Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Sayı: 55, 128 - 144, 31.07.2020
https://doi.org/10.21764/maeuefd.662965

Öz

Kaynakça

  • Anderson, J. (2018). The role of initial teacher training courses in the professional development of experienced non-native-speaker English language teachers. ELT Education and Development, 21, 37-46.
  • Bailey, K. M., Curtis, A., Nunan, D., & Fan, D. (2001). Pursuing professional development: The self as source . Boston eMA MA: Heinle & Heinle.
  • Burns, A., & Richards, J. C. (2012). The Cambridge guide to pedagogy and practice in second language teaching. Cambridge: Cambridge University Press.
  • Cohen, D., & Crabtree, B. (2006). Qualitative research guidelines project. New Jersey: Robert Wood Jonhson Foundation.
  • Dimitrieska, V. (2018). Becoming a Language Teacher: Tracing the Mediation and Internalization Processes of Pre-service Teachers. In Research on Teacher Identity (pp. 157-168). Springer, Cham.
  • Fung, Y. (2000). A constructivist strategy for developing teachers for change: a Hong Kong experience. Journal of in-service education, 26(1), 153-167.
  • Guba, E. G. & Lincoln, Y. S. (1994). Competing Paradigms in Qualitative Research. In N.K.
  • Denzin and Y.S. Lincoln (eds.), Handbook of Qualitative Research. (pp. 105-117). London: SAGE Publications.
  • Gulcan, M & Kesli Dollar, Y. (2016). Turkish EFL teachers' and administrators' perceptions of short teacher training courses: The case of CELTA. Turkish Online Journal of English Language Teaching (TOJELT), 1(2), 85-100.
  • Gülcan, M. (2015). Turkish EFL teachers' and administrators' perceptions of short teacher training courses: The case of CELTA (Unpublished Master Dissertation). İstanbul: Bahçeşehir University.
  • Howe, A. C., & Stubbs, H. S. (1997). Empowering science teachers: A model for professional development. Journal of Science Teacher Education, 8(3), 167-182. Larsen-Freeman, D., & Long, M. H. (2014). An introduction to second language acquisition research. Routledge.
  • Lawes, S. (2003). What, when, how and why? Theory and foreign language teaching. Language Learning Journal, 28(1), 22-28. Macpherson, S. (2003). The short intensive teacher‐training course. ELT Journal, 57(3), 297-300.
  • Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in health sciences education, 14(4), 595-621.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (Çev. Ed. S. Turan). Ankara: Nobel Yayıncılık.
  • Miles, M. H., & Huberman, M. (1994). Qualitative data analysis. An expanded sourcebook 2nd Edition. London: Sage Publication.
  • Sağ, Z. (2013). An exploration of the self-perceptions of NNEST participants on a CELTA course in Turkey. (Unpublished Master Dissertation). University of Brighton. Faculty of Arts. School Humanities.
  • Stenhouse, L. (1981). What counts as research? British Journal of Educational Studies, 29(2), 103-114.
  • Thornbury, S., & Watkins, P. (2007). The CELTA course: Trainee book. Ernst Klett Sprachen.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

MAPPING THE POSITION OF CELTA FOR PROFESSIONAL DEVELOPMENT IN TURKISH CONTEXT

Yıl 2020, Sayı: 55, 128 - 144, 31.07.2020
https://doi.org/10.21764/maeuefd.662965

Öz

CELTA (Certificate in Teaching English to Speakers of Other Languages) is a training program for the qualification of teaching English. It has been held in Turkish contexts for years. The number of the teachers or teacher candidates taking part in CELTA has been increasing in number. However, the research studies attempting to evaluate the effects of CELTA course do not align with the fact of increasing in number. In this respect, the present study attempts to delineate the probable effects of CELTA course in terms of professional development of teachers. Burns and Richards (2012) put a distinction between what training and professional development are. At this very point, the second aim of the study is to come closer to map the position of CELTA: whether it is training, professional development or both, or a gateway to professional development. Therefore, the researcher has conducted semi-structured interviews with eight CELTA program participants. The CELTA program forms have been analyzed through content analysis. The research study has the outcomes regarding the implementation of CELTA in undergraduate ELT education in higher education.

Kaynakça

  • Anderson, J. (2018). The role of initial teacher training courses in the professional development of experienced non-native-speaker English language teachers. ELT Education and Development, 21, 37-46.
  • Bailey, K. M., Curtis, A., Nunan, D., & Fan, D. (2001). Pursuing professional development: The self as source . Boston eMA MA: Heinle & Heinle.
  • Burns, A., & Richards, J. C. (2012). The Cambridge guide to pedagogy and practice in second language teaching. Cambridge: Cambridge University Press.
  • Cohen, D., & Crabtree, B. (2006). Qualitative research guidelines project. New Jersey: Robert Wood Jonhson Foundation.
  • Dimitrieska, V. (2018). Becoming a Language Teacher: Tracing the Mediation and Internalization Processes of Pre-service Teachers. In Research on Teacher Identity (pp. 157-168). Springer, Cham.
  • Fung, Y. (2000). A constructivist strategy for developing teachers for change: a Hong Kong experience. Journal of in-service education, 26(1), 153-167.
  • Guba, E. G. & Lincoln, Y. S. (1994). Competing Paradigms in Qualitative Research. In N.K.
  • Denzin and Y.S. Lincoln (eds.), Handbook of Qualitative Research. (pp. 105-117). London: SAGE Publications.
  • Gulcan, M & Kesli Dollar, Y. (2016). Turkish EFL teachers' and administrators' perceptions of short teacher training courses: The case of CELTA. Turkish Online Journal of English Language Teaching (TOJELT), 1(2), 85-100.
  • Gülcan, M. (2015). Turkish EFL teachers' and administrators' perceptions of short teacher training courses: The case of CELTA (Unpublished Master Dissertation). İstanbul: Bahçeşehir University.
  • Howe, A. C., & Stubbs, H. S. (1997). Empowering science teachers: A model for professional development. Journal of Science Teacher Education, 8(3), 167-182. Larsen-Freeman, D., & Long, M. H. (2014). An introduction to second language acquisition research. Routledge.
  • Lawes, S. (2003). What, when, how and why? Theory and foreign language teaching. Language Learning Journal, 28(1), 22-28. Macpherson, S. (2003). The short intensive teacher‐training course. ELT Journal, 57(3), 297-300.
  • Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in health sciences education, 14(4), 595-621.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (Çev. Ed. S. Turan). Ankara: Nobel Yayıncılık.
  • Miles, M. H., & Huberman, M. (1994). Qualitative data analysis. An expanded sourcebook 2nd Edition. London: Sage Publication.
  • Sağ, Z. (2013). An exploration of the self-perceptions of NNEST participants on a CELTA course in Turkey. (Unpublished Master Dissertation). University of Brighton. Faculty of Arts. School Humanities.
  • Stenhouse, L. (1981). What counts as research? British Journal of Educational Studies, 29(2), 103-114.
  • Thornbury, S., & Watkins, P. (2007). The CELTA course: Trainee book. Ernst Klett Sprachen.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Toplam 19 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mehmet Birgün

Yayımlanma Tarihi 31 Temmuz 2020
Gönderilme Tarihi 22 Aralık 2019
Yayımlandığı Sayı Yıl 2020 Sayı: 55

Kaynak Göster

APA Birgün, M. (2020). MAPPING THE POSITION OF CELTA FOR PROFESSIONAL DEVELOPMENT IN TURKISH CONTEXT. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(55), 128-144. https://doi.org/10.21764/maeuefd.662965