T. C.
PAMUKKALE ÜNİVERSİTESİ
EĞİTİM BİLİMLERİ ENSTİTÜSÜ
YABANCI DİLLER EĞİTİMİ ANABİLİM DALI
İNGİLİZ DİLİ EĞİTİMİ BİLİM DALI
YÜKSEK LİSANS TEZİ
PERCEPTIONS OF PRE-SERVICE ENGLISH LANGUAGE
TEACHERS ABOUT THE PROFILE OF AN EFFECTIVE
LANGUAGE TEACHER
Büşra DURAN
T.R.
PAMUKKALE UNIVERSITY
INSTITUTE OF EDUCATIONAL SCIENCES
DEPARTMENT OF FOREIGN LANGUAGES EDUCATION ENGLISH LANGUAGE TEACHING PROGRAM
MASTER OF ARTS THESIS
PERCEPTIONS OF PRE-SERVICE ENGLISH LANGUAGE
TEACHERS ABOUT THE PROFILE OF AN EFFECTIVE
LANGUAGE TEACHER
Büşra DURAN
Supervisor Prof. Dr. Turan PAKER
T.R.
PAMUKKALE UNIVERSITY
INSTITUTE OF EDUCATIONAL SCIENCES
DEPARTMENT OF FOREIGN LANGUAGES EDUCATION ENGLISH LANGUAGE TEACHING PROGRAM
MASTER OF ARTS THESIS
PERCEPTIONS OF PRE-SERVICE ENGLISH LANGUAGE
TEACHERS ABOUT THE PROFILE OF AN EFFECTIVE
LANGUAGE TEACHER
Büşra DURAN
Supervisor Prof. Dr. Turan PAKER
YÜKSEK LİSANS TEZİ ONAY FORMU
Bu çalışma, Yabancı Diller Eğitimi Anabilim Dalı'nda jürimiz tarafından Yüksek Lisans Tezi olarak kabul edilmiştir.
İmza
Başkan: Prof. Dr. Turan Paker (Danışman) ………...
Üye : Prof. Dr. Binnur Genç İlter ………...
Üye : Dr. Devrim Höl ...………
Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü Yönetim Kurulu’nun .../..../... tarih ve .../... sayılı kararı ile onaylanmıştır.
Prof. Dr. Mustafa BULUŞ Enstitü Müdürü
iv ETİK BEYANNAMESİ
Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü’nün yazım kurallarına uygun olarak hazırladığım bu tez çalışmasında; tez içindeki bütün bilgi ve belgeleri akademik kurallar çerçevesinde elde ettiğimi; görsel, işitsel ve yazılı tüm bilgi ve sonuçları bilimsel ahlak kurallarına uygun olarak sunduğumu; başkalarının eserlerinden yararlanılması durumunda ilgili eserlere bilimsel normlara uygun olarak atıfta bulunduğumu; atıfta bulunduğum eserlerin tümünü kaynak olarak gösterdiğimi; kullanılan verilerde herhangi bir tahrifat yapmadığımı; bu tezin herhangi bir bölümünü bu üniversitede veya başka bir üniversitede başka bir tez çalışması olarak sunmadığımı beyan ederim.
ETİK BEYANNAMESİ
Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü’nün yazım kurallarına uygun olarak hazırladığım bu tez çalışmasında; tez içindeki bütün bilgi ve belgeleri akademik kurallar çerçevesinde elde ettiğimi; görsel, işitsel ve yazılı tüm bilgi ve sonuçları bilimsel ahlak kurallarına uygun olarak sunduğumu; başkalarının eserlerinden yararlanılması durumunda ilgili eserlere bilimsel normlara uygun olarak atıfta bulunduğumu; atıfta bulunduğum eserlerin tümünü kaynak olarak gösterdiğimi; kullanılan verilerde herhangi bir tahrifat yapmadığımı; bu tezin herhangi bir bölümünü bu üniversitede veya başka bir üniversitede başka bir tez çalışması olarak sunmadığımı beyan ederim.
DEDICATION
vi
ACKNOWLEDGEMENTS
Firstly, I would like to express my sincere gratitude to my supervisor Prof. Dr. Turan PAKER for his continuous support, patience, and helpfulness through the process of researching and writing my thesis.
Also, I would like to thank to Prof. Dr. Demet YAYLI, Dr. Devrim HÖL, Dr. Çağla ATMACA, Dr. Filiz RIZAOĞLU and Dr. Selami OK who supported me with invaluable knowledge during my MA education. In addition, I am also thankful to my jury members Dr. Devrim HÖL, Prof. Dr. Binnur GENÇ İLTER and Dr. Özlem SAKA for their helpful comments and contribution to the study.
Additionally, I thank the pre-service English language teachers at Pamukkale University who voluntarily filled in the questionnaire and participated in interviews with a great ambition.
I wish to express special thanks to my soulmate Hüseyin SOYSAL. Thank you for your support, affection and true love which makes me whole. Thank you for providing me with reality which is better than my dreams. I love you.
I am deeply grateful to my parents Sevilay & Raşit DURAN and my dearest brothers T. Furkan & M. Said DURAN for their forever support, love and helpfulness. I would also thank to my large family, sisters and friends. Thank you.
ACKNOWLEDGEMENTS
Firstly, I would like to express my sincere gratitude to my supervisor Prof. Dr. Turan PAKER for his continuous support, patience, and helpfulness through the process of researching and writing my thesis.
Also, I would like to thank to Prof. Dr. Demet YAYLI, Dr. Devrim HÖL, Dr. Çağla ATMACA, Dr. Filiz RIZAOĞLU and Dr. Selami OK who supported me with invaluable knowledge during my MA education. In addition, I am also thankful to my jury members Dr. Devrim HÖL, Prof. Dr. Binnur GENÇ İLTER and Dr. Özlem SAKA for their helpful comments and contribution to the study.
Additionally, I thank the pre-service English language teachers at Pamukkale University who voluntarily filled in the questionnaire and participated in interviews with a great ambition.
I wish to express special thanks to my soulmate Hüseyin SOYSAL. Thank you for your support, affection and true love which makes me whole. Thank you for providing me with reality which is better than my dreams. I love you.
I am deeply grateful to my parents Sevilay & Raşit DURAN and my dearest brothers T. Furkan & M. Said DURAN for their forever support, love and helpfulness. I would also thank to my large family, sisters and friends. Thank you.
