A COMPARISON OF PROFESSIONAL QUALITIES OF TWO GROUPS OF PROSPECTIVE ENGLISH TEACHERS HALE (KÜÇÜKAVŞAR) ORTAKÖYLÜOĞLU - PDF

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A COMPARISON OF PROFESSIONAL QUALITIES OF TWO GROUPS OF PROSPECTIVE ENGLISH TEACHERS HALE (KÜÇÜKAVŞAR) ORTAKÖYLÜOĞLU SEPTEMBER 2004 A COMPARISON OF PROFESSIONAL QUALITIES OF TWO GROUPS OF PROSPECTIVE ENGLISH

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A COMPARISON OF PROFESSIONAL QUALITIES OF TWO GROUPS OF PROSPECTIVE ENGLISH TEACHERS HALE (KÜÇÜKAVŞAR) ORTAKÖYLÜOĞLU SEPTEMBER 2004 A COMPARISON OF PROFESSIONAL QUALITIES OF TWO GROUPS OF PROSPECTIVE ENGLISH TEACHERS A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF THE MIDDLE EAST TECHNICAL UNIVERSITY BY HALE (KÜÇÜKAVŞAR) ORTAKÖYLÜOĞLU IN PARTIAL FULFILLMENT OF REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN THE DEPARTMENT OF FOREIGN LANGUAGE EDUCATION ENGLISH LANGUAGE TEACHING SEPTEMBER 2004 Approval of the Graduate School of Social Sciences Prof. Dr. Sencer Ayata Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Arts. Prof. Dr. Wolf Konig Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Arts. Prof. Dr. Hüsnü Enginarlar Examining Committee Members Prof. Dr. Aydan Ersöz (Gazi University, EFL) Prof. Dr. Hüsnü Enginarlar (METU, EFL) Assist. Prof. Dr. Ayşegül Daloğlu (METU, EFL) I hearby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name : Hale Ortaköylüoğlu Signature : iii ABSTRACT A COMPARISON OF PROFESSIONAL QUALITIES OF TWO GROUPS OF PROSPECTIVE TEACHERS Ortaköylüoğlu, Hale M.A., Department of Foreign Language Education Supervisor: Prof. Dr. Hüsnü Enginarlar September 2004, 130 pages The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching () at Abant İzzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature () at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology courses offered by the and Certificate Programs seem adequate to provide the students with those standards in terms of general aims, the contents and the number of methodology courses. In this study, various methods of gathering data were utilized: A two-part questionnaire (i.e., knowledge and performance) were given to the senior students of the two departments, and interviews were conducted with the instructors who teach methodology courses in these programs. The findings related to the first concern of the study revealed that the senior students of the Department felt better prepared than those of the Department in achieving the desired standards. In the Language and Awareness domain of the iv knowledge and performance parts of the questionnaire, students got the lowest mean scores. Among the five, only in this domain, did the students from the department outrank the students from the department. In other words, the students felt more knowledgeable and competent in many aspects of language and culture than the students. Yet, the t-test results indicated that the difference between the students perceptions of their knowledge and competence in this domain of the two parts of the questionnaire is not statistically significant. In the other domains, Learning, Teaching, Assessment, and Classroom Environment of the knowledge and performance parts of the questionnaire, the students seemed to be more satisfied with the input and practice when compared to the students, but the t-test results of both groups indicated that the perceptions showed a statistically significant difference only in Learning, Teaching, Assessment, and Classroom Environment domains of the performance part of the questionnaire. The findings related to the second concern of the study indicated that the two programs (i.e., and Certificate) seemed adequate, to a certain degree, in providing prospective English Language teachers with desired standards. However, based on the opinions of students and instructors, it could be concluded that those programs had some deficiencies in terms of the contents and the number of the methodology courses. In the light of the data collected and analyzed, some recommendations are made about the revealed deficiencies in the and Certificate Programs in the last chapter to ensure that the prospective teachers are equipped with the best qualities and standards required to be a professionally qualified English teacher. Keywords: Teacher Training, Programs, Certificate Programs, Methodology v ÖZ İKİ GRUP İNGİLİZCE ÖĞRETMENİ ADAYININ MESLEKİ NİTELİKLERİNİN KARŞILAŞTIRILMASI Ortaköylüoğlu, Hale Yüksek Lisans, İngilizce Öğretmenliği Bölümü Tez Yöneticisi: Prof. Dr. Hüsnü Enginarlar Eylül 2004, 130 sayfa Bu çalışmanın iki amacı