EVALUATION OF THE ENGLISH LANGUAGE TEACHER EDUCATION...
Transcript of EVALUATION OF THE ENGLISH LANGUAGE TEACHER EDUCATION...
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
education-program-in-turkey-by-ali-karakas/ Page 1
EVALUATION OF THE ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM IN
TURKEY
ALI KARAKAS
MEHMET AKIF ERSOY UNIVERSITY, BURDUR, TURKEY
Abstract
The article reports on an evaluative review of the current English Education Program in Turkey by
focusing on both strengths and weaknesses identified through the analysis of the program based on the
related theories, models and previous empirical research and comparison of the present program with the
preceding English language teacher education program. The research paper shows that the program has
more weaknesses than the strengths it does. It was seen that pedagogical and theory components are
quite well covered. Yet, there are some weaknesses, as well, which can be summarized as being out-of-
date, less practically-oriented, and lack of culture specific courses within the program. Consequently, a
number of suggestions are offered to the stakeholders in the implications of the critical evaluation. In
closing, the study stresses the importance of systematic evaluation for educating and training highly
qualified English language teachers and successful foreign language education.
Keywords: Program evaluation, English language teacher education, language teaching.
1. Introduction
The starring role of English in the current globalized world has augmented due to being an
international and well-recognized language across the world. That being the case, the teaching of
English, as a mounting field, has of late come into question. Much emphasis, at this juncture, has
been placed on the need to train highly qualified language teachers, with a direct relevance to the
evaluation of English language teacher education programs (ELTEPs).
Although foreign language teacher education was a new area of research in 90s by contrast to
other areas in teacher training (Day, 1991) and albeit the dearth of research regarding the
appraisal of such teacher training programs (Weir & Roberts, 1994), the evaluation of programs
has, from then on, engendered enthusiasm among researchers in the field of ELT. For example,
in Turkey alone, many studies were performed to evaluate the various components of the current
and previous program from the perspectives of lecturers, student-teachers and alumni (Coşkun &
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
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Daloğlu, 2010; Coşgun-Ogeyik, 2009; Salli & Çopur, 2008; Erozan, 2005), and to check the
curricula of different universities, and programs of different countries against one another (Sanlı,
2009; Aydoğan & Çilsal, 2007; Coşkun, 2008).
A closer look at the aforementioned studies shows that they are all context-specific and
concerned with the implementation of ELTEP in their own settings from the stakeholders’ views
and pure comparisons of the curricula and programs. However, a full description and critical
evaluation of the latest teacher education program introduced in 2006 by the Council of Higher
Education (CHE) seem to have hitherto gone untouched. Therefore, this paper attempts to offer
an evaluative review of the current program in light of the previous research, related theories and
models by focusing both on the strengths and weaknesses given that evaluation is considered as
an initial step towards professionalization in the field (Peacock, 2009).
2. Education Process of English Language Teachers
English language teachers (ELTs) are educated at the education faculties of the universities. The
education normally takes four years unless the program entails one-year intensive English
preparatory, in this case 1+4 years. In addition to education faculties, students from faculties of
arts and science studying English/American language and literature or English philology may be
entitled as English teachers providing that they hold a pedagogic formation certificate since their
curricula do not center around teacher-training courses (Tercanlıoğlu, 2004; Aydoğan & Çilsal,
2007). All education faculties pursue a standardized and compulsory curriculum, set by the CHE,
while training student English teachers. However, they are bestowed a degree of self-governance
regarding how to carry out the program. In other words, selective courses, materials, course-
books used and examinations administered might vary from one institution to another.
2.1 The Current English Language Teacher Education Program (ELTEP)
The program has been in practice since 2006 when the CHE reshaped the curricula of the
educations faculties to be responsive to the changing demands and needs of the social,
educational and political domains; and local, national and international requirements (OECD,
2005; Kallos, 2003, cited in Grossman et al., 2007; Coşkun, 2008). The new program comprises
a great number of obligatory and a few elective courses. The components of the program
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
education-program-in-turkey-by-ali-karakas/ Page 3
comprise field knowledge (linguistic competence), teacher education (pedagogic competence),
general knowledge (Altunya, 2006) and teaching practice. There seems to be more stress on
teaching methodology and practice components in the new program (Seferoğlu, 2006) as
compared to the preceding one which was in use from 1998 till 2006. The total number of class
hours of the courses amounts to 175, of which 143 hours are devoted to the theory-based, and 32
to the practice-based courses including teaching practice, computer skills, special teaching
methods and so forth (CHE, 2007).