ÖZET
İngilizce Öğretmen Adaylarının Etkili Dil Öğretmeni Profiline Yönelik Algıları
DURAN, Büşra
Yüksek Lisans Tezi, Eğitim Bilimleri ABD, İngiliz Dili Eğitimi Bilim Dalı
Tez Danışmanı: Prof. Dr. Turan PAKER Ocak 2021, 103 sayfa
Bu çalışmanın amacı, İngilizce öğretmen adaylarının etkili dil öğretmeni özelliklerine yönelik algılarının incelenmesidir. Bu amaçla, öğretmen adaylarının algıladıkları etkili dil öğretmenlerinin kişisel ve profesyonel özellikleri ile akademik becerileri betimlenmiştir. Söz konusu çalışma, 2019-2020 akademik yılı bahar döneminde Pamukkale Üniversitesi Eğitim Fakültesi’nde gerçekleştirilmiştir. İngiliz Dili Eğitimi’nde okumakta olan 75 İngilizce öğretmen adayı bu çalışmanın örneklemini oluşturmaktadır. Bu araştırma kapsamında, cinsiyet ve sınıfın, katılımcıların algılarında belirgin bir farklılığa yol açabileceği göz önüne alındığından bağımsız değişkenler olarak ele alınmıştır. Çalışmanın verileri, anket ve yarı yapılandırılmış görüşme teknikleri ile toplanmıştır. Nitel veriler içerik analizi yöntemiyle çözümlenirken, nicel veriler SPSS programı ile betimsel ve t-test hesaplamaları yoluyla analiz edilmiştir. Çalışmanın genel sonuçları, dil öğretmenlerinin etkili olabilmek için kişisel özelliklerinin, profesyonel ve akademik becerilerinden daha önemli olduğunu göstermiştir. Araştırmanın bulgularına göre, etkili dil öğretmenlerinin en önemli kişisel özellikleri; tüm öğrencilere adil ve eşit davranabilmek, motive edici, saygılı ve açık fikirli olabilmektir. Elde edilen sonuçlar, öğretme stilini öğrencilerin yeterlilik düzeyine göre düzenleyebilme, çeşitli görsel-işitsel ve teknolojik materyaller kullanabilme, başarılı bir sınıf yönetimi ve değerlendirme yöntemlerini iyi
viii
bilmesi, etkili bir dil öğretmeninin önde gelen profesyonel becerileri olduğunu ortaya çıkarmıştır. İngilizce öğretmen adayları ayrıca etkili dil öğretmenlerinin dört dil becerisinde yeterlilik ve doğru telaffuz becerilerine sahip olmaları gerektiğine inanmaktadırlar. Öte yandan, cinsiyet ve sınıf değişkenleri katılımcıların algılarında istatistiksel olarak önemli ayırt edici özellikler olarak bulunmamıştır.
Anahtar Kelimeler: Etkili İngilizce öğretmeni, öğretmen özellikleri, algı, İngiliz Dili Eğitimi.
bilmesi, etkili bir dil öğretmeninin önde gelen profesyonel becerileri olduğunu ortaya çıkarmıştır. İngilizce öğretmen adayları ayrıca etkili dil öğretmenlerinin dört dil becerisinde yeterlilik ve doğru telaffuz becerilerine sahip olmaları gerektiğine inanmaktadırlar. Öte yandan, cinsiyet ve sınıf değişkenleri katılımcıların algılarında istatistiksel olarak önemli ayırt edici özellikler olarak bulunmamıştır.
Anahtar Kelimeler: Etkili İngilizce öğretmeni, öğretmen özellikleri, algı, İngiliz Dili Eğitimi.
ABSTRACT
Perceptions of Pre-Service English Language Teachers About the Profile of an Effective Language Teacher
DURAN, Büşra
Master’s Thesis in Educational Sciences, English Language Teaching Supervisor: Prof. Dr. Turan PAKER
January 2021, 103 pages
The main aim of this study was to investigate perceptions of prospective English teachers on the characteristics of effective language teachers. With this aim, personal characteristics, professional skills and academic qualities of effective language teachers as perceived by teacher candidates were delineated. The current study was carried out during the Spring term of 2019-2020 academic year in the Faculty of Education, Pamukkale University. The participants were 75 junior and senior ELT students who were studying in the Department of English Language Teaching. Within the scope of this study, gender and grades were taken as specific independent variables since they may cause significant differences in the perspectives of participants. In order to gather data, two main instruments were used in the current study; a questionnaire for the quantitative data and semi-structured interviews for qualitative data. Quantitative data were analysed through descriptive analysis and t-test using SPSS while interviews were analysed with content analysis technique. The overall results indicated that personal characteristics of English teachers were more appreciated than professional and academic qualities of language teachers in terms of effectiveness. The findings revealed that top personal qualities of effective language teachers as perceived by prospective English teachers were: treating all students equally and fairly, being motivating, being respectful and finally being
open-x
minded. According to the results, it was found out that there were critical professional skills such as differentiating teaching style and techniques in accordance with students’ proficiency levels, using various audio-visual materials and technological devices, being good at classroom management and knowing how to assess and evaluate students’ performance. Prospective language teachers also believed that having fluent competence in four language skills and accurate pronunciation as the most important academic qualities for effective English teachers. On the other hand, the analyses of the study revealed that there was no statistically significant difference in the perceptions of ELT students in terms of their gender and grades.
minded. According to the results, it was found out that there were critical professional skills such as differentiating teaching style and techniques in accordance with students’ proficiency levels, using various audio-visual materials and technological devices, being good at classroom management and knowing how to assess and evaluate students’ performance. Prospective language teachers also believed that having fluent competence in four language skills and accurate pronunciation as the most important academic qualities for effective English teachers. On the other hand, the analyses of the study revealed that there was no statistically significant difference in the perceptions of ELT students in terms of their gender and grades.
Keywords: Effective language teachers, teacher characteristics, perception, ELT.