vardır. Birincil amacı, Abant İzzet Baysal Üniversitesi nin İngilizce Öğretmenliği Bölümü 4.sınıf öğrencileri ile Erciyes Üniversitesi nin İngiliz Dili ve Edebiyatı Bölümü, öğretmenlik sertifikası almakta olan, 4.sınıf öğrencilerinin, bir İngilizce öğretmeninin sahip olması gereken uluslararası standartları sağlamada ne derece bilgili ve yetkin olduklarını belirlemektir. İkincil amacı ise, İngilizce Öğretmenliği ve Sertifika programlarının metot derslerinin sayı ve içerik olarak bu öğrencilerin belirlenen standartlara sahip olmalarında ne derece yeterli görüldüğünü belirlemektir. Bu çalışmada farklı veri toplama yöntemleri kullanılmıştır: iki bölümden oluşan bir anket, her iki bölümün son sınıf öğrencilerine uygulanmıştır, ve bu programlarda yer alan metot derslerini veren hocalarla mülakatlar yapılmıştır. Çalışmanın birincil amacına bağlı bulgulara göre İngilizce Öğretmenliği son sınıf öğrencileri istenen standartları sağlamada İngiliz Dili ve Edebiyatı öğrencilerine oranla kendilerini daha hazır hissetmektedirler. Anketin bilgi ve performans bölümlerinin Dil ve Kültür alanında, İngilizce Öğretmenliği öğrencileri en düşük vi ortalamaya sahiptir. Beş alan içerisinde, sadece bu alanda, edebiyat öğrencileri öğretmenlik öğrencilerinde üstün gelmiştir. Diğer bir deyişle, İngilizce öğretmenliği öğrencileri edebiyat öğrencilerine kıyasla, çeşitli dil ve kültür konularında kendilerini daha bilgili ve yeterli hissetmektedirler. Fakat, t-test sonuçları anketin iki bölümünde de yer alan bu alanda öğrencilerin bilgi ve yetkinlik algıları arasında istatistiksel olarak fark ortaya koymamıştır. Anketin bilgi ve performansa dayalı diğer alanlarında, İngilizce Öğretmenliği öğrencileri, İngiliz Dili ve Edebiyatı öğrencilerine oranla, Öğrenme, Öğretme, Değerlendirme ve Sınıf İklimi alanlarındaki bilgi ve performanslarından daha memnun görünmektedir, fakat, iki grubun t-test sonuçları, öğrencilerin yetkinlik algılarının anketin performans bölümünün, sadece Öğrenme, Öğretme, Değerlendirme, ve Sınıf İklimi alanlarında istatistiksel anlamda bir fark gösterdiğine işaret etmektedir. Çalışmanın ikincil amacına bağlı bulgular, bu iki programın (İngilizce Öğretmenliği ve Sertifika) aday İngilizce Öğretmenlerinin istenen standartlara sahip olmasında, belli derecede, yeterli olduğunu göstermektedir. Buna karşın, öğrencilerin ve hocaların görüşlerine dayanarak, bu programların metot derslerinin sayıları ve içerikleri bakımından bazı aksayan yönleri olduğu ortaya çıkmaktadır. Bu bulguların ışığı altında, aday öğretmenlerin, mesleki niteliklere sahip İngilizce Öğretmeni olmalarında şart koşulan niteliklere ve standartlara en üst düzeyde sahip olabilmeleri için, İngilizce Öğretmenliği ve Sertifika Programlarındaki aksaklıkların giderilmesi konusunda son bölümde bazı öneriler getirilmiştir. Anahtar Kelimeler: Öğretmen Eğitimi, İngilizce Öğretmenliği Programı, Sertifika Programları, Metodoloji vii ACKNOWLEDGEMENTS I am greatly indebted to my supervisor, Prof. Dr. Hüsnü Enginarlar, for his guidance, advice and endless patience throughout this thesis. I am also grateful to my husband, İbrahim Ortaköylüoğlu for his encouragement, support and understanding. I am also thankful to Assist. Prof. Dr. Adem Sultan Turanlı for his valuable help in statistical calculations of this study. My thanks also go to all students who filled my questionnaires. viii TABLE OF CONTENTS PLAGIARISM.. iii ABSTRACT.. iv ÖZ vi ACKNOWLEDGEMENTS... viii TABLE OF CONTENTS.... ix LIST OF TABLES.. xiii LIST OF FIGURES... xvii CHAPTER 1. INTRODUCTION Background to the Study Purpose of the Study Research Questions Significance of the Study Definitions of Terms REVIEW OF LITERATURE English Language Teacher Training Models Standards-Based Evaluation Definition of Standards Types of Standards and Related Terms Characteristics of an Effective English Language Teacher English Language Teacher Training Curricula An Analysis of the Undergraduate Curriculum of English Language Teaching Departments An Analysis of the Undergraduate Curriculum of ix English Language and Literature Departments An Analysis of the Curriculum of English Language Teaching Certificate Program offered to English Language & Literature Departments METHOD Introduction Context of the Study Limitations of the Study Delimitations of the Study Data Collection The Participants The Questionnaire Piloting of the Questionnaire The Administration of the Questionnaire Analysis Technique FINDINGS OF THE STUDY Discussion of the Results of the Knowledge-Based Part of the Questionnaire Discussion of the Results of the Performance-Based Part of the Questionnaire Interviews with the Instructors Interviews with the Instructors of the Program at Abant Izzet Baysal University The Number of Methodology Courses x The Effectiveness of the Methodology Component The Changes Required Changes Interviews with the Instructors of the Certificate Program at Erciyes University The Number of Methodology Courses The Effectiveness of the Methodology Component The Changes Required Changes CONCLUSION General Summary of the Data Recommendations Recommendations for the Program at Abant Izzet Baysal University Recommendations for the Certificate Program at Erciyes University Implications for Further Study References Appendices. 