Öğretmen Yeterlilikleri ve Türkiye'deki İngilizce Öğretmeni Yetiştirme Programı

Bu çalışma, 2018 öncesi İngilizce Öğretmeni Yetiştirme programı çıktılarının mesleki beceriler özelinde genel yeterliklerin kazanılmasındaki etkisini araştırmaktadır. Bu yeterliliklerin ne dereceye kadar başarıldığını değerlendirmek için yabancı dil öğretmen eğitmenleri ve öğretmen adaylarının görüşleri toplanmıştır. Ayrıca, yakın zamanda oluşturulan yeni program hakkında eğiticilerin ön incelemelerini de sunmaktadır. Bu amaçla, araştırmada öğretmen adayları ve eğitmenlerle anket ve retrospektif görüşme uygulanmıştır. Anket ve mülakat bulguları, programın MEB tarafından tanımlanan yeterliliklere uyup uymadığı konusunda çeşitli görüşler ortaya koymaktadır. Bulgular ayrıca, bu programın tasarımında dikkat edilmesi gereken 7T çerçevesini önermektedir. Çerçeve teori-uygulama entegrasyonunu, paydaşlarla konuşmayı, eğitimcileri eğitmeyi, yaşa ve seviyeye uygun öğretimi öğretmeyi, hem ideal hem gerçeği öğretmeyi, gelişmeleri ve eğilimleri izlemeyi ve iletişim becerilerini öğretmeyi ve test etmeyi içerir. Çalışma ayrıca programın giriş ve çıkış gereksinimlerinin, genel yeterliliklerde belirtilen sonuçlara göre gözden geçirilmesi gerektiğini savunmaktadır. Çalışma, programın paydaşları için çıkarımları da araştırmaktadır.

Generic Teacher Competencies and the English Language Teacher Education Program in Turkey

This study investigates the influence of the pre-2018 English LanguageTeacher Education (ELTE) program outcomes in the attainment of the genericcompetencies for teaching profession with a specific focus on professional skills. Itcollects the views of EFL teacher trainers and trainees to evaluate the extent to whichthese competencies have been achieved. It also presents the preliminary reviews of thetrainers on the new ELTE program recently constituted. To this end, the study employsa questionnaire and retrospective interviews with trainees and trainers. The findings ofthe questionnaires and interviews reveal various views on whether the ELTE programcomplies with the competencies defined by MoNE. The findings also suggest the 7Tframework to be considered in the design of the ELTE programs. The frameworkincludes integrating theory and practice, talking to stakeholders, training the trainers,training for age and level appropriate teaching, teaching both the ideal and realclassroom situations, tracking the developments and trends, and teaching and testingcommunicative skills. The study also argues that entry and exit requirements of theprogram should be reviewed in accordance with the outcomes as referred in genericcompetencies. Finally, the study explores the implications for stakeholders of the ELTEprogram.

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