TABLE OF CONTENTS
YÜKSEK LİSANS ONAY FORMU ………..………iiii
ETİK BEYANNAMESİ... iv DEDICATION ... v ACKNOWLEDGEMENTS ... vi ÖZET ... vii ABSTRACT ... ix TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
ABBREVIATIONS ... xvi
1. INTRODUCTION ... 1
1.1. Background to the Study ... 1
1.2. Statement of the Problem ... 3
1.3. Purpose of the Study ... 4
1.4. Research Questions ... 4
1.5. Significance of the Study ... 5
1.6. Assumptions of the Study ... 5
1.7. Limitations of the Study ... 6
2. LITERATURE REVIEW... 7
2.1. Knowledge Base of Teachers in English Language Teaching ... 7
2.1.1. Content knowledge ... 10
2.1.2. Pedagogical Knowledge ... 10
2.1.3. Pedagogical Content Knowledge ... 11
2.1.4. Technology for More Effective Teaching: Technological Pedagogical Content Knowledge ... 12
2.2. Teacher Training Programs and Effective Foreign Language Teaching ... 14
2.3. Teacher Effectiveness and Defining Effective Teacher: Who Are They? ... 17
2.4. Distinctiveness of Language Teachers ... 20
2.5. Studies on Profile of Effective Language Teachers ... 22
xii
2.5.2. Studies Conducted in Turkish Context... 25
2.5.3. Studies Conducted with Language Teacher Candidates (in Turkey and in the World) 27 2.6. Teacher Competencies of the Ministry of National Education……….29
3. METHODOLOGY ... 30 3.1. Research Design ... 30 3.2. Setting ... 31 3.3. Participants ... 32 3.4. Instruments ... 33 3.4.1. Questionnaire ... 34 3.4.2. Interviews ... 36 3.5. Data Collection ... 37 3.6. Data Analysis ... 37 4. RESULTS ... 38
4.1. RQ1: What are the prospective language teachers’ perceptions on effective language teacher qualities? ... 38
4.1.1. Which personal/interpersonal qualities should effective foreign language teachers have according to the prospective language teachers? ... 39
4.1.2. Which professional and pedagogic skills should effective foreign language teachers have according to the prospective language teachers? ... 44
4.1.3. Which English proficiency and academic quality should effective foreign language teachers have according to the prospective language teachers? ... 50
4.2. RQ2: Does the perception of effective English teacher differ with reference to ... 53
gender and grades of the prospective language teachers? ... 53
5. DISCUSSION, CONCLUSION AND SUGGESTIONS ... 55
5.1. Discussion ... 55
5.1.1. RQ1: What are the prospective language teachers’ perceptions on effective language teacher qualities? ... 55
5.1.2. RQ2: Does the perception of effective English teacher differ with reference to gender and grades of the prospective language teachers? ... 59
5.2. Conclusion ... 60
5.3. Suggestions and Implications ... 61
5.3.1. Implications for the ELT staff and English Teachers and Teacher Candidates ... 61
5.3.2. Implications for further studies ... 62
REFERENCES... 63
APPENDICES ... 70
2.5.2. Studies Conducted in Turkish Context... 25
2.5.3. Studies Conducted with Language Teacher Candidates (in Turkey and in the World) 27 2.6. Teacher Competencies of the Ministry of National Education……….29
3. METHODOLOGY ... 30 3.1. Research Design ... 30 3.2. Setting ... 31 3.3. Participants ... 32 3.4. Instruments ... 33 3.4.1. Questionnaire ... 34 3.4.2. Interviews ... 36 3.5. Data Collection ... 37 3.6. Data Analysis ... 37 4. RESULTS ... 38
4.1. RQ1: What are the prospective language teachers’ perceptions on effective language teacher qualities? ... 38
4.1.1. Which personal/interpersonal qualities should effective foreign language teachers have according to the prospective language teachers? ... 39
4.1.2. Which professional and pedagogic skills should effective foreign language teachers have according to the prospective language teachers? ... 44
4.1.3. Which English proficiency and academic quality should effective foreign language teachers have according to the prospective language teachers? ... 50
4.2. RQ2: Does the perception of effective English teacher differ with reference to ... 53
gender and grades of the prospective language teachers? ... 53
5. DISCUSSION, CONCLUSION AND SUGGESTIONS ... 55
5.1. Discussion ... 55
5.1.1. RQ1: What are the prospective language teachers’ perceptions on effective language teacher qualities? ... 55
5.1.2. RQ2: Does the perception of effective English teacher differ with reference to gender and grades of the prospective language teachers? ... 59
5.2. Conclusion ... 60
5.3. Suggestions and Implications ... 61
5.3.1. Implications for the ELT staff and English Teachers and Teacher Candidates ... 61
5.3.2. Implications for further studies ... 62
REFERENCES... 63
APPENDICES ... 70
APPENDIX A ... 70
APPENDIX B ... 82
xiv
LIST OF TABLES
Table 2.1. The Measures of Teacher Effectiveness According to Hunt………..18
Table 2.2. General Competencies For Teaching Profession ………29
Table 3.1. Gender and Grade Distribution of the Participants………...32
Table 3.2. Reliability of the Questionnaire……...………...34
Table 3.3. Distributions of the Items………...…………...35
Table 4.1. Mean Scores of Sub-Categories………..39
Table 4.2. Descriptive Statistics for the Items on Personal and Interpersonal Characteristics……….………...….40
Table 4.3. Descriptive Statistics for the Items on Professional and Pedagogic Skills………..………...………45
Table 4.4. Descriptive Statistics for the Items on English Proficiency and Academic Quality…….………..51
Table 4.5. Independent Samples T-test Results According to Gender Variable………...……….…………54
Table 4.6. Independent Samples T-test Results According to Grade Variable………...………...…...54
LIST OF TABLES
Table 2.1. The Measures of Teacher Effectiveness According to Hunt………..18
Table 2.2. General Competencies For Teaching Profession ………29
Table 3.1. Gender and Grade Distribution of the Participants………...32
Table 3.2. Reliability of the Questionnaire……...………...34
Table 3.3. Distributions of the Items………...…………...35
Table 4.1. Mean Scores of Sub-Categories………..39
Table 4.2. Descriptive Statistics for the Items on Personal and Interpersonal Characteristics……….………...….40
Table 4.3. Descriptive Statistics for the Items on Professional and Pedagogic Skills………..………...………45
Table 4.4. Descriptive Statistics for the Items on English Proficiency and Academic Quality…….………..51
Table 4.5. Independent Samples T-test Results According to Gender Variable………...……….…………54
Table 4.6. Independent Samples T-test Results According to Grade Variable………...………...…...54
LIST OF FIGURES Figure 2.1. TPACK framework ………..………. 12
Figure 2.2. Variables that contribute to teacher effectiveness ………...17
Figure 3.1. The Explanatory Sequential Design……… 31
xvi
ABBREVIATIONS
ELT: English Language Teaching EFL: English as a Foreign Language PCK: Pedagogical Content Knowledge
TPACK: Technological Pedagogical Content Knowledge RQ1: Research Question 1
RQ2: Research Question 2 RQ3: Research Question 3 RQ4: Research Question 4 IQ1: Interview Question 1 IQ2: Interview Question 2 IQ3: Interview Question 3 IQ4: Interview Question 4
ABBREVIATIONS
ELT: English Language Teaching EFL: English as a Foreign Language PCK: Pedagogical Content Knowledge
TPACK: Technological Pedagogical Content Knowledge RQ1: Research Question 1
RQ2: Research Question 2 RQ3: Research Question 3 RQ4: Research Question 4 IQ1: Interview Question 1 IQ2: Interview Question 2 IQ3: Interview Question 3 IQ4: Interview Question 4
CHAPTER I
1. INTRODUCTION
This chapter consists of seven parts. Firstly, background to the study has been presented. Then, statement of the problem has been described. Thirdly, purpose of the study has been expressed. The other part includes research questions. Next part is about the significance of the study. Finally, assumptions and limitations of the study have been presented.
1.1. Background to the Study
“A teacher affects eternity; he can never tell where his influence stops.”
