The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills?

Uzun, Levent

doi:10.1080/2331186x.2016.1141454

Cited by 18 publications

(17 citation statements)

References 23 publications

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“…These results are consistent with those obtained in the study by Cabero and Barroso [22], in which the competences associated with the TPACK model were evaluated in a sample of 1368 university students, and whose results revealed training lacks in the dimensions of pedagogical knowledge and of content. Along these lines, Uzun's [24] study, aimed at analyzing the perception of 74 teachers in training from nine Turkish universities, also shows the dissatisfaction of future teachers with their technological skills for teaching.…”

Section: Discussionmentioning

confidence: 99%

“…According to the TPACK model, the effective use of ICTs must, in effect, incorporate three specific dimensions: technological knowledge, content knowledge and pedagogical knowledge [22] (Figure 1). The integration of these dimensions should be possible from the initial teacher training [23,24]. The relevance of this model in relation to the integration of technologies in teacher training and in teaching and learning (T-L) processes is clear, and this is apparent from the many publications related to it [25][26][27][28][29].…”

Section: Introductionmentioning

confidence: 99%

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Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

2019

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This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

2019

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“…As can be assumed, the situation is not different for Turkish teachers. A recent study conducted by Uzun (2016) with preservice EFL teachers indicated that ICT knowledge and skills are not supported in Turkish pre-service ELTE program.…”

Section: B In-service Elte In Turkeymentioning

confidence: 98%

“…Although this format of the program is partly in line with TESOL standards (Mahalingappa and Polat, 2013) and can be regarded as a unified model of teacher education, the implementations of these programs, the opportunities they present to teacher candidates and their eventual impact on pre-service teachers' professional development have yet to be discovered. A bulk of research in the field (Gürsoy and Damar, 2011;Altan and Sağlamel, 2015;Uzun, 2016;Karabuğa, 2016;İpek and Daloğlu, 2017) focusing on various components of these programs indicates serious problems and claims to be insufficient in preparing teachers for real life, as will be explained below. Problems in Pre-service ELTE Greenberg, Walsh and McKee (2013) argue that teacher education programs are not producing effective teachers because they reject to equip the future teacher with specific skills or strategies.…”

Section: A Pre-service Elte In Turkeymentioning

confidence: 99%

English Language Teacher Education in Turkey: Why Do We Fail and What Policy Reforms Are Needed?

Öztürk¹,

Aydın²

2019

Anadolu Journal of Educational Sciences International

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With the changing paradigms in mainstream educational sciences identifying teacher education as a relatively independent area, approaches and policies in second language teacher education have undergone significant reforms throughout the world in the last two decades. Turkey, as a country in the midst of both social and cultural changes due to stream of events around it, has also attempted for such reforms in its English Language Teacher Education (ELTE) policies since the foundation of Higher Education Council leading to a unified model of preservice teacher education. Teacher education, however, has always been one of the highly debated and criticized issues in the country by all the stakeholders. This paper scrutinizes the current ELTE policies in both pre-service and in-service levels in Turkey. The pre-service ELTE programs and how teachers are trained after graduation are presented focusing on the weaknesses and the drawbacks of the programs addressing to the relevant literature. Finally, the necessary policy reforms at all levels of teacher education are suggested by referring to the implementations of countries with high-quality teacher education systems.

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“…Several studies have also been published in the field of ELT. They provided a historical overview of ELT programs in Turkey (Köksal & Ulum, 2018;Nergis, 2011;Ulum, 2015), examined the impact of some classes (Uzun, 2016), evaluated the ELT program (Coşkun, 2010;Karakaş, 2012;Yavuz & Topkaya Zehir, 2013), and attempted to reveal the reasons of failure and suggested policy reforms (Öztürk & Aydın, 2018).…”

Section: Introductionmentioning

confidence: 99%

General picture of english language teaching programs and students in turkey

Asmali¹

2020

HIG

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English language teaching (henceforth ELT) has always been criticized due to the performance of Turkey in global English proficiency indices and students' lack of speaking ability. Despite several attempts to change language teaching programs, it cannot be claimed that the situation has transformed. ELT programs and students studying in these programs as one of the major elements of language teaching and learning issues in the country have been investigated in this study. The statistics regarding ELT programs and ELT students between the years 2016 and 2019 have been taken from YÖK Atlas, an online platform launched by the Council of Higher Education. The statistical data taken from this platform were analyzed, taking students' gender, educational background, university preferences, and foreign language test mean scores as well as ELT programs' academic staff, performance in exchange programs, and students' program preference statistics into account. The statistics indicated the dominance of female students and relatively low English proficiency of the students in ELT programs. Assistant professors were found to be the leading academic staff in these programs. Moreover, ELT students' preferences with regard to geographical proximity and availability of student exchange programs have been provided in the findings. Finally, some potential future research topics have been suggested.

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The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills?

Cited by 18 publications

References 23 publications

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

English Language Teacher Education in Turkey: Why Do We Fail and What Policy Reforms Are Needed?

General picture of english language teaching programs and students in turkey

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