LECTURERS' VIEWS OF CURRICULUM CHANGE AT ENGLISH LANGUAGE TEACHING DEPARTMENTS IN TURKEY
Bu çalışma, 2006 yılı İngilizce Öğretmenliği müfredatının oluşturulmasında takip edilen müfredat değişikliği süreçlerinin etkililiği hakkında öğretim elemanlarının görüşlerini anlamaya çalışmaktadır. Araştırmada on beş farklı üniversitede görev yapmakta olan 27 öğretim elemanından açık uçlu bir sormaca yoluyla nitel ve nicel veri toplanmış ve katılımcıların beşiyle görüşmeler yapılmıştır. Sonuçlar, 2006 müfredat değişikliği sürecinde öğretim elemanlarının söz sahibi olmadıklarını ve değişiklikler hakkında iyi bilgilendirilmediklerini göstermiştir. Müfredat değişim sürecinin, müfredat geliştirmenin önemli aşamaları olan ihtiyaç analizi, öğretmen eğitimi ve değerlendirme gibi adımları takip etmediği belirtilmiştir. Yapılan ders değişiklikleri ile ilgili olarak, 2006 programının uygulama derslerine ağırlık vermesi konusunda etkili olduğu bildirilmiştir. Farklı edebiyat derslerinin birleştirilmesi, kelime dersi eklenmesi ve bazı derslerin ders saatlerinin arttırılması etkili değişiklikler olarak gösterilmiştir. Buna karşılık, beceri odaklı derslerin çıkarılması, araştırma becerileri dersinin saatinin düşürülmesi, ileri okuma ve yazma derslerinin birleştirilmesi ve okul deneyimi dersinin çıkarılması 2006 müfredatının olumsuz özellikleri olarak tespit edilmiştir. Bu bulgular ışığında, İngilizce öğretmenliği bölümlerinde müfredat değişiklik sürecinin etkili bir şekilde gerçekleştirilmesi adına bir takım tavsiyelerde bulunulmuştur
This study seeks to understand lecturers' views about the effectiveness of curriculum change procedures taking place in 2006 at the English language teacher education departments of Turkish universities. The study collected both quantitative and qualitative data through an open-ended questionnaire completed by 27 lecturers working at fifteen different universities and semi-structured interviews with five of the participants. The results indicated that lecturers did not have voice during the change process and were not well informed about the changes. The change process was reported to disregard some important steps of curriculum development such as needs analysis, teacher training, and evaluation. With regard to course-specific changes, the 2006 curriculum was reported to be effective in involving practical courses. Combining separate literature courses, adding a vocabulary course, and extending class hours of some courses were found to be effective changes. Conversely, removing skill-based courses, decreasing class hours of the research skills course, combining advanced reading and writing courses, and removing school experience course were reported as negative aspects of the 2006 curriculum change. Considering these findings, a number of suggestions are made to achieve effective curriculum change at English Language Teaching Departments
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- ISSN: 1307-4733
- Yayın Aralığı: Yıllık
- Başlangıç: 2007
- Yayıncı: -
Sayıdaki Diğer Makaleler
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VALIDATING MYSELF-AS-A-LEARNER SCALE (MALS) IN THE TURKISH CONTEXT
LECTURERS' VIEWS OF CURRICULUM CHANGE AT ENGLISH LANGUAGE TEACHING DEPARTMENTS IN TURKEY
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