Henry Adams
Education is the process of intentionally creating the desired behaviour change in the individual's behaviour through his own life. At this point, teachers are inherent parts of education. Teachers are the most powerful actors of education (Cüceloğlu, 2018). According to OECD, “teachers are at the heart of the educational process” (1989). In the classrooms, they have a pivotal role for academic success of learners. The studies (Darling-Hammond, 2000) showed that there is a positive relationship between teacher quality as “enthusiasm, creativity, flexibility and adaptability and school success of its students”. However, teaching is not just transmitting the knowledge in the classrooms. It is more than a job which does not end with school. They do not only influence academic success of the students but they are also invaluable for the future of a society. Dewey used the metaphor of teacher as an artist who constructs his/her practice with experience (Simpson, et al. 2005). If the art influences the way people think, feel and view the world, then teachers might be real artists. As in art, teaching contains love, patience, experience and emotions while creating masterpieces; students, thereby creating the next generations. There is no other profession like teaching in that being a teacher means enlightening learners and future adults. Teachers shape an individual and they hereby shape the society (Gönenç-Afyon, 2005). Some teachers touch learners’ lives and have a lifelong impact on them. At this point, the critical question is that who are these ‘some’ teachers? Which characteristics of these teachers are influential for learners?
2
When people are asked about their opinions on their memorable and effective teachers, they can have different views with various stories. Based on their past classroom experiences, people identify some teachers as ‘good teacher’ (McDonough and Shaw, 1993). Although definitions are personal, how they characterize an effective teacher may be similar and common.
Musts of being effective teacher have been discussed in many researches (e.g., Leu, 2005; McBer, 2000; Ramsden, 2003; Walker, 2008; Yılmaz, 2011). However, teacher effectiveness and effective teacher concepts are not easy to define. Some researchers describe effectiveness by looking at student achievement while others define according to ratings from supervisors or comments from stakeholders (Stronge, 2007). According to Miller (1987) a teacher’s effectiveness is related to his affective skills. As another similar view, effective teacher is the one who is patient, caring, gentle and interesting (Murphy, 2004). Similar to this description, Stronge (2007) defines an effective teacher as someone who has effective communication, is caring, recognizes complexity and is aware of his job. On the other hand, Blum (1984, Cited in Thompson, 2007) presented the typical teacher practices of effective teachers.
• Class time used productively
• Carefully orienting students to the lesson • Incentives/rewards used to promote excellence • Clear and focused instructions
• Closely monitoring learner progress • Smooth, efficient classroom routines
• Instructional groups formed to fit instructional needs • High standards for classroom behaviour
• Positive personal interactions between teacher and students • Language clarification provided when required
• High expectations for student learning
It seems that perceptions and descriptions can vary in different teaching contexts. There is not an exact or universal definition, but it is a mixture of some qualities such as classroom management, communication skills and leadership (Akıl, 2010). Hunt (2009, p.1) also describes effectiveness as “the collection of characteristics, competences, and
When people are asked about their opinions on their memorable and effective teachers, they can have different views with various stories. Based on their past classroom experiences, people identify some teachers as ‘good teacher’ (McDonough and Shaw, 1993). Although definitions are personal, how they characterize an effective teacher may be similar and common.
Musts of being effective teacher have been discussed in many researches (e.g., Leu, 2005; McBer, 2000; Ramsden, 2003; Walker, 2008; Yılmaz, 2011). However, teacher effectiveness and effective teacher concepts are not easy to define. Some researchers describe effectiveness by looking at student achievement while others define according to ratings from supervisors or comments from stakeholders (Stronge, 2007). According to Miller (1987) a teacher’s effectiveness is related to his affective skills. As another similar view, effective teacher is the one who is patient, caring, gentle and interesting (Murphy, 2004). Similar to this description, Stronge (2007) defines an effective teacher as someone who has effective communication, is caring, recognizes complexity and is aware of his job. On the other hand, Blum (1984, Cited in Thompson, 2007) presented the typical teacher practices of effective teachers.
• Class time used productively
• Carefully orienting students to the lesson • Incentives/rewards used to promote excellence • Clear and focused instructions
• Closely monitoring learner progress • Smooth, efficient classroom routines
• Instructional groups formed to fit instructional needs • High standards for classroom behaviour
• Positive personal interactions between teacher and students • Language clarification provided when required
• High expectations for student learning
It seems that perceptions and descriptions can vary in different teaching contexts. There is not an exact or universal definition, but it is a mixture of some qualities such as classroom management, communication skills and leadership (Akıl, 2010). Hunt (2009, p.1) also describes effectiveness as “the collection of characteristics, competences, and
behaviours of teachers at all educational levels that enable students to reach desired outcomes”.
Similar to other disciplines, “foreign language teaching is not an exception for defining effectiveness” (Demiröz & Yeşilyurt 2015, p.862). Although language teachers share similar criteria for effectiveness with all teachers, nature of the subject matter they teach makes them different from other fields. Effectiveness of language teachers is crucial since they are the only people with whom learners can interact while improving their foreign language skills (Çelik, Arıkan & Caner, 2013). Thus, effective language teachers might be the most essential part of effective learning. At this point, exploring the qualities of effective language teachers gains importance in that it helps teachers and prospective teachers get deeper understanding and improve their perceptions of effectiveness.
1.2. Statement of the Problem
Researchers have investigated the qualities of effective language teachers as a popular topic with various participants; for instance, young learners, parents, high school students, pre-service and in-service teachers in various contexts (e.g., Brosh, 1996; Doğan, 2009; Kourieos & Evripidou, 2013; Önem, 2009; Shishavan & Sadeghi, 2009; Waites, 1993; Yerli 2016). According to these conducted studies, there are some common features that make language teachers effective like being friendly, having sense of humour, using different materials, speaking English fluently and being good at classroom management. There might be different findings on these studies because of the perceptions and views of participants. Related literature shows that different aspects of teachers such as their subject matter or field knowledge, personal behaviours, teaching qualities, socio-affective skills and classroom behaviours have been taken into account while identifying qualities of effective language teachers. In this regard, the current study aims to delineate effective language teachers in terms of three main categories (1) Personal and interpersonal characteristics, (2) Professional and pedagogic skills and (3) English proficiency and academic quality. The present study also investigates whether gender and grade variables affect the perceptions of participants.
On the other hand, there is not a great amount of studies examining beliefs of candidate language teachers, which is the critical point of this study. Education of language teachers starts with English Language Teaching (ELT) programs whose main objective is
4
to educate future teachers with necessary types of knowledge so that they will be efficient while teaching. As Day (1991) claims that ELT programs offer four main knowledge categories:
• Pedagogic knowledge • Content knowledge
• Pedagogic content knowledge and • Support knowledge
These knowledge types may allow students to advance in teaching effectively. Furthermore, candidates are prepared for real classrooms thanks to teacher education programs for four years. Especially in last two years, it is clearer that how such programs have supported the professional development of students. Thus, the current study intends to identify a profile of effective language teacher from the viewpoint of prospective language teachers who are at the third and fourth grades. It is important to see how they perceive, think and believe owing to the fact that they are about to graduate and will be practitioner in subsequent years.
