Türkiye bağlamında İngilizce öğretmenlerinin dil öğretmen adaylarına yönelik Avrupa portfolyosu (DÖAYAP) algıları üzerine betimsel bir çalışma

Bu çalışmanın amacı görev yapmakta olan yabancı dil öğretmenlerin DÖAYAP öz-değerlendirme tanımlayıcılarını Türkiye’deki Yabancı Dil Eğitimi bağlamında nasıl algıladıklarını ortaya çıkarmaktır. Bu amaçla, farklı seviyede eğitim kurumlarında (ilk, orta, ve yüksek) görev yapmakta olan katılımcıların DÖAYAP özdeğerlendirme tanımlayıcılarının hangi alt bölümlerini daha önemli gördükleri ve DÖAYAP’ın Türkiye Yabancı Dil Eğitim bağlamına uygunluğu ve uygulanabilirliği belirlenmeye çalışılmıştır. Nicel ve yarı-nitel bir araştırma deseni kullanılarak gerçekleştirilen bu çalışmada, DÖAYAP kapsamında bulunan 195 öz-değerlendirme tanımlayıcısı ‘5 puanlık Likert tipi ölçeği’ biçimindeki anketi oluşturmaktadır. Bunun beraberinde, nitel bilgiye ulaşmak amacıyla açık uçlu bir soru da 196. madde olarak ankete eklenmiştir. Belgenin hem tümü için hem de özdeğerlendirme tanımlayıcılarının alt bölümleri için katılımcıların yanıtlarının ortalamaları, ortalama ve frekans analizleriyle birlikte betimleyici istatistik araçlarıyla hesaplanmıştır. İkinci adım olarak, verilerin dağılımı 'Kolmogorov-Smirnov Uygunluk Testi' ile analiz edilmiştir. Verilerin dağılımı normal olmadığı için, katılımcı gruplar arasındaki farkların seviyesini bulmak için parametrik bir test yerine parametrik olmayan bir test uygulanmıştır. Ayrıca, katılımcılar ikiden fazla gruba ayrıldığı için, "Kruskal-Wallis H Testi" ve son aşamada da "çiftli karşılaştırmalar" gerçekleştirilerek farklı seviyedeki eğitim kurumlarında görev yapan katılımcıların anlamlı ölçüde farklı algıladıkları öz-değerlendirme tanımlayıcıları ortaya çıkarılmıştır. Sonuç olarak, bu çalışma DÖAYAP öz-değerlendirme tanımlayıcılarının Türkiye’de görev yapmakta olan yabancı dil öğretmenleri tarafından büyük ölçüde olumlu karşılandığına işaret etmektedir.

A descriptive study on in-service English language teachers’ perceptions of the European portfolio for student teachers of languages (EPOSTL) in Turkish setting

This article aims to arrive at an understanding of in-service language teachers’ perceptions of the EPOSTL selfassessmentdescriptors in relation to Turkish Foreign Language Education context. More specifically, theresearcher aims to reveal the categories of the EPOSTL self-assessment descriptors that have been regarded moreimportant by in-service English language teachers who work for primary, secondary and tertiary level institutionsas well as reviewing the suitability and applicability of the EPOSTL self-assessment descriptors for the Turkishcontext. Adopting a quantitative and quasi-qualitative research design, this study utilized the 195 self-assessmentdescriptors of the EPOSTL as the items of the questionnaire in the form of a ‘5 point Likert-type scale’ and anopen-ended question has been added as the 196th item to collect qualitative data. The means of the in-serviceEnglish language teachers’ answers have been computed for the whole document and for the categories of the selfassessmentdescriptors via descriptive statistics involving mean and frequency analyses. As a second step, thedistribution of the data has been analyzed via ‘Kolmogorov-Smirnov Goodness-of-Fit Test’. As the distribution ofthe data is not normal, a non-parametric test, rather than a parametric test, has been employed in order to find outthe level of differences between and among the groups of in-service English language teachers. Additionally,‘Kruskal-Wallis H Test’ has been conducted and ‘pairwise comparisons’ have been performed as a last step inorder to reveal the self-assessment descriptors of the EPOSTL that have been attached meaningfully differentimportance by in-service English language teachers working for different levels of institutions. The findings ofthis study indicate that the self-assessment descriptors of the EPOSTL have largely been welcomed by in-servicelanguage teachers in Turkish context.

