10 SES 07 B, Programmes and Approaches: Implementation and evaluation
In Turkey, the language teacher programs are arranged by the Council of Higher Education (CHE) and all language teacher education programs are obliged to offer a main coursework for student teachers (CHE reports, 1998). 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; Çepik & Çepik, 2015; 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) (Seymen, 2012). The language classes offered at these schools have a nationwide curriculum and all the graduating teachers are to take the nationwide examination (KPSS) in order to start working at MONE schools. The literature suggests that the link between theory (methodology) and practice (practicum) seems to be problematic when it comes to English language teacher education (Çepik and Çepik, 2015; Çubukçu, 2010; Gürsoy, 2013; Mutlu, 2014; Seymen, 2012; and Yavuz, 2011). These studies found that the student teachers have problems in managing the real-life classrooms when they start their practicum. Furthermore, European Portfolio of Student Teachers of Languages (EPOSTL) aims to help prepare student language teachers for their profession in a variety of teaching contexts and to promote discussion between student teachers, their peers, teacher educators and mentors (p.5). It proposes seven main categories of descriptors for teacher competencies three which can be viewed in relation to this study: methodology, conducting a lesson and lesson planning. Based on the findings of the literature, this study aims to investigate the relationship between the methodology and practicum components of an English-medium undergraduate English language teacher education program in Turkey. Within the scope of this study, the effects of six methodology courses (FLE200Instructional Principles and Methods,FLE 238 Approaches to English Language Teaching, FLE 262 ELT Methodology I, FLE 304 ELT Methodology II, FLE 308 Teaching English to Young Learners, FLE 324 Teaching Language Skills), over two practicum courses (FLE 425 School Experience and FLE 404 Practice Teaching) has been analyzed. The evaluation framework utilized in this study is Illuminative Model (Parlett and Hamilton, 1976) since the main aim of this study was to examine the link between the methodology component and the practicum component of the program. The main focus of this model is “description and interpretation rather than measurement and prediction” (p.10-11). Furthermore, this model was chosen since “it aims to discover and document what it is like to be participating in the scheme, whether as teacher or pupil” (p. 11). This study examines the issue both from the instructors’ and from the students’ points of view.
This study aims to answer the following research questions:
1. How effective is the methodology component of the undergraduate EFL program in preparing the student teachers for the practicum component?
a. What are the perceptions of the students about the effectiveness of methodology component preparing them for the practicum component?
b. What are perceptions of instructors about the effectiveness of methodology component preparing students for the practicum component?
2. What needs to be improved in order to increase the effectiveness of methodology component in preparing the students teachers for the practicum component?
Ataş, U., Balıkçı, G. (2014). Evaluating the Link among Testing, Materials and School Experience Courses in an ELT Program in Turkey. Unpublished term paper. Middle East Technical University, Ankara, Turkey. Aydoğan, İ. & Çilsal, Z. (2007). Yabancı dil öğretmenlerinin yetiştirilme süreci (Türkiye ve Diğer Ülkeler), Sosyal Bilimler Enstitüsü Dergisi, 22, 179-197. Çepik, H., Çepik,E. (2015) Aday İngilizce öğretmenlerin bakiş açisindan Türkiye’de öğretmen eğitimi. International Journal of Language Academy 3(4), p.33-42. Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among the five traditions (3rd ed.). Thousand Oaks, CA: Sage. Çubukçu, F. (2010). Congruence and dissonance between micro-teaching and macro- teaching. Procedia - Social and Behavioral Sciences, 2(2), 326–329. doi:10.1016/j.sbspro.2010.03.019 Gürsoy, E. (2013). Improving practicum for a better teacher training. Procedia -Social and Behavioral Sciences, 93, p. 420–425. doi:10.1016/j.sbspro.2013.09.214 Morra, L.G. and Friedlander, A.C., (n.d.). Case Study Evaluations, The World Bank Group. Retrieved from: https://ieg.worldbankgroup.org/Data/reports/oed_wp1.pdf Mutlu, G. (2014). Challenges in Practicum: Pre-Service and Cooperating Teachers’ Voices. Journal of Education and Practice, 5(36), p. 1–7. Retrieved from http://www.iiste.org/Journals/index.php/JEP/article/view/17465 Parlett, M. and Hamilton, D. (1972) Evaluation as illumination: A new approach to the study of innovative programmes. Occasional Paper No. 9, Edinburgh: Centre for Research in the Educational Sciences, University of Edinburgh. Reprinted (1976) in D. Tawney (ed.) Curriculum Evaluation Today: Trends and Implications. London: Macmillan. Rakıcıoğlu-Söylemez, A., & Eröz-Tuğa, B. (2014). Mentoring expectations and experiences of prospective and cooperating teachers during practice teaching. Australian Journal of Teacher Education, 39, p. 146–168 Seymen, S. (2012). Beliefs and expectations of student teachers' about their self and role as teacher during teaching practice course. Procedia - Social and Behavioral Sciences 46, p. 1042 – 1046. Stufflebeam, D. L. (2001). Evaluation models. New Directions for Evaluation, 89. San Francisco, CA: Jossey-Bass. Tercanlıoğlu, L. (2004). Perceptions on school-based English teacher education: a qualitative study, The Qualitative Report, 9(4), 673-705. Yavuz, A. (2011). The problematic context of mentoring: evidence from an English language teaching department at a Turkish university. European Journal of Teacher Education, 34(1), 43–59. doi:10.1080/02619768.2010.516431 YÖK [The Council of Higher Education]. (1998). Eğitim Fakültesi Öğretmen Yetiştirme: Lisans Programları. [The undergraduate teacher training programs of the Education Faculties]. Ankara: YÖK.
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