questionnaire were used to profile the EL educators at the English Language Department of this university. Based on the profiling, four EL educators teaching undergraduate engineering students were selected for the main study. The qualitative data were collected through document study, individual semistructured interviews, classroom observations, video recording of classroom observations and stimulated recall protocols.This study found that there were disconnections between English language teaching and the engineering discipline at this university. These disconnections were due to the dissemination process of the engineering accreditation requirements whereby these requirements went through ii multiple layers of interpretation, adaptation and translation before they reached the EL educators, causing ambiguities in positioning English language ...

show abstract

Perceptions on School-Based English Teacher Education: A Qualitative Study

Cited by 2 publications

References 6 publications

Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019

Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019

Managing the complexities of English language teaching in engineering

Contact Info

Product

Resources

About