Designing An İn-Service Teacher Training Program For English Teachers İn Non-Formal Education ; Yaygın Eğitim Kurumlarında Çalışan İngilizce Öğretmenleri İçin Hizmet-İçi Eğitim Programı Geliştirme.

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Autor/Urheber	Arslan, Sezen
Titel	Designing An İn-Service Teacher Training Program For English Teachers İn Non-Formal Education ; Yaygın Eğitim Kurumlarında Çalışan İngilizce Öğretmenleri İçin Hizmet-İçi Eğitim Programı Geliştirme.
Quelle	Eğitim Bilimleri Enstitüsü (2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Teacher Training; INSET; Non-Formal Education; Professional Development
Abstract	Even though there is a growing pile of research on the development of INSET programs for formal education settings, the studies regarding non-formal education are limited. Therefore, the aim of the present study is to design an INSET program for the English language teachers in non-formal education settings. In doing so, the training needs of the teachers were collected through questionnaires and semi-structured interviews. The findings pointed out that teachers' needs were centered around skills, vocabulary instruction, teaching pronunciation, material development, use of instructional technology in ELT classroom, teaching mixed ability classes, and classroom management. Accordingly, a two-week online INSET program was developed and administered for the EFL teachers. Employing an experimental research design, the impact of the suggested INSET program was evaluated. The measures of entry knowledge and behavior before and after the training was compared through pre and post- tests of teacher knowledge, self-assessment scales, and observations. In addition, feedback forms were also adopted in order to develop an understanding of the teachers' attitudes towards the program. The findings revealed that teachers' knowledge and classroom behaviors were improved but some of them experienced problems due to the time schedule of the program and preferred a face-to-face training setting. Apart from that, many of the teachers had a positive attitude towards the implemented program. The study draws implications and puts forward some recommendations regarding the design of INSET programs for EFL teachers. ; TUBİTAK 2211-A GENEL YURTİÇİ DOKTORA PROGRAMI BURSU ; Abstract . ii Öz. iii Acknowledgements . iv List of Tables.vii List of Figures.ix Symbols and Abbreviations.x Chapter 1 Introduction. 1 Statement of the Problem . 3 Aim and Significance of the Study. 4 Research Questions. 5 Assumptions . 6 Limitations. 6 Definitions . 6 Chapter 2 Literature Review. 8 Introduction . 8 Turkish National Education System . 8 Second Language Teacher Education . 13 Language Teacher Education in Turkey . 19 INSET . 25 Chapter Summary . 44 Chapter 3 Methodology . 45 Introduction . 45 Research Design. 45 Setting and Participants . 47 Instruments . 52 Data Analysis Procedure. 58 v The Procedure of the INSET Program . 62 Chapter 4 Findings . 71 Introduction . 71 Findings for the Research Question 1. 71 Findings for the Research Question 2. 83 Findings for the Research Question 3. 92 Chapter 5 Conclusion, Discussion and Suggestions . 132 Discussion on the Training Needs of the EFL Teachers . 133 Discussion on the Components of the Training Program . 136 Discussion on the Effectiveness of the Program on Teachers. 141 Conclusion . 148 Pedagogical Implications . 151 Suggestions for Further Studies. 155 References. 157 APPENDIX-A: Questionnaire on teaching training for teachers . 176 APPENDIX B: Semi-structured interview form (in Turkish and English). 182 APPENDIX-C: Pre and post-tests . 183 APPENDIX-D Self-assesment scale . 192 APPENDIX-E: Lesson observation form (Original in Turkish) . 197 APPENDIX-F: Lesson observation form (Translated in English) . 202 APPENDIX-G: Feedback form . 207 APPENDIX-H: Ethics Committee Approval . 208 APPENDIX-I: Declaration of Ethical Conduct. 209 APPENDIX-J: Thesis/Dissertation Originality Report . 210 APPENDIX-K: Yayımlama ve Fikrî Mülkiyet Hakları Beyanı . 211 vi List of Tables Table 1 Demographic Information about the Participants. 47 Table 2 Number of INSET programs . 49 Table 3 The INSET Courses EFL Teachers Found Useful. 50 Table 4 Data Collection Instruments . 52 Table 5 Expectations of INSET Programs. 73 Table 6 Components for Language Improvement . 74 Table 7 Components for Language Methodology. 75 Table 8 Mode of Input . 76 Table 9 The Responsibilities of Trainees and the Trainer . 77 Table 10 Mode of Assessment. 79 Table 11 The Training Schedule . 89 Table 12 Contributions of the Training Program to the Participants' Professional Knowledge. 92 Table 13 Trainees' Suggestions Regarding the Implemented INSET Program. 