1.3. Purpose of the Study
The main purpose of this study is to investigate perceptions of prospective English teachers about the characteristics and qualities of effective language teachers. Hence, the research aims to identify effective language teachers’ qualities from the point view of future language teachers. These qualities are placed under three sub-categories; personal/interpersonal qualities, professional/pedagogic skills and English proficiency/ academic qualities of teachers. Furthermore, gender and grades of the students were measured as independent variables in the scope of the study to see to what extent they are effective on participants’ perspectives.
1.4. Research Questions
This study attempts to find answers to following research questions:
1) What are the prospective language teachers’ perceptions on effective language teacher qualities?
a. Which personal/interpersonal qualities should effective foreign language teachers have according to the prospective language teachers?
to educate future teachers with necessary types of knowledge so that they will be efficient while teaching. As Day (1991) claims that ELT programs offer four main knowledge categories:
• Pedagogic knowledge • Content knowledge
• Pedagogic content knowledge and • Support knowledge
These knowledge types may allow students to advance in teaching effectively. Furthermore, candidates are prepared for real classrooms thanks to teacher education programs for four years. Especially in last two years, it is clearer that how such programs have supported the professional development of students. Thus, the current study intends to identify a profile of effective language teacher from the viewpoint of prospective language teachers who are at the third and fourth grades. It is important to see how they perceive, think and believe owing to the fact that they are about to graduate and will be practitioner in subsequent years.
1.3. Purpose of the Study
The main purpose of this study is to investigate perceptions of prospective English teachers about the characteristics and qualities of effective language teachers. Hence, the research aims to identify effective language teachers’ qualities from the point view of future language teachers. These qualities are placed under three sub-categories; personal/interpersonal qualities, professional/pedagogic skills and English proficiency/ academic qualities of teachers. Furthermore, gender and grades of the students were measured as independent variables in the scope of the study to see to what extent they are effective on participants’ perspectives.
1.4. Research Questions
This study attempts to find answers to following research questions:
1) What are the prospective language teachers’ perceptions on effective language teacher qualities?
a. Which personal/interpersonal qualities should effective foreign language teachers have according to the prospective language teachers?
b. Which professional and pedagogic skills should effective foreign language teachers have according to the prospective language teachers?
c. Which English proficiency and academic quality should effective foreign language teachers have according to the prospective language teachers?
d. Does the perception of an effective English teacher differ with reference to a. gender of the prospective language teachers
b. grades of the prospective language teachers; i.e. junior or senior?
1.5. Significance of the Study
English is the current lingua franca of the world. English as a Lingua Franca (ELF) refers to the use of language by people with different native languages to communicate each other. Since learning English is very popular and important in today’s world, there is a search for better or the best teaching environment and language teachers (Kanat, 2014). This may lead to improvements in English Language Teaching (ELT) programs. ELF has gained importance, and there are implications for ELT pedagogy and ELT classrooms (Jenkins, 2012). ELT programs provide students with necessary qualifications so that they are effective language teachers.
Despite the fact that there have been many researches that focus on the perceptions of teachers and students about being effective language teacher in Turkey and abroad (e.g., Akıl, 2010; Bell, 2005; Chen, 2012; Çelik, Arıkan & Caner, 2013; Gönenç-Afyon, 2005; Koç, 2013 Leon, 2018; Önem, 2009; Park & Lee, 2006), there is scarcity of studies exploring views of prospective language teachers. Thus, in order to fill the gap in the literature, this present study attempts to find out what future language teachers’ view as ideal characteristics of effective language teachers. This investigation is very critical the future teachers and they will teach English at schools in following years. This study also might provide implications for instructors at ELT departments, in-service teachers, and pre-service teachers.
1.6. Assumptions of the Study This study assumes that:
• Participant students are sincere while responding to questionnaire and interview questions.
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• Participant students will raise their awareness on effective language teacher qualities that is important for their future careers.
1.7.Limitations of the Study
This study was carried out in ELT department of Pamukkale University in Spring semester in 2019-2020 academic year. 75 prospective language teachers participated in the study. Due to covid-19 pandemic process which is the critical limitation of the current study, we could not administer the questionnaire in the classes but we have administered it online. We got 45 responses out of 60 students from the senior group and we got 30 responses out of 50 students in the junior group. Additionally, the study is limited to current context, so it is not possible to generalize to other contexts. The results of the study show the perceptions of particular group of ELT students. Therefore, there may be a need for research with more participants from different universities in future studies.
• Participant students will raise their awareness on effective language teacher qualities that is important for their future careers.
1.7.Limitations of the Study
This study was carried out in ELT department of Pamukkale University in Spring semester in 2019-2020 academic year. 75 prospective language teachers participated in the study. Due to covid-19 pandemic process which is the critical limitation of the current study, we could not administer the questionnaire in the classes but we have administered it online. We got 45 responses out of 60 students from the senior group and we got 30 responses out of 50 students in the junior group. Additionally, the study is limited to current context, so it is not possible to generalize to other contexts. The results of the study show the perceptions of particular group of ELT students. Therefore, there may be a need for research with more participants from different universities in future studies.
CHAPTER II
2. LITERATURE REVIEW
This chapter consists of five parts through which the literature review of the study has been presented. The first part is about knowledge base of teachers in English language teaching. Then, the relationship between ELT education programs and effective foreign language teaching has been explained. In the following parts, teacher effectiveness and effective teachers have been discussed, and distinctiveness of foreign language teachers have been described. Finally, the chapter reviews the studies on a profile of effective language teachers conducted on different contexts with different participants in various studies.
2.1.Knowledge Base of Teachers in English Language Teaching
Technological and pedagogical developments as in every occupational group are necessary for teachers to improve themselves quickly and follow the agenda so that they do not have problems in the professional field. The situation of a teacher who is inadequate on these issues in the classroom may create problems in terms of education. For instance, low level use of technology is not enough to meet 21st century learners’ needs (Ertmer & Ottenbreit-Letfwich). It should not be ignored that there are supportive and preventive factors that the teacher may encounter in order to improve herself/himself professionally. Zin (1997) collects these factors into four groups:
(a) Factors caused by people and interpersonal relationships; (b) Factors caused by the institution s/he works for;
(c) Areas of interest of the teacher himself; (d) Psycho-Social and intellectual fields.
Although the presence of factors that prevent and support teachers is an important factor, a good teacher still needs to improve herself/himself and gain some professional competencies.
The self-improvement of the teacher means participating in activities to be carried out in many areas or managing this process. Richard and Farrell (2005) classified the
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characteristics that teachers should have with these activities, called professional development as follows:
• Skill development, • Cognitive development, • Personal structuring, • Professional reflection.
The most important resource for professional self-improvement is the teacher himself. A teacher who realizes his/her own competencies and deficiencies should search for and complete his/her deficiencies. Besides for professional development activities that the teacher can do individually, there should be institutional support for teachers.
