A REVIEW ON THE DELIVERY OF THE PROFESSIONAL DEVELOPMENT PROGRAMS FOR EFL TEACHERS: FACE-TO- FACE, ONLINE AND BLENDED PROGRAMS

Completing a bachelor degree and getting a teacher certificate do not simply mean that professional learning has ended. The improvements in educational philosophies and technological advancements entail a continuous professional development. Professional development programs are of crucial importance for teachers in terms of expanding current teacher knowledge, improving in-class behaviors and teaching skills. That is to say, the teachers act as both teaching agents and researchers who are in pursuit of acquiring field knowledge for meeting the profession’s requirements. The 21 st century can be recognized as an age which calls for life-long learning; that is, learning is a never-ending process for teachers. In order to promote professional learning and development, in-service teacher training activities including workshops, specialized courses, seminars, and panels could be organized. A specific content is defined in accordance with the professional needs of the teachers and conducted through adopting the delivery modes face-to- face, online and blended. The current study presents the definitions of these three modes, identifies pros and cons, and discusses their applicability and effectiveness considering the teachers in this current century by drawing mainly on the literature and research findings. Accordingly, some pedagogical implications regarding undergraduate (BA) and post-graduate programs (MA and Ph.D) designed for teachers of English are suggested.

İNGİLİZCE ÖĞRETMENLERİ İÇİN TASARLANAN MESLEKİ GELİŞİM PROGRAMLARININ YÖNTEMLERİ ÜZERİNE BİR DERLEME: YÜZ-YÜZE, ÇEVRİMİÇİ VE KARMA PROGRAMLAR

Lisans eğitimini tamamlamak ve lisans eğitimi sonrasında alınan öğretmenlik diploması mesleki anlamda öğrenimin sona erdiği anlamına gelmemektedir. Bilakis, eğitim felsefelerindeki değişim ve teknolojide meydana gelen gelişmeler, sürekli mesleki gelişimi gerekli hale getirmektedir. Mesleki gelişim programları, öğretmenlik bilgisi, sınıf içi öğretim davranışları ve öğretim becerilerini geliştirmesi bakımından öğretmenler için son derece önem taşımaktadır. Başka bir deyişle, öğretmenlerin, öğretmenlik mesleğinin gerekliliklerini daha iyi karşılayabilmeleri için alan bilgilerini sürekli geliştirme arzusunda olan bir araştırmacı ve öğretici olarak hareket etmeleri gerekmektedir. 21.yüzyıl, yaşam boyu öğrenmeyi zorunlu kılan bir çağ olarak tanımlanabilir; bu da demek oluyor ki, öğretmenler için öğrenim süreci asla sona eren bir süreç değildir. Öğretmenlerin mesleki öğrenimini ve mesleki anlamda gelişimini desteklemek amacıyla çeşitli çalıştaylar, kurslar, seminerler ve paneller gibi hizmet-içi eğitim faaliyetleri düzenlenebilmektedir. Öğretmenlerin mesleki eğitim ihtiyaçlarına yönelik olarak belirli bir eğitim programı içeriği belirlenmekte ve bu program yüz- yüze, çevrimiçi ve karma yöntem gibi çeşitli yöntemleri kullanarak uygulanmaktadır. Bu çalışmada ise, bahsi geçen bu üç yöntemin tanımları yapılmış, artı ve eksi yönleri belirlenmiş; alan yazını ve alanla ilgili çalışmaların bulgularına dayanarak bahsi geçen bu yöntemlerin öğretmen eğitiminde kullanılabilirliği ve öğretmenlerin üzerinde etkililiği tartışılmıştır. Bu doğrultuda, İngilizce öğretmenliği lisans ve lisansüstü (yüksek lisans ve doktora) programlarıyla ilgili olarak bazı pedagojik çıkarımlarda bulunulmuştur.

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