The first year is based on the improvement of language specific competencies of the teacher
trainees with courses focusing mainly on four language skills. Hence, it might be regarded as the
adjustment period for the teacher-students. As they progress towards sophomore, junior and
senior levels, the courses they take are varied and more professionally oriented to equip them
with general and pedagogic knowledge alongside the linguistic competence. At the senior level,
they have to observe classes either in primary or secondary schools and then take the actual
teaching practice by planning and teaching the lessons each week as a requirement of the
program under the supervision of a teacher trainer and a mentor.
As Tercanlıoğlu (2004) reported, starting from 50s onwards, the notion of competency-based
teacher education was widespread in the programs. This education model “describes a teacher
training program in which there are specific competencies to be acquired, with corresponding
explicit criteria for assessing these competencies” (Bowles, 1973, p. 510). It is known as
“standards” based model as well (Wallace, 1991). The Ministry of National Education (MNE)
has listed a number of special competencies of English teachers, which embody knowledge,
skills and attitudes to help teachers gain professional development. Yet, these competencies have
been indeed intended for in-service rather than pre-service teachers.
A close scrutiny of the program in operation reveals that it is established on the applied-science
model (see Wallace, 1991), which Ur (1992) calls “the rationalist learn-the-theory-and-then-
apply-it model” (p. 57) in her own words. This model is “predicated on research findings and the
theory that can inform language teaching” (Bailey, 2006, p.151). It is assumed when trainees are
informed about the scientific knowledge, they will absorb it and someway use in their teaching
accordingly. Programs of this model extensively offer “theoretical courses in aspects of
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
education-program-in-turkey-by-ali-karakas/ Page 4
linguistics, language-learning theories, psychology, and so on”; and that’s why, practically-
oriented courses such as observation and teaching practice remain less notable, with little
attention and limited hours allocated (Ur, 1992, p. 56).
2.2 Essential Characteristics of English Language Teachers
Cross (2003, p. 41) notes four types of must-have characteristics that an ideal teacher should
possess as follows: general level of education, subject competence (level of English required),
professional competence (e.g. planning, management), and positive attitudes and beliefs.
Additionally, Selvi (2010) considers the cultural competence among the teacher competencies
(cited in Çetinavcı & Yavuz, 2010). Of these competencies, Cross (2003) suggests, subject
competencies should be achieved to a higher extent before entering the faculty in order that
trainees could spend less time on learning about English, with more weight on the learning how
to teach English.
Day (1991, pp. 1-2) claims that the knowledge base of the teacher education should consist of the
following areas of knowledge, which are briefly outlined below (Grenfell, Kelly & Jones, 2003,
pp. 31-32):
1. Content knowledge refers to the subject matter taught (English language e.g. semantics)
2. General Pedagogic knowledge is concerned with classroom management and strategies.
3. Pedagogic content knowledge (PCK) is about the way how a subject knowledge is
acquired by student-teachers within a pedagogic context and for a pedagogic purpose
4. Support knowledge is the knowledge of interdisciplinary interactions such as
psycholinguistics, research methods, linguistics and so forth.
In addition to these areas, Shulman (1990) suggests developing three more areas of knowledge,
which are respectively knowledge of learners and their characteristics, knowledge of educational
contexts and knowledge of educational ends (cited in Glenfell et al., 2003; emphaswis added).
Altan (2006) argues for incorporating technology into the program. In this way, teacher-trainees
might be aware of the new technologies and their pedagogical uses (Peyton, 1997). Nonetheles,
these areas of knowledge are disproportionately covered in the program. Coşkun and Daloğlu’s
(2010) statistical calculations of the distribution of the courses in percentages based on their
program indicated that pedagogical courses constitute 68% of the program, whereas language
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
education-program-in-turkey-by-ali-karakas/ Page 5
courses 32% and courses pertaining to management only 1% with one course named “classroom
management”.
The general distribution of the courses in the standardized program would be roughly the same
with the above figures, for only three elective courses are at the institutions’ own disposals,
which could change the distribution between pedagogical and linguistic courses; nevertheless,
leave managerial courses unaffected because elective courses principally consist of field-related
subjects (Sanlı, 2009).
3. Critical evaluation of the ELTEP
The evaluation will be based on the existing theories concerning foreign language teacher
education and particularly empirical studies putting the current program under investigation from
several angles and finally comparison with the preceding program to see the extent to which it
has made headway in meeting the expectations. To this end, in what follows, the positive sides,
to wit, the strengths of the program will be disclosed first and next, the weaknesses of the
program will be pointed out.