When the situation is examined in terms of English teachers, the expectations of institutional and environmental factors increase the importance of the subject once more. It should not be ignored that parents put the responsibility on teaching English to their teachers. As a result, the teacher is blamed if the target language cannot be learned. In this case, it seems that the position of the English teachers, who will meet many needs and expectations, is different. Being able to be more effective in the classroom, responding to the needs of the students, using the material effectively, knowing how to use the course tools and materials in the classroom when necessary, knowing and using foreign language teaching approaches, methods and techniques are the basic professional skills expected from English teachers. Altan (2006) summarizes the professional competencies that a foreign language teacher should have as follows. Teachers:
• should be aware of the developments in the field
• must have knowledge of pedagogical issues in education
• have sufficient equipment for the structure of the target language • must have qualifications in the field
• must have knowledge about the usage of technology in the classroom.
Keeping in mind that language teaching is not enough by using only textbooks and curriculum, but also different course materials and techniques may be included in the curriculum. While teaching the language, practicing the four basic skills equally is so important. Some skills, especially writing and speaking skills are overlooked by most
characteristics that teachers should have with these activities, called professional development as follows: • Skill development, • Cognitive development, • Personal structuring, • Professional reflection.
The most important resource for professional self-improvement is the teacher himself. A teacher who realizes his/her own competencies and deficiencies should search for and complete his/her deficiencies. Besides for professional development activities that the teacher can do individually, there should be institutional support for teachers.
When the situation is examined in terms of English teachers, the expectations of institutional and environmental factors increase the importance of the subject once more. It should not be ignored that parents put the responsibility on teaching English to their teachers. As a result, the teacher is blamed if the target language cannot be learned. In this case, it seems that the position of the English teachers, who will meet many needs and expectations, is different. Being able to be more effective in the classroom, responding to the needs of the students, using the material effectively, knowing how to use the course tools and materials in the classroom when necessary, knowing and using foreign language teaching approaches, methods and techniques are the basic professional skills expected from English teachers. Altan (2006) summarizes the professional competencies that a foreign language teacher should have as follows. Teachers:
• should be aware of the developments in the field
• must have knowledge of pedagogical issues in education
• have sufficient equipment for the structure of the target language • must have qualifications in the field
• must have knowledge about the usage of technology in the classroom.
Keeping in mind that language teaching is not enough by using only textbooks and curriculum, but also different course materials and techniques may be included in the curriculum. While teaching the language, practicing the four basic skills equally is so important. Some skills, especially writing and speaking skills are overlooked by most
teachers. It should be remembered that language is a whole. Second language learning is a complex process since it involves vocabulary and grammar learning and also improving communication skills with awareness of a different culture (Barin, 2011). In this process, it is important to develop the teacher and keep up with the development.
Knowledge base makes reference to the knowledge, mastery, competence necessities of teachers for effective language teaching. According to Lafayette (1993), there are three domains of language teacher knowledge;
• Language proficiency • Civilization and culture • Language analysis.
He maintains that language proficiency is critical and language teachers should be aware of the target culture. Similarly, Day and Conklin (1992) state that ESL teacher education has four main types of knowledge:
• Content knowledge: what teachers teach, e.g., syntax, phonology, semantics • Pedagogical knowledge: how teachers teach; methods, classroom management • Pedagogical content knowledge: knowledge of strategies while teaching, and • Support knowledge: knowledge of different disciplines such as
sociolinguistics, pragmatics, research methods or psycholinguistics.
Shulman who is considered as the pioneer of ‘teacher knowledge’ asserted three major types of knowledge of teachers; (a) content knowledge, (b) pedagogical content knowledge and (c) curricular knowledge in his research (Shulman, 1986). Content knowledge refers to subject matter knowledge amount in the mind of the teachers. Pedagogical content knowledge is about ‘how to teach’ or strategies in teaching. Lastly, curricular knowledge is the knowledge of teachers in programs, program materials and curricular alternatives for instruction (Shulman, 1986). In 1987, Shulman declared seven categories of knowledge base of teachers by adding four new categories into his theoretical framework;
• Content Knowledge;
• General Pedagogical Knowledge; • Curriculum Knowledge;
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• Knowledge of learners and characteristics • Knowledge of educational contexts
• Knowledge of educational ends and values (Shulman, 1987:8).
In the literature, the definition of “teacher knowledge” in the field of teacher training has been expressed in different ways by different people. Shulman (1986, p.9) defined the components of content knowledge that teachers should have as “subject area knowledge”, “pedagogical content knowledge (PCK)” and “curricular knowledge”. Later, Shulman (1987) first introduced the concept of “pedagogical content knowledge” as a different component from pedagogical knowledge by examining teacher knowledge more comprehensively.
2.1.1. Content knowledge
Shulman (1986) defines content knowledge as the amount of knowledge in the mind of the teachers. It can be also called as field specific or subject matter knowledge. According to Day (1991), content knowledge in ELT includes linguistic components like phonology, syntax, pragmatics, semantics and moreover culture and literature. Echoing Day’s view, Wright and Bolitho (1997, cited in Ellis, 2006, p.4) identify ESL teachers as “expert and proficient users of language.” Therefore, two aspects of content knowledge are essential for them; professional reading and writing skill and knowledge of grammar, syntax, phonology or pragmatics. Ellis (2006) adds another two dimensions to content knowledge; knowledge of the acquisition of the content in formal circumstances and understanding of second language/ language use.
2.1.2. Pedagogical Knowledge
Pedagogy is the knowledge and art of teaching and teaching individuals theoretically and practically. As it is known, in the past years, the teacher who has the most information of field knowledge has been accepted as the best teacher. However, over time, this phenomenon has changed, and it has become more important to what extent a teacher transfers this knowledge to students than how well he knows. Then, pedagogical information expressing professional knowledge was added to the content information of the teachers (Beşoluk & Horzum, 2011). Historically, the basics of teacher education knowledge have focused on the teacher's content knowledge. However, recently, teacher
• Knowledge of learners and characteristics • Knowledge of educational contexts
• Knowledge of educational ends and values (Shulman, 1987:8).
In the literature, the definition of “teacher knowledge” in the field of teacher training has been expressed in different ways by different people. Shulman (1986, p.9) defined the components of content knowledge that teachers should have as “subject area knowledge”, “pedagogical content knowledge (PCK)” and “curricular knowledge”. Later, Shulman (1987) first introduced the concept of “pedagogical content knowledge” as a different component from pedagogical knowledge by examining teacher knowledge more comprehensively.
2.1.1. Content knowledge
Shulman (1986) defines content knowledge as the amount of knowledge in the mind of the teachers. It can be also called as field specific or subject matter knowledge. According to Day (1991), content knowledge in ELT includes linguistic components like phonology, syntax, pragmatics, semantics and moreover culture and literature. Echoing Day’s view, Wright and Bolitho (1997, cited in Ellis, 2006, p.4) identify ESL teachers as “expert and proficient users of language.” Therefore, two aspects of content knowledge are essential for them; professional reading and writing skill and knowledge of grammar, syntax, phonology or pragmatics. Ellis (2006) adds another two dimensions to content knowledge; knowledge of the acquisition of the content in formal circumstances and understanding of second language/ language use.
