An evaluation of local mentor support in AE E-Teacher educational technology integration online teacher training course

This study addressed a different approach to online language teacher training programs. The researchers investigated the pros and cons of having local mentor support for an online course titled Using Technology in the English Language Classroom provided by the AE E-Teacher Program. The course was offered to preservice teachers from 24 different universities across Turkey. The study collected data through a pre- and post-online survey and individual semistructured interviews. The results revealed that while local mentoring as a supplement to the main course content contributed to teacher candidates’ emotional and professional attachment to their profession by helping them relate theory to contextualized educational settings, it can still be improved by the integration of more interactive tasks that would help the attendees refer to specific practical implementation of the educational technology tools introduced in the program.
Journal of Educational Research and Practice


Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language
Baser, Derya; Kopcha, Theodore J.; Özden, Muhammet Yaşar (2016-01-01)
This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interview...
A investigation of English language teachers' attitudes toward computer technology and their use of technology in language teaching
Karakaya, Kadir; Seferoğlu, Gölge; Department of English Language Teaching (2010)
This study aimed at investigating the attitudes of English language teachers in Turkey toward computer technology and the extent to which they use technology in language instruction. The data were collected from a sample of English teachers working at public schools all throughout Turkey. In order to ensure triangulation and complementarity, mixed methods research was used combining both quantitative and qualitative research methods. A questionnaire and semi-structured, face-to-face interview were used in o...
An evaluation of the english language teaching program at atilim university based on stakeholders’ perceptions : a case study
Tunç, Yasin; Akar, Hanife; Department of Educational Sciences (2009)
This study aimed to conduct an evaluation based on stakeholders’ perceptions of the effectiveness of the English Language Teaching Program at Atılım University, Preparatory School. Moreover, the study wanted to find out to what extent the program meets students’ expectations and whether there are any differences in stakeholders’ perceptions with regard to their ideal language teaching-learning environment and their real (classroom) practices. The sample included 62 instructors, including three administrator...
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...
A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!
Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat; Baran, Evrim (Australasian Society for Computers in Learning in Tertiary Education, 2017-7-24)
This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether pre-service teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towar...
Citation Formats
S. Balbay, “An evaluation of local mentor support in AE E-Teacher educational technology integration online teacher training course,” Journal of Educational Research and Practice, vol. 11, no. 1, pp. 1–1, 2021, Accessed: 00, 2021. [Online]. Available: