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Pre-service ELT Teachers’ Prospective Needs and Desires for their Pre-service Teacher Education

Year 2021, Volume: 8 Issue: 3, 1 - 12, 03.09.2021
https://doi.org/10.33200/ijcer.909940

Abstract

The purpose of the study is to explore the voices of pre-service ELT teachers on their prospective needs and desires for their pre-service teacher education curriculum. A qualitative research was conducted with freshman and sophomore students at an ELT Department in a Faculty of Education of a public university in Turkey. To reach an in-depth understanding of participants’ knowledge, qualitative data were collected through 10 focus group discussions which 66 pre-service ELT teachers attended. Inductive analysis revealed that participants’ prospective needs are categorized under two emerging themes: (a) instructional/practical and (b) attitudinal/behavioural development. In addition, the prospective desires of them are categorized under two emerging themes: (a) instructional/practical development and (b) content development. Finally, the participants emphasize reducing the number of theoretical courses from the program and increasing practical courses instead. 

Supporting Institution

The research was not funded by any public or commercial sector.

References

  • Brooman, S., Darwent, S., & Pimor, A. (2014). The student voice in higher education curriculum design: is there value in listening? Innovations in Education and Teaching International, 52(6), 1-12.
  • Brownell, M.T., & Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22(3), 154-164.
  • Caprara, G.V., Barbaranelli, C., Steca, P., & Malone, P.S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.
  • Cook-Sather, A., & Reisinger, O. (2001).Seeing the students behind the stereotypes: The perspective of three pre-service teachers. The Teacher Educator, 37(3).
  • Coskun, A., & Daloglu, A. (2010). Evaluating an English language teacher education program through Peackcock’s Model. Australian Journal of Teacher Education, 35(6), 24-42.
  • Council of Higher Education (2020). Retrieved from: https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fak%C3%BCltelerine-yetki-devri.aspx
  • Council of Higher Education (2018). New Teacher Education Undergraduate Programs. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
  • Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousands Oak: SAGE.
  • Ell, F., Simpson, A., Mayer, D., Davies, L.M., Clinton, J., & Dawson, G. (2019). Conceptualising the impact of initial teacher education. The Australian Educational Researcher, 46, 177-200.
  • Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471.
  • Fan, S., & Le, T. (2009). ESL pre-service teachers: What do they need? Paper presented at the Conference AARE 2009, Canberra, Australia. Retrieved from https://www.aare.edu.au/data/publications/2009/fan091517.pdf
  • Farrell, T.S.C. (2018). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435-449.
  • Fillmore, L.W., & Snow, C.E. (2000). What teachers need to know about language. Center for Applied Linguistics Washington, DC, 1-42.
  • Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3), 92-108.
  • Gandara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English learners: A survey of California teachers’ challenges, experiences, and professional development needs. The Center for the Future of Teaching & Learning. ED491701
  • Gill, P.W., Stewart, K.F., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: Interviews and focus groups. British Dental Journal, 204, 291-295.
  • Goddard, R.D., Hoy, W.K., & Hoy, A.W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
  • Groundwater-Smith, S., & Mockler, N. (2016). From data source to co-researchers? Tracing the shift from ‘student voice’ to student-teacher partnership in Educational Action Research. Educational Action Research, 24(2), 159-176.
  • Karakas, A. (2012). Evaluation of the English language teacher education program in Turkey. ELT Weekly, 4(15), 1-16.
  • Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC, 38(2), 216-228.
  • Kırkgöz, Y. (2005). English language teaching in Turkey: Challenges for the 21st century. In G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 159-175). Mahwah: Lawrence Erlbaum Associates.
  • Lazar, A.M. (2018). Creating teachers of promise: Growth toward equity-mindedness in a landscape of practice. Teaching and Teacher Education, 71, 308-318.
  • Liu, D. (1998). Ethnocentrism in TESOL: Teacher education and the neglected needs of international TESOL students. ELT Journal, 52(1), 3-10.
  • Long, H.M. (2005). Second language needs analysis. UK: Cambridge University Press.
  • Mann, S. (2005). The language teacher’s development. Language Teaching, 38(3), 103-118.
  • Miles, B.M., Huberman, A.M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks: SAGE.
  • Ministry of National Education (2017). Overall competences of teaching profession. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf
  • The Organization for Economic Cooperation and Development (2009). Creating effective teaching and learning environments: First results from TALIS. Retrieved from http://www.oecd.org/education/school/43023606.pdf
  • Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4), 369-378.
  • Sheridan, L. (2011). Exploring pre-service teachers’ perceptions of teacher qualities in secondary education: A mixed-method study (Doctoral thesis). Retrieved from University of Canberra, Australia Database. www.canberra.edu.au/researchrepository/file/6f1047f0-9fec-49db.../full_text.pdf
  • Wichadee, S. (2011). Professional development: A path to success for EFL teachers. Contemporary Issues in Education Research, 4(5), 13-21.
  • Wu, H.P., & Garza, E. (2016). Pre-service bilingual/ESL teacher identity from a sociocultural perspective. Journal of Teacher Education and Educators, 5(2), 172-191.
Year 2021, Volume: 8 Issue: 3, 1 - 12, 03.09.2021
https://doi.org/10.33200/ijcer.909940