3.1 Strengths of the program
The new program includes newly added compulsory courses which were not available in the
former one such as “listening and pronunciation”, “second foreign language” and “community
service”. Also, contents and names of the several courses have been changed. To illustrate,
‘English grammar’ was named as ‘contextual grammar’, and ‘English literature’ as ‘literature
and language teaching’. Some integrated courses like listening and speaking were separated from
one another and were added into the curriculum as ‘listening and pronunciation’ and ‘oral
communication skills’. To literature course was added a pedagogic dimension and took the name
‘Literature and Language Teaching’. These amendments were positively approved by lecturers
applying the program (e.g. Coşkun & Daloğlu, 2010) thanks to the heavy emphasis on the
pedagogic and linguistic dimensions.
Another improvement in the present program is the increased cooperation between student-
trainees and teachers in schools, which did not take enough precedence before (Grossman et al.,
2007). In a study on the new program, it was found that the curriculum was responsive to
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
education-program-in-turkey-by-ali-karakas/ Page 6
teacher-students’ expectations in terms of teaching profession, social objectives and profits. They
also acknowledged that the courses provided opportunities of application as well as pure theory,
unlike the previous curriculum (Coşgun-Ogeyik, 2009).
The course, Computing 1-2, were not obligatory and some faculties offered it as an elective
course till 2006. Now, it has to be taken by teacher-trainees at the first and second terms of their
first year. This can enable them to be technology-friendly teachers, who can use information and
technology tools for pedagogical goals, and their individual and professional development. Such
a step is congruent with skills identified in European Profile for Language Teacher Education
(EPLTE, 2004).
Offering a compulsory ‘second foreign language’ to teacher-candidates was a milestone in the
program. This is because being trained “in the diversity of languages and cultures” consolidates
teacher-trainees’ value systems, and informs them of “the importance of teaching and learning
about foreign languages and cultures” (EPLTE, 2004, p. 6).
It is obvious that reorientation of the program is somewhat centered on contemporary references
such as Common European Framework of Reference for Languages (CEFRL), European
Portfolio for Student Teachers of Languages (EPOSTL) and EPLTE, which chiefly aim to
augment professional and individual development, and foster vocational growth via self-
reflection. From these orientations, it might be inferred that the program has come to an
appropriate level closer to those of European countries (Kavak et al, 2007; quoted in Coşkun,
2008).
3.2 Weaknesses of the program
The initial weakness of the program lies in the fact that it is out-of-date, having been in practice
for almost five years. During this stretch of time, many changes of direct pertinence to the role
and teaching of English along with technological resources and challenges have come into
existence. Any program together with its curriculum is supposed to be constantly kept up-to-date
and regularly revised (Farris, 1996) and the task of updating should be done at regular intervals
to be able to maintain the same rate of the current advances happening around the world in the
field of language teacher education (Coşkun, 2008). However, the new status of English as
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
education-program-in-turkey-by-ali-karakas/ Page 7
global language is not conveyed to the teacher-trainees. It is their right to be alerted about the
varieties of English, the global role of English, as a language they will be teaching in the near
future. This hole in the program has been pointed by some heedful researchers, with the
following suggestions by Snow et al. (2006; cited in Coşkun, n.d.)
1. Teacher trainees should experience the varieties of English beyond the Inner Circle;
2. Methodologies to be of value in the local context and to reflect students’ actual needs
and interests should be adapted,
3. Collaboration between local and outside experts should be supported,
4. Trainees should be imbued with the value of continuous reflective practice and life-
long learning efforts.
As largely voiced by teacher-trainees in the previous studies, another missing point in the
program is the scarcity of culture-based lessons (Coşgun-Ogeyik, 2009). Peacock (2009) quotes
his participants’ suggestion that “the programme needs to ‘promote the culture of teaching and
what it means to be a teacher” (p. 270). In parallel, Cross (2004) promotes the idea that the target
cultures should be placed in the program. I, in this context, refer to the target cultures as the
cultures of those speaking English all around the world, not only the cultures of native speakers
of English.
Teacher-trainees’ criticisms were at the highest level when it comes to practical aspect of the
program. Those who were aware of the previous program argued that classroom observation
ought to start at the first year of their education. Lange (1991) suggests a theory-and-practice-
from-the-start approach. It maintains that theory and practice combined with each other must be
experienced right from the outset of the program instead of taking academic and theoretical
courses first, and only then proceeding towards the schoolrooms. In line with this approach,
Cangil’s (2000) study revealed that teacher-trainees regarded taking ‘classroom observation
classes at the first grade’ as a positive step that would contribute to their professional life once
they started to teach actively, for this is viewed as the first step appropriately taken to
understanding the nature of their profession. When the previous program was in use, students
had the chance to drop the program at an earlier stage in the event that they deemed ‘teaching’
inappropriate for themselves as a profession.
