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A Survey of pre-service and in-service teacher training programs of 1-year preparatory English classes at Turkish universities

Bir senelik İngilizce hazırlık olan Türk üniversitelerinde (İngilizce öğretmenlerinin) hizmet öncesi ve hizmet içi öğretmen eğitim programlarının bir araştırması

  1. Tez No: 51953
  2. Yazar: MERİH TEVS
  3. Danışmanlar: BENA GÜL PEKER
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Eğitim programları, Hizmet içi eğitim, Öğretmen yetiştirme, Öğretmenler, İngilizce, Education programs, In service training, Teacher training, Teachers, English
  7. Yıl: 1996
  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: Belirtilmemiş.

Özet

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Özet (Çeviri)

All over the world, those institutions aware of the necessity of teacher training provide their staff with pre- service and in-service teacher training programs. This survey intended to look into the pre-service and in-service teacher training programs at the English Preparatory Schools of 2 6 universities in Turkey. The researcher set out to determine which universities provided their staff with pre-service and in-service teacher training programs, and the attitude of English Language Teaching (ELT) teachers throughout Turkey towards such programs. If the institution did offer training programs, then the general nature and content of such programs were examined, as were the participating teachers in such programs, and the teacher trainers. The study also examined which forms of training programs and other forms of self-development were favoured by teachers. Data were gathered through the administration of two similar questionnaires to three groups, namely to administrators, teacher trainers and teachers. As a result 27 administrators, 11 teacher trainers and 138 teachers from 21 universities responded to the survey. Data were analyzed quantitatively and frequency and percentages were arrived at.As for Likert-scale items, means and standard deviations were computed and further displayed in tables. In the Chapter 4, quantitative data regarding the responses of all the 17 6 respondents nation-wide are presented in tables. In Appendix D, information regarding the view of respondents from each university can be found. The survey revealed that only 6 of the 26 universities had Teacher Training Units, and that in only four of these were teachers given specific teacher training programs which gave a certificate or a diploma, in contrast to regular workshops and seminars held at each university. Findings indicated that not all universities were able to provide their staff with either pre-service or in- service teacher training programs. 85% of the respondents stated that they had not attended any specific training program so far. That 45% of the teachers at the Preparatory schools have MAs or MSs was another finding. In spite of the fact that figures showed that the more experienced teachers became, the less they attended teacher training programs, all of the teachers who participated in the study said that they would like to attend in-service teacher training programs in the future, if they were offered any, because of the fact that they saw such programs as part of their professional development.

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