MESLEKÎ GELİŞİMDE CELTA'NIN KONUMUNU TÜRKİYE BAĞLAMINDA BELİRLEME

CELTA (Başka Dilleri Konuşanlar için İngilizce Öğretimi Sertifikası), İngilizce öğretiminin niteliği için bir eğitim programıdır. Yıllardır Türkiye bağlamında düzenlenmektedir. CELTA'da yer alan öğretmen veya öğretmen adaylarının sayısı artmaktadır. Bununla birlikte, CELTA kursunun etkilerini değerlendirmeye çalışan araştırma çalışmaları, sayının artması gerçeğiyle uyumlu değildir. Bu bağlamda, bu çalışma CELTA kursunun öğretmenlerin mesleki gelişimi açısından muhtemel etkilerini açıklamaya çalışmaktadır. Burns ve Richards (2012), eğitme ve mesleki gelişimin ne olduğu arasında bir ayrım yapmıştır. Bu noktada, çalışmanın ikinci amacı CELTA'nın bir eğitim mi, mesleki gelişim mi veya her ikisi mi yoksa mesleki gelişime açılan bir kapı olup olmadığını saptamaya çalışmaktır. Bu nedenle araştırmacı, sekiz CELTA program katılımcısı ile yarı yapılandırılmış görüşmeler gerçekleştirmiştir. CELTA program formları içerik analizi ile analiz edilmiştir. Çalışma, yükseköğretimde lisans İngilizce öğretmenliği eğitiminde CELTA programının uygulanmasına ilişkin sonuçlara sahiptir.

THE POSITION OF CELTA FOR PROFESSIONAL DEVELOPMENT IN TURKISH CONTEXT

CELTA (Certificate in Teaching English toSpeakers of Other Languages) is a training program for thequalification for teaching English. It has been held inTurkish contexts for years. The number of the teachers orteacher candidates taking part in CELTA has beenincreasing in number. However, the research studiesattempting to evaluate the effects of CELTA course do notalign with the fact of increasing in number. In this respect,the present study attempts to delineate the probable effectsof CELTA course in terms of professional development ofteachers. Burns and Richards (2012) put a distinctionbetween what training and professional development are.At this very point, the second aim of the study is to comecloser to map the position of CELTA: whether it istraining, professional development or both, or a gateway toprofessional development. Therefore, the researcher hasconducted semi-structured interviews with eight CELTAprogram participants. The CELTA program forms havebeen analyzed through content analysis. The research studyhas the outcomes regarding the implementation of CELTAin undergraduate ELT education in higher education

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