PDF

___

Alptekin, C. (2002). Towards Intercultural Communicative Competence in ELT. ELT Journal, 56(1), 57-64.
Bergil, A. S. & Sarıçoban, A. (2016). Milestone in English Language Teacher Education: How to Use European Profiling Grid in the Assessment of Prospective EFL Teachers' Qualifications. Journal of Language and Linguistic Studies, 12(2), 206-220.
Broeder, P. & Wijk, C. (2012). Diversity and education in languages: the European situation. In Broeder, P. & Hisamura, K. (Editors.), Language and education in Japan and Europe, 16-19.
Proceedings of the 2012 Japan - Netherlands Education Research Seminar. Tilburg University.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. White Plains, NY: Pearson Education.
Brown, H. D. (2007). Principles of Language Learning and Teaching. White Plains, NY: Pearson Education.
Burkert, A. & Schwienhorst, K. (2008). Focus on the Student Teacher: The European Portfolio for Student Teachers of Languages (EPOSTL) as a Tool to Develop Teacher Autonomy. Innovation in Language Learning and Teaching, 2(3), 238-252.
Büyükgöze, H. (2015). A comparison of the employment of public sector teachers in EU and Turkey. Aksaray Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 7(2), 57-65.
Cochran-Smith, M. (2010). Preparing Teachers for the Challenges of Diversity, (pp. 4-26). The 22nd JUSTEC Conference 2010 in Tokyo Proceedings. Japan-United States Teacher Education Consortium.
Çakır, A. & Balçıkanlı, C. (2012). The use of the EPOSTL to foster teacher autonomy: ELT student teachers’ and teacher trainers’ views. Australian Journal of Teacher Education, 37(3), 1-16. Article 2. Retrieved from http://ro.ecu.edu.au/ajte/vol37/iss3/2.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford: OUP.
Graves, K. (2009). The Curriculum of Second Language Teacher Education. In Burns, A. & Richards, J. C. (Eds.), Second Language Teacher Education, (pp. 115-124). Cambridge University Press.
Heyworth, F. (2013). How an ECML Publication can Make a Difference – Case Study on the European Portfolio for Student Teachers of Languages. 22nd Meeting of the Governing Board, Graz.
Hişmanoğlu, M. (2013). Does English language teacher education curriculum promote CEFR awareness of prospective EFL teachers? Procedia - Social and Behavioral Sciences, 93, 938-945.
Hişmanoğlu, S. (2012). Prospective EFL Teachers’ Views on English Language Teacher Training Program. Journal of Research in Education and Teaching, 1(2), 330-341.
Ingvarsdóttir, H. (2011). The EPOSTL in Iceland: getting the mentors on board. In Newby, D., Fenner, A. B. & Jones, B. (Eds.), Using the European Portfolio for Student Teachers of Languages, (pp. 63-70). Council of Europe Publishing.
Jenkins, J. (2000). The Phonology of English as an International Language. OUP.
Jimbo, H., Hisamura, K. & Yoffe, L. (2010). Developing English Teacher Competencies: An Integrated Study of Pre-service Training, Professional Development, Teacher Evaluation, and Certification Systems. The English edition of the grant-in-aid for scientific research report. JACET SIG on English Education.
Kelly, M. & Grenfell, M. (2004). European Profile for Language Teacher Education: A Frame of Reference. University of Southampton. Retrieved on 14/10/2014 from www.lang.soton.ac.uk/profile/index/html.
Küçüksüleymanoğlu, R. (2006). In Service Training of ELT Teachers in Turkey Between 1998-2005. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 359-369.
Mirici, İ. H. (2015). European policy and practices in training foreign language teachers. Hacettepe University Journal of Education, 30(4), 42-51.
Mirici, İ. H. & Demirbaş, S. (2013). How to Turn the EPOSTL into an Electronic Setting: The EEPOSTL. Procedia - Social and Behavioral Sciences, 106, 1368-1377.
Mirici, İ. H. & Hergüner, S. (2015). A digital European self-assessment tool for student teachers of foreign languages: The EPOSTL. TOJET: The Turkish Online Journal of Educational Technology, 14(1), 1-10.
Newby, D. (2007). The European Portfolio for Student Teachers of Languages. Babylonia, 3, 23-26.
Newby, D. (2011). Contextualization of the CEFR and other Council of Europe instruments within a European context. In Jimbo, H., Hisamura, K., Usui, Y., Oda, M. & Yoffe, L. (Eds.), A Comprehensive Study on the Framework of English Language Teachers’ Professional Development in Japan, (pp. 72-87). Research Project, Grant-in-Aid for Scientific Research (22320112). JACET SIG on English Education.
Newby, D. (2012a). The European Portfolio for Student Teachers of Languages: Background and Issues. In Newby, D. (Ed.), Insights into the European Portfolio for Student Teachers of Languages (EPOSTL), (pp. 9-28). Cambridge Scholars Publishing.
Newby, D. (2012b). Supporting good practice in teacher education through the European Portfolio for Student Teachers of Languages. Innovation in Language Learning and Teaching, 6(3), 207-218. DOI: 10.1080/17501229.2012.725250.
Newby, D., Allan, R., Fenner, A.-B., Jones, B., Komorowska, H. & Soghikyan, K. (2007). European Portfolio for Student Teachers of Languages. A Reflection Tool for Language Teacher Education. Strasbourg/Graz: Council of Europe Publishing, http://epostl2.ecml.at.
Newby, D., Fenner, A. B. & Jones, B. (Editors). (2011). Using the European Portfolio for Student Teachers of Languages. Council of Europe Publishing.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge University Press.
Okumuş, K. & Akalın, S. (2015). Incorporating EPOSTL (European Portfolio for Student Teachers of Languages) into methodology course. International Journal on New Trends in Education and their Implications (IJONTE), 6(1), 76-83.
Sarıçoban, A. (2001). The Teaching of Language Skills. Ankara: Hacettepe-Taş Publishing.
Su Bergil, A. (2015). A complementary study on European Portfolio for Student Teachers of Languages in relation to the European Profiling Grid. (PhD Dissertation). Hacettepe University, Graduate School of Educational Sciences, Ankara.
Şahin, Y. (2006). Yabancı Dil Öğretmenlerinin Eğitbilimsel ve Alan Bilgisi Açısından Değerlendirilmesi. (Doktora Tezi). Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
Velikova, S. (2013). Using the European Portfolio for Student Teachers of Languages (EPOSTL) to Scaffold Reflective Teacher Learning in English Language Teacher Education. In Edge, J. & Mann, S. (Eds.). Innovations in Pre-Service Education and Training for English Language Teachers, (pp. 201-216). London: British Council.