95 Table 14 Descriptive Statistics for Teachers' Self-assessment on Teaching Writing/Written Interaction . 97 Table 15 Descriptive Statistics for Teachers' Self-Assessment on Teaching Speaking/Spoken Interaction. 99 Table 16 Descriptive Statistics for Teachers' Self-assessment on Teaching Listening. 100 Table 17 Descriptive Statistics for Teachers' Self-assessment on Teaching Reading. 101 Table 18 Descriptive Statistics for Teachers' Self-assessment on Teaching Vocabulary . 102 Table 19 Descriptive Statistics for Teachers' Self-assessment on Teaching Writing/Written Interaction . 103 Table 20 Descriptive Statistics for Teachers' Self-assessment on Teaching Speaking/Spoken Interaction. 105 Table 21 Descriptive Statistics for Teachers' Self-assessment on Teaching Listening. 106 Table 22 Descriptive Statistics for Teachers' Self-assessment on Teaching Reading. 107 vii Table 23 Descriptive Statistics for Teachers' Self-assessment on Teaching Vocabulary . 108 Table 24 Descriptive Statistics for Self-assessment with Sub-categories . 109 Table 25 Descriptive Statistics for Pre-training Lesson Observation on Subject- Matter Knowledge . 111 Table 26 Descriptive Statistics for Pre-training Lesson Observation on Pedagogical Content Knowledge . 112 Table 27 Descriptive Statistics for Pre-training Lesson Observation on Planning . 113 Table 28 Descriptive Statistics for Pre-training Lesson Observation on Teaching Process . 114 Table 29 Descriptive Statistics for Pre-training Lesson Observation on Classroom Management . 116 Table 30 Descriptive Statistics for Pre-training Lesson Observation on Communication . 118 Table 31 Descriptive Statistics for Pre-training Lesson Observation on Subject- Matter Knowledge . 120 Table 32 Descriptive Statistics for Pre-training Lesson Observation on Pedagogical Content Knowledge . 121 Table 33 Descriptive Statistics for Pre-training Lesson Observation on Planning . 122 Table 34 Descriptive Statistics for Pre-training Lesson Observation on Teaching Process . 123 Table 35 Descriptive Statistics for Pre-training Lesson Observation on Classroom Management . 124 Table 36 Descriptive Statistics for Pre-training Lesson Observation on Communication . 127 Table 37 Descriptive Statistics for Pre and Post-training Lesson Observations with 6 Sub-categories . 128 Table 38 Contributions of the Training Program to Teachers' Classroom Teaching Behaviors . 129 viii List of Figures Figure 1. FE stages in Turkey . 11 Figure 2. Suggested INSET program . 63 Figure 3. Performing micro-teaching lessons . 68 Figure 4. The definitions of INSET . 72 Figure 5. Content analysis results regarding professional needs . 80 Figure 6. The components of an ideal INSET program . 81 Figure 7. Scanning activity . 86 Figure 8. A sample assignment. 88 ; Örgün eğitim kurumları için tasarlanan hizmet-içi eğitim programlarıyla ilgili yapılan birçok çalışma bulunmasına rağmen, yaygın eğitim kurumlarına dair yapılan çalışmaların sınırlı olduğu görülmektedir. Bu yüzden, bu çalışmanın temel amacı, yaygın eğitim kurumlarında çalışan İngilizce öğretmenleri için hizmet-içi eğitim programı geliştirmektir. Bu konuyla ilgili olarak, öğretmenlerin hizmet-içi eğitim ihtiyaçları, anket ve yarı yapılandırılmış görüşmeler yoluyla belirlenmiştir. Araştırmanın bulgularına göre, öğretmenlerin hizmet-içi eğitim ihtiyaçları; dil becerileri, kelime öğretimi, telaffuz öğretimi, materyal geliştirme, dil sınıflarında öğretim teknolojilerinin kullanımı, farklı yetenekli öğrencilere İngilizce öğretimi ve sınıf yönetimi konularını kapsamaktadır. Bu ihtiyaçlara yönelik olmak üzere, İngilizce öğretmenleri için 2 haftalık çevrimiçi hizmet-içi eğitim tasarlanmış ve uygulanmıştır. Uygulanan programın etkililiği deneysel araştırma deseni uygulanarak ölçülmüştür. Öğretmenlerin uygulanan program öncesi ve sonrasındaki alan bilgisi ve öğretim davranışları, ön test-son test, öz- değerlendirme ölçeği ve gözlemler yoluyla karşılaştırılmıştır. Ayrıca, öğretmenlerin uygulanan programa dair yaklaşımlarını öğrenebilmek için geribildirim formları kullanılmıştır. Araştırmanın bulgularına göre, öğretmenlerin alan bilgisi ve öğretim davranışlarında gelişme kaydedilmiş; fakat bazı öğretmenler uygulanan programın zaman çizelgesi ile ilgili problem yaşadığını ve yüz yüze eğitimi tercih ettiklerini belirtmiştir. Buna ek olarak, öğretmenlerin çoğunun programa dair genel anlamda olumlu tutum içinde olduğu görülmüştür. Bu çalışma, İngilizce öğretmenleri için uygulanan hizmet-içi eğitim programlarının geliştirilmesine dair öneriler ve çıkarımlar sunmaktadır.
Anmerkungen	Arslan, S. (2018). Designing an in-service teacher training program for English teachers in non-formal education (Doctoral dissertation). Hacettepe University, Ankara, Turkey.
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