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
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Limited hours apportioned to classroom observation and teaching practice were harshly
expressed, too. Enginarlar (1996) called attention to this focal issue by contending that
constrained time-allocation to observation with one or two lessons would create professional-
related problems in the education of future teachers. Furthermore, there was a general complaint
about the lack of opportunities for micro-teaching and teaching practice. This shortcoming was
put into words in a number of studies by participants, ranging from trainee-teachers to course
instructors (e.g. Seferoğlu, 2006; Erozan, 2005; Salli-Çopur, 2008; Coşkun & Daloğlu, 2010).
Noticing this deficiency in her comparative study, Sanlı (2009) suggested increasing the hours
allotted to practical lessons. In a different context, Peacock (2009) also insisted that the amount
of practice teaching should be reconsidered and increased. This is to be done by equally
incorporating theory and practice into the program (Blair, 2001). The reason is that the received
(theoretical) and experiential (practical) knowledge within the program should be well balanced
with academic and theoretical courses equal in distribution (Ur, 1992).
The program does not have a clear-cut philosophy of teacher education. Despite its significance,
this has been just recently brought to the agenda by Coşkun and Daloğlu (2010), whereas, nearly
two decades ago, Wallace (1991) pointed to the importance and necessity of a well-argued
philosophy in foreign language teacher education programs. This appears to pass discounted by
the program designers. As put by Erkılıç (2008, p.1) “an educational system cannot be
considered without any philosophical approach” and this correspondingly applies to English
language teacher education system, as well. The program designers need to re-examine the
philosophy of teacher education and clearly state this in the program. Otherwise, this figuratively
invites instructors to ‘march their own drummers’ while applying the program, which in effect,
leads to failure in realizing the goals of the program at countrywide.
The model, the applied-science or from theory-to-practice, on which ELTEP is grounded, is also
problematic. It has received many criticisms from the scholars. For example, Day (1991)
considers the separation of research and training in the model from each other a serious defect.
This model is also weak in that it sees “knowledge as something external to the teacher” (Clarke,
2008, p. 6). For the solution to the discussion, Day (1991) thinks of a new model which he terms
‘the integrative model’ in which he aims to bring together all the strong points embraced by the
models suggested by Wallace (1991). In Day’s (1991, p. 10) words, the new model proclaims
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
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that “the learner gains pedagogic, content, pedagogic content, and support knowledge through a
variety of experiences and activities”. He also warns that sheer exposure of trainees to
knowledge types via various know-hows and tasks is insufficient by itself to guarantee the
integration of knowledge areas that constitute the knowledge-base. Thus, to achieve this end, a
program should embody “a reflective practice component” (p. 10).
Some changes in the new program were reported to create discontentment among the
stakeholders. Courses, reading and writing, separately imparted in the old curriculum at four
terms were combined under the course name “Advanced Reading and Writing” and solely
offered at each term of the first year. It is held by some instructors that this change in the
program yielded poor linguistic competence in student-teachers, especially in writing
competencies (Coşkun & Daloğlu, 2010). The small number of elective courses was seen to exert
a negative influence on variability of courses in the curriculum. Sanlı (2009) recommends that
the range of elective courses on offer should be increased. This will give an opportunity to those
implementing the program to choose courses addressing the needs of the students, and
responding to the necessities of local and national contexts. Lastly, there is only one course
addressing student-teachers’ classroom management skills. This is the reason why graduates
complain about the issues relating to managing classroom discipline in their teaching. For that
reason, the courses on classroom management should occupy more places within the program.
4. Implications of the Evaluation for ELTEP in Turkey
A great number of implications can be drawn from this evaluative review of the current program
of English language teacher education. Here, I use the word ‘implications’ to refer to the
‘indirect suggestions’ for the improvement of the program. This is of weight in that qualified
language teacher education is believed to be directly proportional to successful foreign language
teaching. In the following lines, I put forward a series of suggestions depending on the critical
evaluation of the program. The suggestions are summarized in view of the above evaluation as
follows:
Most importantly, the program needs to be updated according to the changing face of
English, with the addition of a well-defined philosophy of teacher education.
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
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Culture-specific courses should be offered since it forms an essential part of teachers’
knowledge base.
Practice teaching should be given added strength through increasing the time for classroom
observation and allowing for more micro-teaching activities in schoolrooms as
supplementary to the theoretical courses.
The program should be based on an “integrative model” of teacher education which includes
a reflective practice component.
The courses introduced in the program should be equivalently directed towards different
competencies (e.g. linguistics, pedagogic, management skills etc.) needed by future English
language teachers.
Teacher-trainees should have a say in matters regarding the evaluation of the program, and
this must be an integral element of the program (Daloğlu, 1998).
