EFL Teachers’ Professional Development Efforts: A view from Turkey
pp. 1-31 | Manuscript Number: ijrte.2017.001
Manuscript Views: 23 | Manuscript Download: 17
Although professional development is assumed to be of value and considered as an essential component of quality teaching, there has been little research on how and why teachers engage themselves in continuous learning and whether professional development affects teaching or student learning. In tandem with this, despite the ongoing pursuit to expand the knowledge and skills of EFL teachers in Turkey and regardless of the innovative language policy reforms that have been put into practice in the country, the learners are yet to achieve the desirable language proficiency levels. Though increasingly more research has been in progress for examining the effectiveness of the professional development activities, they usually tend to disregard the primary needs of teachers. With respect to this issue, the present study aimed to investigate how EFL (English as a Foreign Language) teachers in Turkey perceive professional development and which factors facilitate/hinder their professional development efforts. For this purpose, the researcher explored the professional development efforts of three in-service Turkish EFL teachers throughout their career by means of semi-structured interviews. Follow-up observation notes, analytic memos and graphic elicitations were also utilized to supplement the results and to detect the perspectives of in-service teachers about professional development in terms of conditions in their lives and institutions. Qualitative data indicated that EFL teachers in Turkey appreciate the importance of professional development and they are willing to improve themselves. However, only to the extent that they are encouraged and fostered by institutional support, could they most likely be genuinely motivated to reflect upon their own practices, share their experiences and problems with colleagues and move forward in their professional lives.
Keywords: Professional development, English as a foreign language, quality teaching, teacher growth.
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A Comparative Analysis of Teacher Education Systems
Hakan Karatas, Mehtap Bademcioglu & Suleyman Celik
pp. 8-1 | Manuscript Number: ijrte.2017.002
Manuscript Views: 14 | Manuscript Download: 12
The purpose of this study is to examine current English as a foreign language education programs in Australia, Austria, Belgium (Flemish and French Community), Canada, Chile, Czech Republic, Denmark, England, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Israel, Italy, Japan, Korea, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Scotland, Slovak Republic, Slovenia, Spain, Sweden, Swiss, Turkey, US, Brazil and Russia. And, it is expected to contribute to the teacher training programs in Turkey. And, the method of this study is reviewing of literature. At the end of the study, it is concluded that these countries have different objectives of teacher education systems according to their economic, cultural, and social status.
Keywords: education systems, teacher education, comparative analysis
Bu çalışmanın amacı, Avusturalya, Avusturya, Belçika (Flaman ve Fransız bölgeleri), Kanada, Şili, Çek Cumhuriyeti, Danimarka, İngiltere, Estonya, Finlandiya, Fransa, Almanya, Yunanistan, Macaristan, İzlanda, İrlanda, İsrail, İtalya, Japonya, Kore, Lüksemburg, Meksika, Hollanda, Yeni Zelanda, Norveç, Polonya, Portekiz, İskoçya, Slovak Cumhuriyeti, Slovenya, İspanya, İsveç, İsviçre, Türkiye, Amerika, Brezilya ve Rusya’daki mevcut öğretmen yetiştirme sistemlerini incelemektir. Çalışma, yazın tarama yöntemine dayalı olarak yapılmıştır. Çalışmanın sonunda, ele alınan ülkelerin ekonomik, kültürel ve sosyal durumlarının, öğretmen yetiştirme amaçlarını farklı şekillerde etkilediği görülmektedir.
Anahtar Kelimeler: eğitim sistemleri, öğretmen eğitimi, karşılaştırmalı analiz
Keywords: Hakan Karatas
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A New Model in Early Childhood Education in the United States: EDUCARE
Sukran Ucus, İbrahim Hakki Acar & Helen Raikes
pp. 8-1 | Manuscript Number: ijrte.2017.003
Manuscript Views: 20 | Manuscript Download: 17
In the United States, the Educare network of early childhood programs is helping to shape a new model for delivering education and care to children most at risk of school failure and is serving as a catalyst for broader change throughout the nation. Educare Schools and the Educare Learning Network develop strong community public-private partnerships that draw upon all available resources (school districts, state and federal child care funding, Head Start, Early Head Start, private funders, and others) to provide high quality, comprehensive services for young children and their families. Educare Schools create a recognizable place, typically adjoining a public elementary school, dedicated to educating children from birth to age 5 that demonstrates a strong community commitment to the importance of investing in early childhood. The Educare model is based on research from early childhood development, education, social work and other allied fields. Four core features compose the Educare model: data utilization, embedded professional development, high-quality teaching practices, and intensive family engagement.
Keywords: Educare, early childhood education, children at risk
ABD’de erken çocukluk programlarında Educare ağı, çoğunluk olarak risk altındaki çocukların oluşturduğu bakımını ve eğitimini kapsayan, ülke içinde geniş çapta değişim için katalizör olarak hizmet veren bir ağdır. Educare okulları ve Educare ağı okul bölgeleri, eyalet ve federal düzeyde çocuk bakım fonları, Head Start, Erken Dönem Head Start, özel fonlar ve diğer kaynaklar gibi tüm kaynakları kullanarak küçük çocuklar ve aileleri yüksek kaliteli ve kapsamlı hizmetler sağlamak için güçlü devlet ve özel topluluklarının işbirliğini geliştirir. Bu okullar fark edilir ve tanınmış yerlerde, tipik olarak bir ilkokula bitişik ve eklenmiş şekilde inşa edilerek oluşturulur. Bununla beraber, doğumdan beş yaşına kadar eğitimin erken çocuklukta önemli bir çevreyi oluşturduğunu vurgusuna değinir. . Educare modeli erken çocukluk gelişimi, eğitim, sosyal çalışma ve diğer ilgili alanlar olmak üzere araştırma temelli bir modeldir ve dört temel öge üzerine yapılandırılmıştır. Bunlar sırasıyla veri değerlendirme, bütünleşik ve sürekli öğretmen mesleki gelişimi, yüksek kalite öğretim uygulamaları ve kapsamlı aile katılımıdır. Bu dört temel öge çocukların doğumdan beş yaşına kadar güvenli, sağlıklı ve öğrenmeye istekli bir şekilde yetişmelerine yardım eden yüksek kalite erken çocukluk programını hayata geçirmek için kapsamlı ve istemli bir yolla birlikte çalışır.
Anahtar Kelimeler: Educare, erken çocukluk eğitimi, risk altındaki çocuklar
Keywords: Educare, early childhood education, children at risk
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