SavedAdd your journal

Journals / Kastamonu Education Journal / 2018 / Cilt: 26 Sayı: 4

Pre- and in-Service Foreign Language Teachers’ Perceptions of Effective Teaching

Hizmet Öncesi ve Hizmet Içi Yabanci Dil Öğretmenlerinin Etkili Öğretim Hakkindaki Düşünceleri

Görsev SÖNMEZ BORAN
Volkan INCEÇAY
Pages
1135–1141
Publication Date
2018-07-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

The findings are discussed along with pedagogical implications.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The field of foreign language teaching and learning has been experiencing a shift of paradigm; from traditional to more communicative and student-centered pedagogy.
📊
Key Findings & Data:Therefore, the main objective of this study was to identify and compare the ideals of both pre- and in-service foreign language teachers’ perceptions regarding effective teaching. 25 pre-service teachers in their senior year and 68 in-service language teachers, 9 of whom were native speakers, responded to a questionnaire (Brown, 2006).
💡
Conclusion & Impact:The findings are discussed along with pedagogical implications.
🔬Design:Survey & Empirical Study
📍Scope:2006 Verileri
⚙️Variables:Etkili Dil Öğretimi · hizmet öncesi öğretmen · hizmetiçi öğretmen

Abstract

The field of foreign language teaching and learning has been experiencing a shift of paradigm; from traditional to more communicative and student-centered pedagogy. However, how these changes are represented in the minds of both pre and in-service teachers is still an area requiring examination. The interest in teachers’ personal theories has sparked owing particularly to the possible outcomes of these beliefs on the process of language learning and teaching. Therefore, the main objective of this study was to identify and compare the ideals of both pre- and in-service foreign language teachers’ perceptions regarding effective teaching. 25 pre-service teachers in their senior year and 68 in-service language teachers, 9 of whom were native speakers, responded to a questionnaire (Brown, 2006). To gather in-depth data, randomly selected five pre-service and five in-service teachers (two native, three non-native) were requested to write a reflective essay. The findings are discussed along with pedagogical implications.

Özet

Yabancı Dil Öğretimi ve öğrenimi son yıllarda geleneksel yaklaşımdan daha çok iletişime dayalı ve öğrenci merkezli yaklaşıma yönelmektedir. Ancak, bu değişimin hizmet öncesi ve hizmetiçi öğretmenlerin zihninde nasıl yeraldığı hala araştırılması gereken bir alandır. Öğretmenlerin kişisel teorilerine olan ilgi bu inançların dil öğrenimi ve öğretimi sürecindeki olası sonuçları sayesinde artmıştır. Bu nedenlerden dolayı, bu çalışmanın temel amacı, hizmet öncesi ve hizmetiçi yabancı dil öğretmenlerinin etkili öğretimle ilgili düşüncelerini araştırmaktır. 28 son sınıf hizmet öncesi öğretmen ve dokuzu anadili İngilizce olan 68 hizmetiçi öğretmen araştırmaya katılarak ankete yanıt vermiştir (Brown, 2006). Daha derinlemesine very toplamak amacıyla rastgele seçilmiş 5 hizmet öncesi, 5 hizmet içi (2 ana dili İngilizce olan, 3 Türk) öğretmenden yansıtıcı kompozisyon yazmaları istenmiştir. Sonuçler, pedagojik uygulamalarla birlikte tartışılmıştır.

🔖

Cite This Article

BORAN, G. S., INCEÇAY, V. (2018). Pre- and in-Service Foreign Language Teachers’ Perceptions of Effective Teaching. Kastamonu Education Journal, Cilt: 26 Sayı: 4, 1135–1141. https://ajindex.com/articles/940423

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Anker, W. (1992). Advice on language teaching from language teachers. English Teaching Forum, 30(4), 47-48.
  2. Bell, T. R. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2). Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, pp 81-109. doi: 10.1017/S0261444803001903
  3. Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language Annals, 29 (2). Brown, A. V. (2006). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93. Bryman, A. (2007). Integrating quantitative and qualitative research. Qualitative Research, Sage Publications, 6(1), 97-113.
  4. Bush, M., & Teeny, R. (Eds.). (1997). Technology-enhanced Language Learning. Lincolnwood, IL National Textbook Co. Calderhead, J. (1997). Towards a research base for the development of teacher education in Europe. The 1996
  5. SERA Lecture. Cooper, P. & McIntyre D. (1998). Effective Teaching and Learning: Teachers’ and Students’ perspectives. Open University Press. USA: McGraw-Hill Education. Cresswell, J. W. & Clark, V. L. P. (2011). Designing and Conducting Mixed Methods Research. Sage Publications. Çubukçu, F. (2010). Student teachers’ perceptions of teacher competence and their attributions for success and failure in learning. The Journal of International Social Research, 3(10). Douglas, D. (1999). Assessing Languages for Specific Purposes. Cambridge, UK: Cambridge University Press.
  6. Dunkel, P. (Ed.). (1991). Computer-assisted Language Learning and Testing: Research Issues and Practice. New York: Newbury House. Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics. Sage Publications. Genessee, E. (1998). Content-based instruction. In M. Met (Ed.), Critical issues in early second language learning (pp. 103-105).
  7. Glenview, IL: Scott Foresman- Addison Wesley. Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72(3), 283-294.
  8. Korur, F. & Eryilmaz, A. (2012). Teachers’ and students’ perceptions of effective physics teacher characteristics. Eurasian Journal of Educational Research, 46. Lafford, P. A., & Lafford, B. A. (1997). Learning language and culture with Internet technologies. In M. D. Bush & R. M. Terry (Eds.), Technology-enhance