5. Conclusion
Educating English language teachers is both a tough and pivotal process and it is, after all,
perceived to be more than a necessity nowadays. Therefore, the right path to the success in
language teacher education is dependent on having a comprehensive program. However, as the
evaluative review has shown, there are quite a lot of flaws in the program that should be
immediately fixed and improved. Despite the positive changes and modifications situated in the
new program, they are inadequate to meet the needs of the students in many aspects, especially
when compared to the programs utilized in the developed countries.
The program designers, decision-makers, lecturers should pay heed to the recommendations
developed above and come to an understanding that regular evaluation of the program is a vital
point, as acknowledged by Rea-Dickins and Germaine (1998). Great responsibility herein
particularly falls to the instructors in terms of revising the program as much as possible in order
to tailor it to the needs of students through keeping a constant eye on the developments and
changes pertinent to the subject matter, be technological, pedagogical, managerial and
whatsoever. Whenever necessary, they should use their own initiation to improve the program
within the framework of self-governance assigned to them instead of waiting a radical top-down
change from the CHE. Bearing in mind that ‘the only constant is the change’, the program should
be kept open to amendments by stakeholders, including student-teachers, as well.
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
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KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
education-program-in-turkey-by-ali-karakas/ Page 14
Appendix A: List of the courses in the current program (2006-2007 onwards).
1st YEAR
Contextual Grammar I – II
Advanced Reading and Writing I - II
Listening and Pronunciation I – II
Oral Communication Skills I - II
Turkish I: Written Expression
Turkish II: Verbal Expression
Computing I – II
Effective Communication
Introduction to Educational Sciences
Vocabulary
Educational Psychology
2nd
YEAR
English Literature I – II
Linguistics I –II
Approaches in ELT I – II
English-Turkish Translation
Expression skills
History of Turkish Education
Teaching Principles and Methods
Instructional Technologies and Material
Design
Special Teaching Methods I
Scientific Research Skills
Language Acquisition
3rd
YEAR
Teaching Foreign Language to Young
Learners I – II
Special Teaching Methods II
Teaching Language Skills I - II
Literature and Language Teaching I – II
Second Foreign Language I – II
Drama
Classroom Management
Turkish-English Translation
Community Service
Measurement and evaluation
4th
YEAR
Material Analysis and Development in
ELT
Second Foreign Language III
Elective I – II – III
Atatürk’s principles and History of
Revolution I - II
School Experience
Guidance
Special Education
Test Construction and Evaluation in ELT
Comparative Education
Turkish Educational System and School
Management
Teaching Practice
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
education-program-in-turkey-by-ali-karakas/ Page 15
Appendix B: List of the courses in the previous program (1998/1999)
1st YEAR
English Grammar I – II
Speaking Skills I – II
Reading Skills I – II
Writing Skills I – II
Turkish I: Written Expression
Turkish II: Verbal Expression
Atatürk’s principles and History of
Revolution I - II
Introduction to Teaching Profession
School Experience I
Elective I
2nd
YEAR
Advanced Reading Skills
Advanced Writing Skills
Introduction to English Literature I – II
Language Acquisition
Approaches in ELT
Computing
Introduction to Linguistics
Turkish Phonology and Morphology
Turkish Syntax and Semantics
Learning and Development
Instructional Planning and Evaluation
3rd
YEAR
Introduction to Linguistics II
Research Skills
Analysis and teaching of short stories
Teaching Foreign Language to Young
Learners
English-Turkish Translation
Analysis and teaching of novels
Special teaching methods I – II
Classroom management
Instructional technologies and material
development
Elective II – III – IV
4th
YEAR
English exam preparation and evaluation
Turkish-English translation
Teaching and analysis of drama
Material development and evaluation
Guidance
Course book evaluation
Analysis and teaching poetry
School experience II
Elective 5
Teaching Practice
KARAKAŞ, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15).
http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teacher-
education-program-in-turkey-by-ali-karakas/ Page 16
About the author
Ali KARAKAŞ is a member of the Faculty of Education of the University of Mehmet
Akif Ersoy, Burdur, Turkey. He holds a BA degree from the University of Uludag, Bursa,
Turkey. He took MA courses at Hacettepe University, Ankara and dropped the program during
thesis writing period, when he was accepted to the Integrated PhD program in Applied
Linguistics by the University of Southampton, UK. Right now, he is continuing his PhD at the
same university. He has presented papers in national and international conferences and
published articles in reputable journals and educational magazines. His research interests
include English as a Lingua Franca, Language Teacher Education, Applied Phonetics, and
Computer Assisted Language Learning.