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Teachers understandings of projects and portfolios at Hacettepe University School of Foreign Languages Basic English Division f

Hacettepe Üniversitesi Yabancı Diller Yüksek Okulu Temel İngilizce Bölümü öğretmenlerinin proje ve protfolyo anlayışları

  1. Tez No: 117353
  2. Yazar: MÜZEYYEN PETEK SUBAŞI
  3. Danışmanlar: DR. WİLLİAM SNYDER
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Linguistics and Literature
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2002
  8. Dil: İngilizce
  9. Üniversite: İhsan Doğramacı Bilkent Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 136

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Özet (Çeviri)

ABSTRACT Thesis Title: Teachers Understandings of Projects and Portfolios at Hacettepe University School of Foreign Languages Basic English Division Author: M. Petek Subaşı Thesis Chairperson: Julie Mathews-Aydinh Bilkent University, MA TEFL Program Committee Members: Dr. Bill Snyder Bilkent University, MA TEFL Program Dr. ElifUzel Bilkent University School of English Language In the last 40 years, traditional approaches in writing instruction and assessment have moved towards alternative instruction and assessment. Many institutions are going through changes to keep up with the developments in the field of ELT. Changes are generally undertaken to improve the quality of teaching both for the teachers and the students. Teachers play an important role in the changes proposed by institutions. These changes may require a change in the teachers' practices. Teachers' understandings of these practices play a vital role in the innovations proposed to be undertaken. The purpose of this study was to investigate teachers' understandings of using projects and portfolios during the implementation of the new writing program at Hacettepe University School of Foreign Languages Basic English Division. By finding out the understandings of teachers towards the new writing program, its instruction and assessment tools, necessary improvements and changes can be prepared for the future of the program.Data was first collected through questionnaires distributed to 34 teachers in the School of Foreign Languages Basic English Division. The 40 questions in the questionnaire aimed at discovering the teachers' interest in teaching writing, and their understandings of traditional writing assessment, projects, assessment of projects, the portfolio, and assessment of the portfolio. Secondly, in order to gather more in-depth information about the teachers' understandings' of the projects and the portfolio, interviews were conducted with five teachers and the director of the writing program. During the interviews, questions investigating the participants' general and institutional understandings of the projects and the portfolio, and their views on the new program were asked in order to collect more in-depth information. Data collected through the questionnaire was analysed by employing descriptive statistics, such as frequencies and percentages. In order to support the results, the chi-square value of each question was also calculated using SPSS. Data collected through the interviews were analysed qualitatively through categorization. The categories were based on the research questions and grouped as teachers' understanding of projects in general and in the institution, teachers' understanding of the portfolio in general and in the institution, and teachers' suggestions to improve the current writing program. The analysis of the data revealed that the teachers believe the new program is a good beginning; however, there is no clear understanding of the new writing program's instruction and assessment tools, the project and the portfolio, or a consistent implementation of it among the staff. However, as this a new beginning, things can be improved through more in-depth teacher training.

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