TR Dizin
Permanent URI for this collectionhttps://acikarsiv.thk.edu.tr/handle/123456789/2551
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Publication Issues in pre-service and in-service teacher training programs for university English instructors in Turkey(2018) Cemile DOĞAN Tuğçe TEMİR İlknur PAMUK Seher BALBAY; Temir, Tuğçe; Necmettin Erbakan Üniversitesi Türk Hava Kurumu Üniversitesi Hacettepe Üniversitesi Orta Doğu Teknik ÜniversitesiEnglish language teaching programs in Turkish universities do not have uniform standards. The quality ofeducation given to teachers in their undergraduate programs varies as does the teacher training provided duringemployment. The factors affecting the teacher training policies are numerous, such as the needs of the institution,the funding, time, technology and especially the importance attached to an ongoing development process.Particularly in higher education, lip service is paid to English language teacher training policies. To investigatethe shortcomings of these teacher training policies, this research study was conducted by interviewing instructorsfrom twenty different universities in Turkey. The study conducted has revealed the fact that there is a gap inspecific language learning management policies concerning preservice and in-service language teacher trainingfor university instructors in Turkey.Publication Evaluation of an English preparatory program at a Turkish foundation university(2019) Özlem CANARAN İlknur BAYRAM; University of Turkish Aeronautical Association, Ankara, Turkey TED University, Ankara, TurkeyThis mixed-methods study aims to evaluate the English Preparatory Program (EPP) offered at the Department ofForeign Languages (DFL) at an English-medium foundation university in Turkey during 2017-18 academic yearto discover the strengths and weaknesses of the program. Participants of the study were 241 students and 26teachers. The data were collected from the “Program Evaluation Survey” designed by the researchers and focusgroup meetings with students and teachers. The results revealed that the strengths of the EPP included homeworkassignments, exams and the program while the extracurricular activities and online programs were found to be themain weaknesses of the EPP. It was also found that student and teacher perceptions of the EPP showed statisticallysignificant difference. Finally, students and teachers suggested some improvements in terms of the pacing of theprogram, course books and supplementary booklets, number of the portfolio assignments and the picturedescription part in the Speaking Exam. It is hoped that the findings of the study will contribute to the improvementof the existing program and lead to better learning opportunities for students in the coming years