Investigating perceived competences of english language teachers in Turkey with regard to educational background and experience

Taner, Gülden
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 was completed by 4172 teachers across Turkey. The analyses showed that alternatively certified teachers with BA in English (English Studies) report significantly higher levels of perceived English proficiency, followed by traditionally certified teachers (ELT graduates) and alternatively certified teachers with non-English degrees. In terms of methodology, ELT graduates have significantly higher perceived competences. However, differences between ELT and English-Studies graduates were not significant in other competence areas; while non-English group had the lowest perceived competences in all 13. Teachers in their first four years reported lowest levels of competence in all areas. Open-ended survey responses were used to revise the competence descriptors on the adapted framework. After alignment to local frameworks, a new competence framework and a guide to personal characteristics were developed. The study has implications for teacher education research, practice and policy. A new pre-service teacher education model is discussed. The results can serve as a needs analysis for in-service trainings. The framework can be used for teacher recruitment, evaluation and reflection which are regulated in the 2017 Teacher Strategy Document by the Ministry


A Study on pre-service efl teachers’ admission into teaching programs and EFL teachers’recruitment in Turkish context
Erdoğan, Pelin; Savaş, Perihan; Department of Foreign Language Education (2019)
The aim of this explanatory case study is to examine the admission of pre-service EFL teachers into English language teaching programs and EFL teachers’ recruitment to schools of Ministry of National Education (MoNE) and universities in Turkey from the perspective of students, teacher educators, and EFL teachers. The participants of the study consisted of graduate and undergraduate students who continued their education at the foreign language education department at a state university in the academic year ...
Professional development and competence profiles of English language teacher educators in Turkey
Ataş, Ufuk; Daloğlu, Ayşegül; Department of English Language Teaching (2018)
This study aims to investigate the definition, competence, and professional development profiles of English language teacher educators in Turkey. With this general aim, this study looks into three components; definitions, competences, and professional development of teacher educators. It specifically focuses on how the profession of teacher educator is defined, what professional characteristics and personality traits teacher educators need to have, and what roles and responsibilities university-based teache...
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...
Exploring the perceptions of teachers about their current and desired competencies defined by CEF and ELP: a case study
Tandıroğlu, Işıl; Daloğlu, Ayşegül; Department of English Literature (2008)
The purpose of this study is to find out the required teacher competencies in the implementation of the Common European Framework (CEF) and the English Language Portfolio (ELP) and to explore the perceptions of teachers about their current and desired competencies defined by CEF and ELP. The required competencies for the teachers are defined in the book calledCommon European Framework of Reference for Languages. This book being a reference for the whole European Union countries, identifies required teacher ...
Internal and external alignment of the material adaptation and development education given by an EFL teacher education program in Turkey /
Tekir, Serpil; Akar, Hanife; Department of Educational Sciences (2016)
The aim of the study was two-fold: first, to investigate to what extent the instructional materials education given by an EFL Teacher Education program at a state university in central Turkey is aligned to the explicit policies and standards set at macro level; second, to analyse the internal alignment among the written, taught, learned and tested curricula of the teacher education program with respect to the instructional materials education being given. With these purposes, the study adopted a multi-phase...
Citation Formats
G. Taner, “Investigating perceived competences of english language teachers in Turkey with regard to educational background and experience,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.