EFL teachers’ perceptions on the effectiveness of components of an EFL in-service training program /

Download

index.pdf

Date

2014

Author

Yurttaş, Abdullah

Metadata

Show full item record

Item Usage Stats

430
views

248
downloads

Teachers have a central role to play in any school system and their competence and experience can make a big impact on the quality of schools in general. As Guskey (2002) puts it schools can only be as good as the teachers who work within them. With this in mind, the professional qualities and competencies of teachers are important indicators of quality education. This study investigated the perceptions of EFL teachers on the effectiveness of components and features of an in-house EFL INSET program. The study also examined the suggestions of teachers to improve the quality of current EFL INSET program as well as the EFL INSET program in their ideals. The study was conducted with 44 instructors of English who work in private schools mainly in Ankara and surrounding cities. The EFL INSET program which was evaluated took place during 2013-2014 academic year. The data for this study were collected through a questionnaire and interview. The questionnaire was administered to the teachers to find out their perceptions about the EFL INSET program that took place prior to their evaluation. The findings of the study indicated that although the effectiveness of the program was rated between average and good, the program was found effective especially with components like “classroom activities”, “adapting course book”, “collaboration”. It was criticised because of its length, irrelevancy of some sessions, content or materials, failure in grouping the participants effectively based on their experience, levels they taught, the sessions in which promotional materials were introduced.

Subject Keywords

Teachers, Student teachers, Teachers, Career development., English teachers

URI

http://etd.lib.metu.edu.tr/upload/12618053/index.pdf
https://hdl.handle.net/11511/24108

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China Tonga, Funda Eda; Eryiğit, Sümeyra; Yalçın, Fatma; Erden, Feyza Tantekin (2019-11-11) The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia, Japan, Singapore, and China. Data were obtained from primary sources and compared using Bereday's method. The general structure and systems used for professional ...
Induction into teaching: a multiple-case study of the first year teachers’ experiences at schools / Cihan, Tuğba; Yıldırım, Ali; Department of Elementary Education (2016) The aim of this study was to examine the first year of four novice teachers in the teaching profession with regard to their perceptions and experiences about the classroom processes they undergo, professional development, relationships with students and colleagues, teaching performance, mentorship, personal life and the pre-service teacher education in addition to their mentors’ perceptions regarding the induction process. The study adopted a qualitative multiple-case study design and data were collected fr...
Pre service Teacher Self efficacy Beliefs Regarding Science Teaching A Comparision of Pre service Teachers in Turkey and the USA Çakıroğlu, Jale; Çakıroğlu, Erdinç (2005-01-01) The issue of teachers' efficacy is of importance as teacher preparation programs throughout the world attempt to address shortages of qualified, competent teachers. In the field of science education, monitoring and reacting to the issue of efficacy seems to be one way in which teacher preparation programs are evaluating the structure of programs. The study reported in this paper provides a comparison of the self-efficacy of future science teachers in two countries (one developed and one rapidly developing)....
An Exploratory case study of pre-service EFL teachers' sense of efficacy beliefs and perceptions of mentoring practices during practice teaching Rakıcıoğlu Söylemez, Anıl Ş; Eröz Tuğa, Betil; Department of English Language Teaching (2012) Although practice teaching is a central component of teacher education, there are still a number of organizational and practical problems encountered which have attracted considerable research. For instance, the nature of the relationship among pre-service and cooperating teachers; how this relationship plays a role in shaping pre-service teachers’ learning to teach during practice teaching are issues we still know little about (Borg, 2011). In order to understand the interwoven relationship between experie...
Developing teacher learning progressions for K-12 engineering education: teachers’ attitudes and their understanding of the engineering design Mesutoğlu, Canan; Baran Jovanovic, Evrim; Department of Educational Sciences (2017) Teachers at the K-12 level have a critical role in including engineering in their instruction. More teachers who are equipped with the knowledge and skills necessary to teach science using the engineering design process are needed. Aiming to build tools to measure and track the progress in teacher’ attitudes and their understanding of the engineering design process suggested the use of learning progressions approach. The purpose of the study was to develop two teacher learning progressions for K-12 engineer...

Citation Formats

A. Yurttaş, “EFL teachers’ perceptions on the effectiveness of components of an EFL in-service training program /,” M.S. - Master of Science, Middle East Technical University, 2014.