Abstract

References

  • Brooman, S., Darwent, S., & Pimor, A. (2014). The student voice in higher education curriculum design: is there value in listening? Innovations in Education and Teaching International, 52(6), 1-12.
  • Brownell, M.T., & Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22(3), 154-164.
  • Caprara, G.V., Barbaranelli, C., Steca, P., & Malone, P.S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.
  • Cook-Sather, A., & Reisinger, O. (2001).Seeing the students behind the stereotypes: The perspective of three pre-service teachers. The Teacher Educator, 37(3).
  • Coskun, A., & Daloglu, A. (2010). Evaluating an English language teacher education program through Peackcock’s Model. Australian Journal of Teacher Education, 35(6), 24-42.
  • Council of Higher Education (2020). Retrieved from: https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fak%C3%BCltelerine-yetki-devri.aspx
  • Council of Higher Education (2018). New Teacher Education Undergraduate Programs. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
  • Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousands Oak: SAGE.
  • Ell, F., Simpson, A., Mayer, D., Davies, L.M., Clinton, J., & Dawson, G. (2019). Conceptualising the impact of initial teacher education. The Australian Educational Researcher, 46, 177-200.
  • Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471.
  • Fan, S., & Le, T. (2009). ESL pre-service teachers: What do they need? Paper presented at the Conference AARE 2009, Canberra, Australia. Retrieved from https://www.aare.edu.au/data/publications/2009/fan091517.pdf
  • Farrell, T.S.C. (2018). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435-449.
  • Fillmore, L.W., & Snow, C.E. (2000). What teachers need to know about language. Center for Applied Linguistics Washington, DC, 1-42.
  • Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3), 92-108.
  • Gandara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English learners: A survey of California teachers’ challenges, experiences, and professional development needs. The Center for the Future of Teaching & Learning. ED491701
  • Gill, P.W., Stewart, K.F., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: Interviews and focus groups. British Dental Journal, 204, 291-295.
  • Goddard, R.D., Hoy, W.K., & Hoy, A.W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
  • Groundwater-Smith, S., & Mockler, N. (2016). From data source to co-researchers? Tracing the shift from ‘student voice’ to student-teacher partnership in Educational Action Research. Educational Action Research, 24(2), 159-176.
  • Karakas, A. (2012). Evaluation of the English language teacher education program in Turkey. ELT Weekly, 4(15), 1-16.
  • Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC, 38(2), 216-228.
  • Kırkgöz, Y. (2005). English language teaching in Turkey: Challenges for the 21st century. In G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 159-175). Mahwah: Lawrence Erlbaum Associates.
  • Lazar, A.M. (2018). Creating teachers of promise: Growth toward equity-mindedness in a landscape of practice. Teaching and Teacher Education, 71, 308-318.
  • Liu, D. (1998). Ethnocentrism in TESOL: Teacher education and the neglected needs of international TESOL students. ELT Journal, 52(1), 3-10.
  • Long, H.M. (2005). Second language needs analysis. UK: Cambridge University Press.
  • Mann, S. (2005). The language teacher’s development. Language Teaching, 38(3), 103-118.
  • Miles, B.M., Huberman, A.M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks: SAGE.
  • Ministry of National Education (2017). Overall competences of teaching profession. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf
  • The Organization for Economic Cooperation and Development (2009). Creating effective teaching and learning environments: First results from TALIS. Retrieved from http://www.oecd.org/education/school/43023606.pdf
  • Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4), 369-378.
  • Sheridan, L. (2011). Exploring pre-service teachers’ perceptions of teacher qualities in secondary education: A mixed-method study (Doctoral thesis). Retrieved from University of Canberra, Australia Database. www.canberra.edu.au/researchrepository/file/6f1047f0-9fec-49db.../full_text.pdf
  • Wichadee, S. (2011). Professional development: A path to success for EFL teachers. Contemporary Issues in Education Research, 4(5), 13-21.
  • Wu, H.P., & Garza, E. (2016). Pre-service bilingual/ESL teacher identity from a sociocultural perspective. Journal of Teacher Education and Educators, 5(2), 172-191.
There are 32 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Odiléa Rocha-erkaya This is me 0000-0003-2086-1863

Onur Ergünay 0000-0002-1688-0458

Publication Date September 3, 2021
Published in Issue Year 2021 Volume: 8 Issue: 3

Cite

APA Rocha-erkaya, O., & Ergünay, O. (2021). Pre-service ELT Teachers’ Prospective Needs and Desires for their Pre-service Teacher Education. International Journal of Contemporary Educational Research, 8(3), 1-12. https://doi.org/10.33200/ijcer.909940

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868