Language Assessment Literacy Training of Prospective Language Teachers for the Challenges in Classroom-based Language Assessment

Download

index.pdf

Date

2019-04-11

Author

Şahin, Sevgi
Hatipoğlu, Çiler

Metadata

Show full item record

Item Usage Stats

340
views

346
downloads

This study explores ELT teacher candidates’ thinking on the practicum period from three interrelated standpoints: what professional content knowledge the student teachers believed they possessed at the beginning of the practicum, what they thought that they needed to learn more to develop in academic terms during the teaching practice and their evaluations of what they actually learnt at the end of the period. Fortyfour teacher candidates from the ELT Department of a Turkish university having their practicum at six different practice schools participated in the study. The participants’ reflective journals they kept for 10 weeks, the notes of five discussion and experience sharing meetings held by the course lecturer and finally group interviews with totally 27 volunteering participants constituted the data sources for the study. Results reveal that student teachers base their knowledge to the courses they took at the department and related literature on the basis of which they evaluate themselves as highly competent. However, they regard themselves inadequate in terms of pedagogical content knowledge and expect to develop in practical issues. According to the student teachers’ point of view, school mentors and university supervisors in the order of priority appear to be the responsible figures to lead them in this developmental process. In this respect, the findings exhibit discrepancies and suggest implications for the involving parties of the practicum.

Subject Keywords

Teacher education, ELT, Practicum, Professional development

URI

https://hdl.handle.net/11511/71251

Conference Name

The GlobELT 2019: 5th International Conference on Teaching and Learning English as an Additional Language, TRNC (2019)

Collections

Department of Foreign Language Education, Conference / Seminar

Suggestions

OpenMETU
Core

English instructors' professional development need areas and predictors of professional development needs Eksi, Gul; Çapa Aydın, Yeşim (2012-05-12) This study aimed to identify English instructors' professional development needs and to examine the role of years of teaching experience, workload, department of graduation, and instructors' perceptions of professional development programs in predicting professional development needs. The instructors were asked to indicate their degree of need in various areas of professional development via a questionnaire. The total scores for each area were calculated to identify the areas in which the degree of need was...
English as a Foreign Language Instructors Induction Early Practices of Language Teachers Teaching at Tertiary Level Öztürk, Mustafa; Yıldırım, Ali (2012-01-01) This study aimed to investigate the nature of the induction process of English as a foreign language (EFL) teachers teaching at tertiary level through individual interviews. In order to gather intended data, fifteen novice instructors teaching at four different public universities in Ankara were interviewed on a basis of two criteria: (a) having 1 to 3 years of teaching experience, and (b) teaching at higher education level. The data gathered from the interviews were transcribed, coded, and categorized unde...
English as a Foreign Language Instructors' Cognitions on Language Learning Processes and Factors Affecting Those Cognitions ÖZTÜRK, MUSTAFA; Yıldırım, Ali (Turkish Education Association, 2015-12-01) 'Teacher' is among the most influential variables in educational achievements, and 'actions' of a teacher are powerful indicators of this influence. Since the actions are assumed to be the reflections of certain cognitions, 'teacher cognition becomes a significant variable to study in educational research. In this sense, this quantitative study aims to investigate EFL instructors' language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners as well ...
Professional development challenges experienced by language instructors at a foundation university: a case Yüksel, Burcu; Karaman, Abdullah Cendel; Department of English Language Teaching (2021-2-17) This qualitative case study has been conducted in order to explore the challenges experienced by English language teachers regarding their professional development. The study was carried out in the English language preparatory program at a foundation university in central Turkey. Eight English language instructors working in the program participated in the study. The data were gathered through semi-structures interviews and researcher’s field notes. The results of the study demonstrated that even though par...
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 ...

Citation Formats

S. Şahin and Ç. Hatipoğlu, “Language Assessment Literacy Training of Prospective Language Teachers for the Challenges in Classroom-based Language Assessment,” Girne, Kıbrıs (KKTC), 2019, p. 35, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/71251.