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Journals / Doğuş Üniversitesi Dergisi / 2014 / Cilt: 15 - Sayı: 2

TEACHERS’ PERCEIVED BELIEFS AND REPORTED PRACTICES IN TWO DISTINCT EFL CONTEXTS: TURKEY AND MACEDONIA

İNGİLİZCENİN YABANCI DİL OLDUĞU İKİ FARKLI BAĞLAMDA ÖĞRETMENLERİN İNANÇLARI VE UYGULAMALARI: TÜRKİYE VE MAKDEONYA

ENİSA MEDE
Pages
235–248
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results revealed important implications in relation to the process of foreign language learning, which should be closely considered by the Ministry of Education while designing the fifth grade English curricula across different EFL contexts.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to investigate the perceived beliefs and reported practices of the fifth grade English teachers at two distinct EFL contexts: Turkey and Macedonia.
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Key Findings & Data:The theoretical framework is based on the National Association for the Education of Young Children’s NAEYC policy statement for developmentally appropriate and inappropriate reported practices Johnson and Ivrendi, 2002 .
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Conclusion & Impact:The results revealed important implications in relation to the process of foreign language learning, which should be closely considered by the Ministry of Education while designing the fifth grade English curricula across different EFL contexts.
🔬Design:Research Article
📍Scope:2002 Verileri
⚙️Variables:Karşılaştırmalı Eğitim · Öğretmenlerin Algılanan İnançları · Belirtilen Uygulamalar

Abstract

The aim of this study is to investigate the perceived beliefs and reported practices of the fifth grade English teachers at two distinct EFL contexts: Turkey and Macedonia. The theoretical framework is based on the National Association for the Education of Young Children’s NAEYC policy statement for developmentally appropriate and inappropriate reported practices Johnson and Ivrendi, 2002 . One hundred and thirty two n=132 Turkish and one hundred and thirty four n=134 Macedonian fifth grade English teachers working in public schools participated in the study. The data came from a Teacher Belief Scale TBS and a focus group interview. The results revealed important implications in relation to the process of foreign language learning, which should be closely considered by the Ministry of Education while designing the fifth grade English curricula across different EFL contexts.

Özet

Bu çalışmanın amacı beşinci sınıf İngilizce öğretmenlerinin algılanan inançlarını ve belirtilen uygulamalarını yabancı dil olarak İngilizce olan Türkiye ve Makedonya gibi iki ayrı ortamda incelemektir. Kuramsal çerçeve Ulusal Genç Çocukları Eğitim Derneği’nin NAEYC gelişimsel olarak uygun olan ve olmayan uygulamalar ile ilgili politika beyanına dayanmaktadır Johnson ve Ivrendi, 2002 . Çalışmaya devlet okullarında çalışan yüz otuz iki n=132 Türk ve yüz otuz dört n=134 Makedon beşinci sınıf İngilizce öğretmeni katılmıştır. Veriler Öğretmen İnanç Ölçeği TBS ile bir odak grup görüşmesinden elde edilmiştir. Çalışma yabancı dil öğrenme sürecine dair farklı dil öğrenme ortamlarında beşinci sınıf İngilizce müfredat tasarlarken Milli Eğitim Bakanlığı tarafından dikkate alınması gereken önemli sonuçlar ortaya çıkarmıştır

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Cite This Article

MEDE, E. (2014). TEACHERS’ PERCEIVED BELIEFS AND REPORTED PRACTICES IN TWO DISTINCT EFL CONTEXTS: TURKEY AND MACEDONIA. Doğuş Üniversitesi Dergisi, Cilt: 15 - Sayı: 2, 235–248. https://ajindex.com/articles/127465

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