110 A. The Questionnaire (Part I Knowledge-Based) B. The Questionnaire (Part II Performance-Based) C Curriculum of Departments xi D Curriculum of English Language Teaching Certificate Program E. Interview Questions Directed To the Instructors xii LIST OF TABLES TABLES Table 2.1.The Methodology Courses, and Their Credit/Hour Ratios Stated in the Curriculum of the Department at Abant Izzet Baysal University 22 Table 2.2.The Courses and Their Credit/Hour Ratios Offered in the Teaching Certificate Program of the Department of Educational Sciences at Erciyes University...29 Table 4. 1: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of Language Proficiency Section in the Content Domain.. 38 Table 4.2: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of Language and Culture Section in the Content Domain.39 Table 4.3: The Perceptions of the and Groups in the Content Domain 41 Table 4.4: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of Theories and Practice of Learning and Language Learning Section in the Learning Domain. 42 Table 4.5: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of Individual Diversity Section in the Learning Domain 44 Table 4.6: The Perceptions of the and Groups in the Learning Domain 46 Table 4.7: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Classroom Interaction Section in the Teaching Domain.. 47 Table 4.8: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Planning Section in the Teaching Domain. 47 Table 4.9: Percentages of Unsatisfactory and Satisfactory xiii Responses and Mean of the Responses of the Teaching Materials Section in the Teaching Domain.. 48 Table 4.10: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the The Teacher As a Professional Section in the Teaching Domain 49 Table 4.11: The Perceptions of the and Groups in the Teaching Domain. 52 Table 4.12: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Role of Assessment Section in the Assessment Domain.. 52 Table 4.13: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Methods of Assessment Section in the Assessment Domain.. 53 Table 4.14: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Learners Role in Assessment Section in the Assessment Domain.. 54 Table 4.15: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Role of Testing in Assessment Section in the Assessment Domain.. 54 Table 4.16: The perceptions of the and Groups in the Assessment Domain.. 57 Table 4.17: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Management Section in the Classroom Environment Domain Table 4.18: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Physical Learning Environment Section in the Classroom Environment Domain Table 4.19: The Perceptions of the and Groups in the Classroom Management Domain. 59 Table 4.20: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Language Proficiency Section in the Content Domain of the Performance-Part of the Questionnaire Table 4.21: Percentages of Unsatisfactory and Satisfactory xiv Responses and Mean of the Responses of the Language and Culture Section in the Content Domain of the Performance Part of the Questionnaire Table 4.22: The Perceptions of the and Groups in the Content Domain of the Performance-Part of the Questionnaire 63 Table 4.23: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Theories and Practice of Learning and Language Learning Section in the Learning Domain of the Performance-Part of the Questionnaire.. 64 Table 4.24: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Individual Diversity Section in the Learning Domain of the Performance Part of the Questionnaire Table 4.25: The Perceptions of the and Groups in the Learning Domain of the Performance-Part of the Questionnaire Table 4.26: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Classroom Interaction Section in the Teaching Domain of the Performance Part of the Questionnaire 68 Table 4.27: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Planning Section in the Teaching Domain of the Performance Part of the Questionnaire Table 4.28: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Teaching Materials Section in the Teaching Domain of the Performance Part of the Questionnaire Table 4.29: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the The Teacher as A Professional Section in the Teaching Domain of the Performance-Part of the Questionnaire Table 4.30: The perceptions of the and Groups in the Teaching Domain of the Performance-Part of the Questionnaire.. 74 Table 4.31: Percentages of Unsatisfactory and Satisfactory xv Responses and Mean of the Responses of the The Role of Assessment Section in the Assessment Domain of the Performance-Part of the Questionnaire Table 4.32: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the The Methods of Assessment Section in the Assessment Domain of the Performance-Part of the Questionnaire.. 76 Table 4.33: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the The Learners Role in Assessment Section in the Assessment Domain of the Performance-Part of the Questionnaire Table 4.34: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the The Role of Testing in Assessment Section in the Assessment Domain of the Performance-Part of the Questionnaire.. 77 Table 4.35: The Perceptions of the and Groups in the Assessment Domain of the Performance-Part of the Questionnaire.. 79 Table 4.36: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Management Section in the Classroom Environment Domain of the Performance-Part of the Questionnaire Table 4.37: Percentages of Unsatisfactory and Satisfactory Responses and Mean of the Responses of the Physical Learning Environment Section in the Classroom Environment Domain of the Performance-Part of the Questionnaire Table 4.38: The Perceptions of the and Groups in the Classroom Environment Domain of the Performance Part of the Questionnaire Table 4.39: The Summary of the Results xvi LIST OF FIGURES FIGURES Figure 2.1: The Credit/Hour Ratios of the Major Components of Curriculum.. 21 Figure 2.2. The Credit/Hour Ratios of the Major Components of Curriculum at Erciyes University Figure 4.1: The Mean Scores of the Items and Their Averages in the Content Domain Figure 4.2: The Mean Scores of the Items and Their Averages in the Learning Domain.. 45 Figure 4.3: The Mean Scores of the Items in the Teaching Domain. 51 Figure 4.4: The Mean Scores of the Items in the Assessment Domain. 56 Figure 4.5: The Mean Scores of the Items in the Classroom Management Domain. 59 Figure 4.6: The Mean Scores of the Items in the Content Domain 63 Figure 4.7: The Mean Scores of the Items in the Learning Domain.. 67 Figure 4.8: The Mean Scores of the Items in the Teaching Domain.. 73 Figure 4.9: The Mean Scores of the Items in the Assessment Domain.. 79 Figure 4.10: The Mean Scores of the Items in the Classroom Environment Domain. 83 xvii CHAPTER 1 INTRODUCTION In this chapter, after a brief introduction to the thesis, background to the study is given. Then, the purpose of the study, research questions posed, the significance of the study, and key definitions of terms are presented respectively. The need for English as a foreign language is growing rapidly in Turkey. This is because English has constituted a common ground for communication and become a language of education, science, technology and business. In order to keep up with the educational, scientific and technological advances, and to strengthen her ties with the world, Turkey has given a special importance to English Language learning. Beginning from the 4 th grade in state primary schools, and from the pre-school education phase in private schools till the graduation from a university, also even after, English Language learning has become a life-long process for an individual. This increase in the number of students has created an extra demand for language teachers. In order to meet this demand, the Higher Education Council has opened new departments in faculties of education, and wanted them to increase the intake of students. Moreover, it has provided the students of the Departments of English Language & Literature, American Language and Literature, and the English-medium Departments of Linguistics with a certificate to become teachers of English. In the process of satisfying the demand for language teachers, ensuring the quality emerged as an urgent need to be addressed. Therefore, The Higher Education Council started to concentrate more closely and carefully on the training of qualified English Language teachers. 1.1.Background to the Study English Language teach
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