2.1.2. Pedagogical Knowledge
Pedagogy is the knowledge and art of teaching and teaching individuals theoretically and practically. As it is known, in the past years, the teacher who has the most information of field knowledge has been accepted as the best teacher. However, over time, this phenomenon has changed, and it has become more important to what extent a teacher transfers this knowledge to students than how well he knows. Then, pedagogical information expressing professional knowledge was added to the content information of the teachers (Beşoluk & Horzum, 2011). Historically, the basics of teacher education knowledge have focused on the teacher's content knowledge. However, recently, teacher
education has shifted its focus to pedagogical practices regardless of the content (Mishra & Koehler, 2006).
According to Shulman (1986), Pedagogical Knowledge embodies how students learn, their teaching styles, assessment methods, and different theories about learning in general. Pedagogical knowledge (PK) is called the whole of deep knowledge about how the practices, methods, and processes of teaching and learning cover the overall goals, objectives, and values of education. A teacher with deep pedagogical knowledge can understand how students learn and acquire skills. Therefore, pedagogical knowledge requires understanding the cognitive, social and developmental theories of learning and understanding how these will be applied to students in the classroom setting (Mishra & Koehler, 2006).
2.1.3. Pedagogical Content Knowledge
In the literature, the definition of “teacher knowledge” in the field of teacher training has been expressed in different ways by different people. Shulman (1986) defined the components of content knowledge that teachers should have as “subject area knowledge”, “pedagogical content knowledge (PCK)” and “education program knowledge”. Later, Shulman (1987) first introduced the concept of “pedagogical content knowledge” as a different component from pedagogical knowledge by examining teacher knowledge more comprehensively.
Shulman's (1987) PCK; For the most regularly taught topics of a subject area, the most useful expression of these ideas includes ways to represent and formulate the subject, making it more understandable to others, such as the strongest comparisons, illustrations, examples, explanations, and demonstrations. The idea of pedagogical content knowledge (PCK) includes knowing which teaching approaches will match the field and how to arrange the elements of the field for better learning. This information differs from the general pedagogical knowledge shared by teachers from different disciplines (Mishra & Koehler, 2006).
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2.1.4. Technology for More Effective Teaching: Technological Pedagogical Content Knowledge
Thanks to technological developments, the structure of the education system, learning, teaching environments and the activities implemented have changed. According to Koehler and Mishra (2009), when technology is used with some special methods, teaching activities can change positively. Technological pedagogical knowledge (TPK) focuses on how teaching and learning can change when certain technologies are used (Koehler & Mishra, 2008).
Technological pedagogical knowledge (TPK) is the knowledge of the existence, components, and competencies of various technologies used in teaching and learning environments. This includes the tools that can be used for a particular task, choosing these tools according to their suitability, strategies to make use of the convenience of the tools and pedagogical strategy knowledge and the ability to apply these strategies when using technology. Comprehensive technology-based information, discussion boards and chat rooms such as class enrolments, attendance, grading system, WebQuests are also included in this (Mishra & Koehler, 2006)
Figure 2.1. TPACK framework (source: Koehler & Mishra, 2008)
Technological Pedagogical Content Knowledge concept is a model that emerged by the addition of the concept of technology by Mishra and Koehler (2008) to the Pedagogical
2.1.4. Technology for More Effective Teaching: Technological Pedagogical Content Knowledge
Thanks to technological developments, the structure of the education system, learning, teaching environments and the activities implemented have changed. According to Koehler and Mishra (2009), when technology is used with some special methods, teaching activities can change positively. Technological pedagogical knowledge (TPK) focuses on how teaching and learning can change when certain technologies are used (Koehler & Mishra, 2008).
Technological pedagogical knowledge (TPK) is the knowledge of the existence, components, and competencies of various technologies used in teaching and learning environments. This includes the tools that can be used for a particular task, choosing these tools according to their suitability, strategies to make use of the convenience of the tools and pedagogical strategy knowledge and the ability to apply these strategies when using technology. Comprehensive technology-based information, discussion boards and chat rooms such as class enrolments, attendance, grading system, WebQuests are also included in this (Mishra & Koehler, 2006)
Figure 2.1. TPACK framework (source: Koehler & Mishra, 2008)
Technological Pedagogical Content Knowledge concept is a model that emerged by the addition of the concept of technology by Mishra and Koehler (2008) to the Pedagogical
Content Knowledge concept developed by Shulman as a result of the rapidly increasing technological developments. The concept of Technological Pedagogical Content Knowledge (TPACK) emerged with the combination of the concepts of technological knowledge, pedagogical knowledge and field knowledge. TPACK is an evolving type of information that goes beyond these three contents. This information differs from a field or technology expertise and general pedagogical knowledge shared by teachers. In addition, TPACK is based on good teaching using technology and requires a good understanding of technology use and pedagogical techniques using technologies that use structuralist methods to understand the field well (Mishra & Koehler, 2006). It is not enough for teachers who will implement technologies to meet only technology. It is important that teachers have knowledge, skills, and equipment related to the technology they want to use. In addition, the ability to solve minor technical problems and problems that may arise during the use of these technologies is also important.
According to Mishra and Koehler (2006), the model that requires technology adaptation in education and training suggests that the following three sources can be created through good research; technology, pedagogy, and field. The source of success in teaching is that these three are thought to be related to each other. In the relationship between the three concepts (technology, pedagogy, and field), pedagogical goals and the technology to be used should be chosen according to what will be taught. However, considering a new technology, the event may not be so clear and precise. For example, the emergence of the internet can be counted as one of the technological examples that compel educators to think about pedagogical problems. Thinking of these three components as independent and separate is one of the worst things that can be done to good teaching (Mishra & Koehler, 2006).
In language education and teaching, the use of different technologies in addition to English course materials attracts students' interest in the subject more, increases their motivation towards the lesson and enables them to enjoy their work in the lesson. In this context, the use of technology is becoming very important in language teaching. For this reason, it is important to know the TPACK levels of the English teachers and to determine the factors affecting this knowledge.
However, no matter how perfect technology is, the knowledge and skills of the people affect the utilization rate. Technology should be an interesting and intriguing
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instrument, provide a sense of ownership in the person, and allow positive and constructive learning. Technology should also provide the teacher with innovative technologies to cope with the student, and also encourage participation and collaboration between teachers and students (Griggs, 2010).
2.2.Teacher Training Programs and Effective Foreign Language Teaching Today, there is a great need for foreign language in the fields of economy, social life, education and science, and interest and desire to learn foreign languages are increasing day by day (Aydoğan & Çilsal, 2007). Nowadays, when communication has become extremely important, knowing one or more foreign languages, knowing and understanding different cultures has become an inevitable need for every society (İşisağ & Demirel, 2010).
