|Pages||455 - 466|
|Issue||IEJEE, Volume 8, Issue 3|
|Date of acceptance||19 November 2015|
This study presents a critical diagnosis of in-service teacher-training activities offered to English-language teachers in Turkey and aims to investigate whether those teachers are satisfied with the activities. Thirty-two English-language teachers participated in this study. Data were collected from 32 elementary-school teachers of English as a foreign language, using a general evaluation form prepared by the researcher. The results indicate that the teachers are not satisfied with their in-service teacher-training activities and that in-service training does not fulfil their needs. The study also proposes an in-service teacher training model in distance format.
|Pages||455 - 466|
|Issue||IEJEE, Volume 8, Issue 3|
|Date of acceptance||19 November 2015|
Akyel, A. (2003). Yabancı bir dil olarak İngilizce eğitimi ve öğretiminde yaşanan sorunlar, çözümler ve gelişmeler [English language teaching as a foreign language and problems of teaching it,solutions and developments]., In Doğan,İ. (Eds.), Proceeding of the . Early Childhood Education Congress (pp. 97-103), İstanbul: Özyurt Matbaacılık.
Al-Mutawa, N. A. (1997). Evaluation of EFL primary school teachers’ competencies in Kuwait. Evaluation and Research in Education, 11(1) 38-52.
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.
Birman, B, F., Desimore,L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57(8), 28-33.
Can, A. (2005). İngilizce öğretmeni yetiştirme programının kazandırdığı konu alanı öğretmen yeterliliklerinin standartlara gore değerlendirilmesi[Evaluation of English language teaching programme in regards of the competencies gained]. (Unpublished PhD thesis), University of Ankara, Turkey.
Chacon, C. (2005). Teachers perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21, 257-272.
Cohen, L. & Manion, L. (1994). Research methods in education (4th ed.). London: Routledge.
Çoşkun, K. (2014). Determining the in-service training needs of guidance teachers. Pakistan Journal of Statistics, 30(6), 1389-1404.
Çalgan, S. P. (2008). The viewpoint of English teachers in private schools in in-service trainings (Unpublished master’s thesis), University of Beykent, İstanbul, Turkey.
Çiftçi, E. (2008). An analysis of education given to in-service music teachers by Ministry of National Education in Turkey and determining the needs for in-service training of music teachers (Unpublished PhD thesis),, Gazi University, Ankara, Turkey.
Çimen,. S, Çakır, İ., & Çimen, A. (2010). Teachers’ views’ on the effectiveness of in-service courses on the new curriculum in Turkey. European Journal of Teacher Education, 33(1), 31-41.
Daloglu, A. (2004). A professional development program for primary school English language teachers in Turkey: designing a materials bank. International Journal of Educational Development,, 24(6), 677-690.
Demirtaş, T. Z. (2008). An evaluation of the relationship between teachers’ perception of intuitional communication and in service training in primary schools (Unpublished master’s thesis), Yeditepe University, Istanbul, Turkey.
Division of Research & Development in Education (EARGED). (2006) 21. Yüzyıla girerken Türk eğitim sisteminin ihtiyaç duyduğu çağdaş öğretmen profili[ A modern teacher profile needed in the Turkish education system in the 21th century].: 2006. Retrieved from http://earged.meb.gov.tr in 2010
Eslami, Z. R., & Fatahi, A. (2008). Teachers’ sense of self-efficacy, English proficiency, and instructional strategies: A study of non-native EFL teachers in Iran. TESL- EJ, 11(4)1-19.
Eslami, Z. R. (2010). Teachers’ voice vs. students’ voice: A needs analysis approach of English for Academic Purposes (EAP) in Iran, ELT, 3(1), 3-11
Gökdere, M. & Çepni, S. (2004). Üstünyetenekli öğrencilerin fen öğretmenlerinin hizmetiçi ihtiyaçlarının değerlendirilmesine yönelik bir çalışma [A study on the in-service needs of teachers of the gifted students].. Gazi University Journal of Education Faculty, 24(2), 1-14.
Güven, S. (2005). The profile and the perceptions of professional competences of the first stage primary school EFL teachers (Unpublished master’ thesis), Mersin University, Mersin, Turkey.
Haznedar, B. (2003). Çocukta ikinci dil egitimi: Sorunlar, çözümler [Child second language learning: Problems, solutions], In Doğan,İ. (Eds.), Proceeding of the . Early Childhood Education Congress (pp. 119-130), İstanbul: Özyurt Matbaacılık.
Hüttner, J, Mehlmauer-Larcher, B., Reich, S., & Schiftner, B. (eds) (2012). Theory and practice in EFL teacher education: Bridging the gap, Bristol: Multilingual Matters.
Harlands, J. & Kinder, K.(2014). Teachers’ continuing professional development: framing a model of outcomes. Professional Development in Education, 40(4), 669-682.
İşpınar, D. A. (2005). Study on teachers’ awareness of teaching English to young learners (Unpublished master’s thesis), Çukurova University,Adana, Turkey.
Kanlı, U. (2001). Effectiveness of in-service training programs for secondary school physics teachers (Unpublished master’s thesis), Gazi University, Ankara, Turkey.
Karagöz, B. (2006). An investigation on art-teachers’ participation in ministry of national education’s in-service training activities and their reflections on program effectiveness (Unpublished master’s thesis), Gazi University, Ankara, Turkey.
Kaya, A., Çepni, S. & Küçük, M. (2004) . Fizik öğretmenleri için üniversite destekli bir hizmet içi eğitim model önerisi [University-supported in-service education model proposal for physics teachers]., The Turkish Online Journal of Educational Technology- TOJET, 3(1), 112-119.
Khandehroo, K., Mukundan, J., & Alavi, Z. K. (2011). Professional developmental needs of English language Teachers in Malasia. Journal of International Education Research, 7, 45-52.
