To what extent do inset programs change participants teaching behaviors and attitudes?
İnset programları katılımcıların öğretmenlik davranışlarını ve yaklaşımlarını ne dereceye kadar değiştirir?
- Tez No: 51990
- Danışmanlar: BENA GÜL PEKER
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Değişim, Etkinlik, Hizmet içi eğitim, Program değerlendirme, Yabancı dil öğretimi, Öğretmenler, İngilizce, Change, Efficiency, In service training, Program evaluation, Foreign language teaching, Teachers, English
- Yıl: 1996
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
ABSTRACT Title : To what extent do INSET programs change participants* teaching behaviors and attitudes? Author: Ümit Yıldız Thesis Chairperson: Ms. Bena Gül Peker Bilkent University, MA TEFL Program Thesis Committee Members: Dr. Theodore S. Rodgers Dr.Susan D. Bosher Bilkent University, MA TEFL Program The study investigated the effect on trainee teaching behaviors and attitudes resulting from successful completion of a particular INSET course. Specifically, this study investigated participant views in respect to the usefulness and effectiveness of the in-service teacher training course, COTE( Certificate for Overseas Teachers Of English), at YADIM(English Preparatory School of Çukurova University). The term participants includes graduates, present trainees and present trainers. The study sought to determine how participants evaluated the content of the COTE course. The study relied on participant self-reporting and self-analysis as its investigative technique. The subjects of the study were COTE graduates (teachers who have completed the COTE course) as well as the present COTE trainees and COTE trainers at YADIM. The study was an on-site survey employing both qualitative and quantitative data analysis procedures. Data were collected through questionnaires and interviews. There were four research questions addressed. Three groups - graduates, present trainees and present trainers - responded to allquestions. For the three groups, question wording varied slightly reflecting role perspective and present or past reflection of the respondents. The first research question concerned participant recall of relative topic emphasis in the course. Participants were asked to rate emphasis given to each of ten topics included in the COTE syllabus. The results indicated that there was disagreement in respect to impressions of course content emphasis for some of the course content topics although similar answers were given by the participants to impressions of content coverage of some topics( using visual aids, giving effective instructions, motivating students, monitoring learners and correcting errors). The second question investigated what course topics were considered most professionally important. Again, subjects were asked to rate professional importance of each of ten topics included in the COTE syllabus. The findings showed that the COTE graduates' experience and trainees' anticipation of professional importance of course content topics(motivating students, giving effective instructions, monitoring learners) were similar. However, there was also disagreement among participants on specific course content topics. One group considered some specific course content topics as very important whereas the other group(s) did not share this perception. The third question investigated what course topics were considered most useful in classroom teaching. The results indicated that COTE graduates and trainees were in agreement on the idea that all of the COTE content topics can not be implemented in their classroom teaching as there is a mismatchbetween the course content and their actual teaching situations. They also indicated that some content topics are not appropriate for their students' needs and/or designed for the expectations of their particular institution. The results also indicated that the trainers did not agree with the COTE graduates and trainees that some of the content topics are inappropriate for actual teaching situations. The fourth question investigated what changes course graduates, trainees and trainers would like to see made in the course. Responses indicated that there was again an agreement between COTE graduates and trainees on the idea that not all of the course content was designed for their needs. The results showed that they would like to attend a course that is more specifically designed for their needs. The trainers did not fully share these ideas with COTE graduates and trainees. Trainees and graduates also maintained that they would like to see more discussions and workshops in the input sessions of the course. In conclusion, the results of this study indicated that there is a need for designing the course content topics more in accordance with the particular needs of teachers and students at YADIM. Teacher trainers and teachers should work together in order to identify the particular needs of especially inexperienced teachers' and students' needs at YADIM and develop a course syllabi that speaks to these needs.
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