Teacher education policies and teacher training programs have been developed (Hammond, 2010) as teacher education is closely related to the development level of society. According to Hammond (2010), the quality of teacher education can be possible by supporting the lessons learned in the program with practices, action research, and by carefully monitoring the outcomes of the program in general. Programs can be evaluated in different ways. Clarke (2004), Grossman and Williston (2001) point out that teacher candidates’ evaluations of what they have learned in an internship with the reflective journal method can be used in program evaluation. According to Clarke (2004), Grossman, and Williston (2001), the fact that candidates express their views on the internship raises awareness in learning and also gives candidates the ability to solve a number of problems that arise during the internship. According to Shulman (1996) such research in a certain area is more beneficial for candidates than theoretical lessons because these studies allow candidates to apply the theoretical knowledge they have learned. Teacher training and professional development function are left only to education faculties. Instead, the Ministry of National Education should support professional development continuously and consistently.
Success in the education system is undoubtedly related to teacher characteristics. There is a need for teachers who plan, implement, evaluate, and reconstruct their studies in line with the feedback they receive from their students in order to achieve success in foreign language teaching. Therefore, in the foreign language teacher training programs,
instrument, provide a sense of ownership in the person, and allow positive and constructive learning. Technology should also provide the teacher with innovative technologies to cope with the student, and also encourage participation and collaboration between teachers and students (Griggs, 2010).
2.2.Teacher Training Programs and Effective Foreign Language Teaching Today, there is a great need for foreign language in the fields of economy, social life, education and science, and interest and desire to learn foreign languages are increasing day by day (Aydoğan & Çilsal, 2007). Nowadays, when communication has become extremely important, knowing one or more foreign languages, knowing and understanding different cultures has become an inevitable need for every society (İşisağ & Demirel, 2010).
Teacher education policies and teacher training programs have been developed (Hammond, 2010) as teacher education is closely related to the development level of society. According to Hammond (2010), the quality of teacher education can be possible by supporting the lessons learned in the program with practices, action research, and by carefully monitoring the outcomes of the program in general. Programs can be evaluated in different ways. Clarke (2004), Grossman and Williston (2001) point out that teacher candidates’ evaluations of what they have learned in an internship with the reflective journal method can be used in program evaluation. According to Clarke (2004), Grossman, and Williston (2001), the fact that candidates express their views on the internship raises awareness in learning and also gives candidates the ability to solve a number of problems that arise during the internship. According to Shulman (1996) such research in a certain area is more beneficial for candidates than theoretical lessons because these studies allow candidates to apply the theoretical knowledge they have learned. Teacher training and professional development function are left only to education faculties. Instead, the Ministry of National Education should support professional development continuously and consistently.
Success in the education system is undoubtedly related to teacher characteristics. There is a need for teachers who plan, implement, evaluate, and reconstruct their studies in line with the feedback they receive from their students in order to achieve success in foreign language teaching. Therefore, in the foreign language teacher training programs,
these features should be provided to prospective teachers adequately (Coşkun, 2009). A qualified education system is a process that constantly questions, develops and renews itself. This process is both student and teacher based. The most important element of this questioning is the teacher candidate because student success depends on the qualified education received by the teacher. Teacher education is generally covered in two processes: undergraduate education covering a 4 or 5year education period and vocational education that the teacher receives after starting the profession (İnal & Büyükyavuz, 2013). However, ELT programs differ in quality because of such factors as funding, technology and needs of institution (Balbay, Pamuk, Temir & Doğan, 2018). Thus, opinions and thoughts of prospective teachers may be important in the education process. Altan and Seferoğlu (2009) emphasize that it would be useful to reveal the positive and negative thoughts of students about the evaluation process in order to see the results of the training program implemented. Changing student profiles, rapidly developing educational technologies and the understanding of professional development required by the era also caused the need to update teachers' knowledge, skills, and abilities (İnal & Büyükyavuz, 2013).
Foreign language teaching in our country has an important place in terms of following the developments in science, technology, culture, art, economy, and politics both in Europe and in the world and sharing the developments in our country with the outside world. At this point, it can be stated that there is a direct correlation between effective foreign language teaching and teacher training programs. For this reason, foreign language teacher education programs should be able to meet the needs of countries and should be carefully monitored and updated at certain times by following contemporary developments in the world (Coşkun, 2009). In this context, in the framework of the restructuring of education faculties in 2006, many changes were made in foreign language teacher training programs in the light of the suggestions from universities (Kavak et al., 2007): A new course has been added under the name of community service practices and School experience courses have been increased from one semester to three semesters. In addition, the obligation to write a thesis in the newly developed program was removed. In the program changes made in 2006, a program based on globalization, European Union and Bologna Process and a program similar to that of foreign language teacher training programs in European Union countries were structured (Kavak et al., 2007).
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Regarding the content of foreign language teacher training programs, Jarvis and Bernhardt (2006) state that the programs consist of lectures, general education requirements, and specialized educational content. Seferoğlu (2006) conducted a qualitative research and tried to determine the opinions of prospective teachers studying in the English language teaching department regarding the methodology and application component of the current program. In the research, the findings revealed that most of the teacher candidates need to observe the different features of different teachers at different levels in micro education activities and school experience courses. On the other hand, Salli-Copur (2008) investigated how teachers who graduated from the Department of English Language Teaching between 2002 and 2006 perceived themselves as sufficient teachers in their profession and to what extent the elements of the program implemented in the English language teaching department gained themselves qualifications related to their profession. The questionnaires and interviews conducted for graduates revealed that teachers who graduated from the department of English language teaching needed improvement in grammar, speaking skills, classroom management, and assessment skills, but showed that graduate teachers perceived themselves adequately in many competence areas defined by the Higher Education Council in their fields.
Although the studies on this subject are limited, there are some studies conducted in recent years. Seferoğlu (2006), for instance, in a qualitative study with 176 English prospective teachers got their opinions about the applications and methods of the program. She concluded that micro-teaching activities and school experience were not sufficient for the candidates to acquire teaching skills and the participants thought that there was no relationship between them. Additionally, Erozan (2005) conducted a research to examine the course content, used course materials and assessment tools in the faculty with interview and observation, and revealed that the candidates needed more micro-teaching activities and teaching practice. Hismanoğlu (2012), on the other hand, identified the views of 72 prospective English teacher candidates regarding the English teacher training program, which has been implemented in education faculties since 2007. According to the results, the program greatly met the interests and needs of the candidates, was appropriate, clear and understandable to the level of development, contributed to their knowledge, contributed to the problem-solving skills of the candidates, required the use of technology, contributed to permanent learning and personal development, but did not contribute to developing higher-level thinking skills. It was found out that it did not increase attendance
