The Contribution of the Teaching Skills Courses and General Knowledge Courses of the Teacher Trainee Programme in the ELT Department of Uludag University

Emre Bakan

Abstract


The current study assessed the ongoing English Language Teacher Trainee Programme at Uludag University from the teacher trainees’ point of view. The study aimed to reveal if the teaching skills courses and the general knowledge courses contribute to their goals. Participants were 30 first to fourth year students in the English Language Teaching Programme at Uludag University. Data were conducted by the help of a questionnaire that included three criteria: (1) the importance of the lessons in the learning experience, (2) the contribution of the lessons in the career, (3) the usefulness of the lessons in the personal development. Results revealed that the programme to a great extent doesn’t meet the teacher trainees’ needs and interests. The indicators pointed out that the students need to feel that the programme is important for their professional training, and also they should see that the programme helps them in achieving their goals and is a source of good practical information.

Full Text:

PDF

References


Angell, J., DuBravac, S., & Gonglewski, M. (2008). Thinking Globally, Acting Locally: Selecting Textbooks for College‐Level Language Programs. Foreign Language Annals, 41(3), 562-573.

Asadi, M., Kiany, G. R., Akbari, R., & Samar, R. G. (2016). Program Evaluation of the New English Textbook (Prospect 1) in the Iranian Ministry of Education. Theory and Practice in Language Studies, 6(2), 291.

Crichton J. (2009). Teaching and Learning Languages: A Guide, Chapter 7: Evaluating Language Programs. Australia: GEON Impact Printing.

Dinçer, A., Takkaç, M., & Akalın, S. (2010). An evaluation on English language education process in Turkey from the viewpoints of university preparatory school students. 2nd International Symposium on Sustainable Development.

Durak, G. (2014). The Effects of a Distance Education Programming Language Course on Student Performance. Journal of Theory and Practice in Education, 10(1): 202-219.

Egbert, J., Herman, D., & Lee, H. (2015). Flipped Instruction in English Language Teacher Education: A Design-based Study in a Complex, Open-ended Learning Environment. TESL-EJ, 19(2).

Leńko-Szymańska, A. (2014). Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education. ReCALL, 26(02), 260-278.

Lynch, B. K. (1996). Language program evaluation: Theory and practice. Cambridge University Press.

Lynch, B. K. (2003). Language assessment and programme evaluation. Edinburgh: Edinburgh University Press.

Turkan, S., & Buzick, H. M. (2016). Complexities and issues to consider in the evaluation of content teachers of English language learners. Urban Education, 51(2), 221-248.

Uzun, L. (2015). The Pedagogical Courses in the ELT Program in Turkish Higher Education: How Efficient are They?. International J. Soc. Sci. & Education, 5(4).

Uzun, L. (2016a). The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills?. Cogent Education, 3(1), 1141454.

Uzun, L. (2016b). Evaluation of the latest English language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3(1), 1147115.


Refbacks

  • There are currently no refbacks.