Date

2012

Author

Başer, Zeynep

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This study aimed to explore how a rural elementary school and community situated English language education in Central Turkey, and how the rural context shaped a beginning English language teacher’s professional identity and teaching practices. In order to achieve this goal, a qualitative case study was conducted. The required data were obtained through three major methods; semi-structured interviews, a time and motion study, and an open-ended questionnaire. The interviews were all audio-recorded and transcribed verbatim. The time and motion study involved the recording of the English language teacher’s actions at the school. In this regard, the teacher was observed both in and out of the class during a two-month period and his actions were noted down at 60-second intervals. In addition, an open-ended questionnaire was delivered to the students taking English as a compulsory subject in their curriculum. The data were organized in separate files regularly, and analyzed by coding, and interpreting the emerging themes. The results revealed four keys to being a successful teacher in the rural setting. These included appreciation of rural life, passion for rural teaching, aspiration for teaching profession, and being well-prepared for teaching. It was also concluded that the rural elementary school and its community had general appreciation for quality English language education; however, they did not find teaching practices sufficient for effective language learning. Thus, English was not on the top of their list. Lastly, the results also shed light on the rural challenges that a beginning teacher might face.

Subject Keywords

English language, English language, Education, Rural, Rural schools

URI

http://etd.lib.metu.edu.tr/upload/12614668/index.pdf
https://hdl.handle.net/11511/22016

Collections

Graduate School of Social Sciences, Thesis