Kıldan, A.O. & Temel, Z. F. (2008). The effects of in-service training practices for preschool teachers in line with the constructivist approach to determine teachers’ perceptions. Journal of Kastamonu Education Faculty, 16(1), 25-36.
Krol, K., Janssen, J., Veenman, S., & Linden, J. (2004). Effects of a cooperative learning program on the elaborations of students working in dyads. Educational Research and Evaluation, 10(3), 205-237.
Hustler, D., McNamara, O. Jarvis, London, M., Camphell, A.,& Houson, J. (2003). Teachers’ perceptions of continuing professional development. Research Report No 429, Manchester Metropolitan University.
Lamie, J. (2002). An investigation into the process of change: The impact of in-service training on Japanese teachers of English. Journal of In-service Education, 28(1), 135-162.
Lucas, N. & Unwin, L. (2009). Developing teacher expertise at work: in-service trainee teachers in colleges of further education in England. Journal of Further and Higher Education, 33(4).
Maral, D. Y. (2009). Determination of classroom teachers' adequacy of assessment and evaluation and their in-service education requirements (Unpublished master’s thesis), Onsekiz Mart University, Çanakkale, Turkey.
Michel, J. (1967). Foreign language teaching: An anthology. The Macmillan: New York.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education 3(2), 1-6.
Nicolaidis, K. & Mattheoudakis, M. (2008). Utopia vs. reality: the effectiveness of in service training courses for EFL teachers. European Journal of Teacher Education, 31(3)279-292.
Olivia, P. F. (1969). The teaching of foreign languages. Prentice-Hall; New Jersey.
O’Sullivan, M. C. (2001). The inset strategies model: an effective inset model for unqualified and underqualified primary teachers in Namibia. International Journal of Educational Development, 21, 93-117.
Önen, F, Mertoğlu, H, Saka, M & Gürdal, A. (2009). The effects of in-service training on teachers’ knowledge about teaching methods and techniques. Ahi Evran University Journal of Faculty of Education, 10(3), 9-23.
Özbay, A. F. (2009). Yapılandırmacılık kuramına dayalı olarak İngilizce dersinin işlenişine ilişkin öğretmen görüşleri [English teachers ‘opinions on teaching English upon constructivist approach in English lessons ]. (Unpublished master’s thesis), Afyon Kocatepe University, Afyon, Turkey.
Özdemir, V. A. (1998). Study on EFL teaching in İçel Anadolu high school (Unpublished master’s thesis), Mersin University, Mersin, Turkey.
Özdemir, Ö. (2007). İlköğretim birinci kademe İngilizce öğretmenlerinin eğitim durumunda yöntem-teknik ve araç-gereç (teknoloji) kullanma yeterlilikleri [The competency of primary school english teachers in the usage of methods-techniques and materials (technology]. (Unpublished master’s thesis), Çanakkale Onsekiz Mart University, Çanakkale, Turkey.
Öztürk, A. (2006). An analysis of ELT teachers’ perceptions of some problems concerning the implementation of English language teaching curricula in elementary Schools (Unpublished master’s thesis), Gaziantep University, Gaziantep, Turkey.
Polat, N. (2010). A Comparative analysis of pre-and in-service teacher beliefs about readiness and self-Competency. Revisiting. Teacher Education for ELLs, System, 38, 228-244.
Reilly, D. H. & Haworth, S. (2001).Coordination of change for practicing. Teacher Education, 104(1), 12-16.
Ruba, P. A. (1985). Chemistry teachers’ inservice needs: Are they unique? Journal of Chemical Education, 58(5), 430-431.
Salı, P. (2008). Novice teachers’ perceived challenges and support needs in their journey to become effective teachers (Unpublished PhD thesis), Anadolu University, Eskişehir, Turkey.
Sevinç, K. Ü (2006). İlköğretim okullarında İngilizce öğretiminde karşılaşılan güçlüklere ilişkin öğretmen dörüşlerinin Değerlendirilmesi [The analysis of teachers' views regarding the difficulties in teaching of English as a foreign language in Turkish primary schools]. (Unpublished master’s thesis), Dicle University,Turkey.
Symeonidou, S. & Phitiaka, H. (2009). Using teachers’ prior knowledge, attıtudes, and beliefs to develop in-servıce teacher education courses for inclusion. Teaching and Teacher Education, 25, 543-550.
Şahin, M. (1996) .The Problems faced in the in-service training activities of the ministry of national education (Unpublished master’s thesis) ,Gazi University, Ankara, Turkey.
Taymaz, H, Sunay, Y. & Aytaç, T. (1997). Hizmet içi eğitimde koordinasyon sağlanması[Achieving coordination in in-service teacher training]. Milli Eğitim Dergisi, 133, 13-17.
Tekin, S. & Ayas, A. (2006). Determining chemistry teachers’ in service needs: the case of Trabzon. Journal of Hacettepe University Faculty of Education, 31,169-178.
Tekin, S. & Yaman, S. (2008). The evaluation scale of in-service education program: The development of teachers’ form. Ahi Evran University Kırşehir Education Faculty Journal (KEFAD), 9(3), 15-16.
Uşun, S. & Cömert, D. (2003). Okul öncesi öğretmenlerinin hizmetiçi eğitim gereksinimlerinin belirlenmesi.[.Determining the in-service education needs of pre-school teachers]Gazi Education Faculty Journal, 23, 125-138.
Vygotsky, L. S.(1978).Mind in society. Harvard University Press, Cambridge.
Young, A. & Lewis, C. W. (2008). Teacher education programmes delivered at a distance: An examination of distance student perceptions. Teaching & Teacher Education, 24(3), 601-609.
Asude BALABAN DAĞAL, DİLAN BAYINDIR