A Qualitative case study of english language teachers’ views towards teacher research as a professional development tool

Karakaya, Nuriye
This study investigated the current situation in relation to teacher research as a professional development tool among practicing English teachers in Turkey in their respective educational contexts. The perceptions of in-service ELT teachers on teacher research as a professional development tool and its sustainment among practitioners were studied in a qualitative case study design. Eighteen in- service EFL teachers from primary school, high school and university settings were recruited in the study. Initially, the participants completed an open ended questionnaire related to their previous experiences and perceptions of teacher research as a professional development tool. Following the surveys, a semi structured interview was utilized for in depth information. The results of the study indicated that teacher research has the potential to be an effective professional development tool among practitioners. Teacher research was found useful in helping to solve context specific classroom problems, raising awareness in teaching, promoting teacher autonomy, strengthening collaboration among colleagues and serving teachers as a feedback channel into the student perceptions. The attitudes of the teachers towards teacher research were mostly positive however; the challenges in the application of teacher research constituted the reasons for teachers’ abstinence from using this tool. The prominent challenges included the lack of information related to the philosophical underpinnings of this tool, lack of technical knowledge to apply teacher research and the physical problems such as limited resources, time and heavy workload. Based on the results of the study several implications have been drawn to make teacher use more prevalent among EFL teachers. School support notably is important in this asset.


An Analysis of english language testing and evaluation course in english language teacher education programs in Turkey: developing language assessment literacy of pre-service efl teachers
Şahin, Sevgi; Hatipoğlu, Çiler; Department of Foreign Language Education (2019)
This thesis aims to draw a detailed portrait of the status quo of English Language Testing and Evaluation Course (ELTEC) in the English Language (EL) Teacher Education Programs in Turkey focusing on the construct of language assessment literacy (LAL) for prospective EFL teachers. To this end, it examines how ELTEC instructors plan, teach, and assess in the ELTEC, the problems encountered; suggestions and solutions to these problems for effective LAL development as well as pre-service EFL teachers' evaluatio...
An Investigation into professional identities of english language teacher trainers and their post-teacher training experiences
Gümüşok, Fatma; Seferoğlu, Gölge.; Department of English Language Teaching (2020)
This qualitative case study aims to investigate the professional identities of English language teacher trainers in Turkish in-service education context. The study mainly describes a group of teacher trainers’ identity development in the lenses of motivation and aspiration, job description, knowledge and expertise, personal approaches, and professional affinity for offering in-service teacher training in the field of ELT. In relation to identity development, another aim of this study is to scrutinize teache...
An Analysis of the needs and perceptions of english language teachers and students in an EAP course
Demir, Müslüme; Eröz Tuğa, Betil; Department of English Language Teaching (2015)
The purpose of this study is to investigate the perceptions and needs of English language teachers and students pertaining to an EAP course -Professional Communication Skills (PCS 406)- and propose an In-Service Teacher Training Module for EFL teachers working in the Foreign Languages Unit at a private university in Ankara. Hence, a case study was designed to investigate the needs of the stakeholders: the learners, teachers and principal. The study undertook a multifaceted needs analysis including questionn...
A Case study on pre-service english language teachers‟ cognitions and practices regarding most commonly experienced in-class challenges
Çimen, Şeyda Selen; Daloğlu, Ayşegül; Department of Foreign Language Education (2017)
This study explores cognitions and practices of pre-service English language teachers in relation to dealing with most commonly experienced in-class challenges in foreign language teaching, the influences that shape their cognitions and practices, and the relationship between their cognitions and practices. Adopting qualitative research design, a case study was conducted to provide an account of pre-service English language teachers’ cognitions and practices. Data for this study were collected in two main s...
Investigating perceived competences of english language teachers in Turkey with regard to educational background and experience
Taner, Gülden; Seferoğlu, Gölge; Department of English Language Teaching (2017)
This survey study reports on the perceived competence levels of teachers of English working at state schools in Turkey with respect to their background, and proposes a new competence framework that meets international standards and matches local definitions. For this, European Profiling Grid (EPG) was translated into Turkish through a team-translation project, and adapted to Turkish context through teacher interviews. This adapted framework was used as part of the Language Teacher Competences Survey, which ...
Citation Formats
N. Karakaya, “A Qualitative case study of english language teachers’ views towards teacher research as a professional development tool,” M.S. - Master of Science, Middle East Technical University, 2015.