Perceptions of English Teachers in Turkey and Germany

Autor/inn/en	Inci, Sibel; Yildiz, Sevilay
Titel	Perceptions of English Teachers in Turkey and Germany
Quelle	In: Universal Journal of Educational Research, 7 (2019) 2, S.436-449 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Comparative Education; Elementary School Teachers; English Teachers; Teacher Attitudes; Second Language Instruction; English (Second Language); Program Evaluation; Program Implementation; Teacher Background; Faculty Development; Educational Attainment; Teacher Education; Turkey; Germany + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Lehrerverhalten; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Programme evaluation; Programmevaluation; Bildungsabschluss; Bildungsgut; Lehrerausbildung; Lehrerbildung; Türkei; Deutschland
Abstract	We can assert that teachers have a key role for the success of program implementations. Also, the compatibility of beliefs and pedagogical practices of the teachers is significant. Analyzing the perceptions of teachers on programs in different countries may provide us with comparative lenses to comprehend how primary English programs are applied in each country and teachers' beliefs about English teaching. Therefore, the aim of this study is to compare the perceptions of English teachers on primary school English programs in Turkey and the states of Germany (North Rhine-Westphalia, Baden Württemberg and Berlin). This is a qualitative case study based on data from the perspectives of teachers. Semi-structured interview form was used with the study group including primary school English teachers in Turkey and Germany. On the basis of data, it can be concluded that teachers in Turkey are not trained to teach children and do not get sufficient support for professional development whereas the teachers in Germany are class teachers with English degrees, because the teacher trainings in these countries are different. In addition, while the teachers in Turkey experience difficulties with various reasons, English teachers in Germany have no difficulty in implementing the English programs overall. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01