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Research needs in foreign language teacher education: Insights from researchers in Poland, Portugal, and Turkey

Yıl 2020, Cilt: 6 Sayı: 2, 1 - 27, 25.12.2020

Burçak Yılmaz Yakışık Asuman Aşık

https://doi.org/10.47216/literacytrek.730300

Öz

Language teacher education (LTE) is a dynamic field which needs to keep abreast of the changes in other fields and the teacher-oriented developments. In the 21st century, teacher education is required to meet the expectations of the pre-/in-service teachers, the learners, the technology, and the changing qualifications. In this sense, it is fundamental to investigate how the research trends in LTE should be shaped with a bottom-up perspective. To this end, the current study aims to investigate the needs of academics and researchers in the field of LTE in a variety of contexts (i.e., Turkey, Portugal, and Poland). The study was conducted as a part of an Erasmus+ Project called ILTERG (International Language Teacher Education Research Group) co-funded by the Turkish National Agency and Erasmus+ Program. A total number of 139 participants from three countries participated in the study. The data were collected through a needs analysis survey and semi-structured interviews. Quantitative and qualitative analysis of the data revealed that all items in the survey might be guiding for the academics to conduct research on. The list of the research topics could guide novice and/or expert researchers to conduct further studies in LTE.

Anahtar Kelimeler

language teacher education needs analysis research trends

Destekleyen Kurum

Turkish National Agency

Proje Numarası

KA203-035295

Kaynakça

  • Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192–207.
  • Alptekin, C., & Tatar, S. (2011). Research on foreign language teaching and learning in Turkey (2005-2009). Language Teaching, 44(3), 328-353.
  • Baecher, L., Kung, S.C., Jewkes, A. M., & Rosalia, C. (2013). The role of video for self-evaluation in early field experiences. Teaching and Teacher Education, 36, 189–197.
  • Bal-Gezegin, B., & Seferoglu, G. (2019). Continuing professional development for language teachers. In G. Y. Ekşi, L. Guerra, D. Werbińska,
  • Y. Bayyurt (Eds.). Research trends in English language teacher education and English language teaching (pp.59-75). Evora, Portugal: University of Evora.
  • Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards & D. Nunan (Eds.) Second language teacher education (pp. 202–214). New York: Cambridge University Press.
  • Benson, P. (2007). Autonomy in language teaching and learning. State of the art article. Language Teaching, 40(1), 21-40.
  • Chien, C. W. (2013). Analysis of language teachers’ journal of classroom practice as a reflective practice. Reflective Practice, 14(1), 131-143.
  • Crandall, J-A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34–55.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications.
  • De Costa, P. I., & Norton, B. (2017). Introduction: Identity, transdisciplinarity and the good language teacher. The Modern Language Teacher, 101(S), 3-14.
  • Demir, Y., & Kocyigit, M. (2018). A systematic review of research on English Language Teacher Education published in three flagship journals (1997-2016). Online Submission, 4(1), 128-138.
  • El-Dib, M. A. B. (2007). Levels of reflection in action research: An overview and an assessment tool. Teaching and Teacher Education, 23(1), 24–35. Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford, UK: Oxford University Press.
  • Eröz-Tuğa, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175–183.
  • Farrell, T. S. C. (2018). Research on reflective practice in TESOL. New York, NY: Routledge.
  • Freeman, D. & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417.
  • Gitsaki, C., & Alexiou, T. (2015). (Eds.). Current issues in second/foreign language teaching and teacher development: research and practice. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
  • Gray, C. (2004). Exploring the language teacher’s mind – helping student teachers see below the surface. The Language Learning Journal, 29, 23–31.
  • Hall, G. (2016). (Ed.) The Routledge Handbook of English Language Teaching. London, UK: Routledge.
  • Huang (2005). Teacher autonomy in language learning A review of the research. In K. R. Katyal, H. C. Lam & X. J. Ding (Eds.), Research Studies in Education (pp. 203-218). Faculty of Education, the University of Hong Kong.
  • Husu, J., Toom, A., & Patrikainen, S. (2008). Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies. Reflective Practice: International and Multidisciplinary Perspectives, 9(1), 37–51.
  • Johns, A. M., & Dudley-Evans, T. (1991). English for specific purposes: International in scope, specific in purpose. TESOL Quarterly, 25, 297–314.
  • Johnson, K. E. (2013). Innovation through teacher education programs. In K. Hyland & L. Wong (Eds.), Innovation and change in English language education (pp. 75–89). New York, NY: Routledge.
  • Jones, J. F. (2004). The many benefits of a research component in English language teacher education: A case study. Prospect, 19(2), 25–38.
  • Kabilan, M., Adlina, W., & Embi, M. (2011). Online collaboration of English language faculty for meaningful professional development experiences. English Teaching: Practice and Critique, 10(4), 94-115.
  • Kleinsasser, R. C. (2013). Language teachers: Research and studies in language(s) education, teaching, and learning in Teaching and Teacher Education, 1985-2012. Teaching and Teacher Education, 29, 86-96.
  • Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61, 321–329.
  • Lightfoot, A. (2019). ICT and English Language Teacher Education. In S. Walsh & S. Mann, (Eds.) The Routledge Handbook of English Language Teacher Education, (pp. 52-67). London, UK: Routledge.
  • Lin, Z. (2015). In-service professional development in an online environment: What are South Australian English as an additional language or dialect teachers’ views?. Professional Development in Education, 41(3), 527-545.
  • Ling, I. (2007). Fostering teacher autonomy in the use of English teaching materials. CELEA Journal, 30(1), 96-102.
  • Luk, J. (2008). Assessing teaching practice reflections: Distinguishing discourse features of ‘high’ and ‘low’ grade reports. System, 36(4), 624–641.
  • Mann, S. M., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495.
  • Matei, G. S. (2002). Student teachers as researchers: An inquiry-oriented approach to initial teacher education. Ph.D. dissertation, University of Exeter, UK.
  • Meng, J. & Tajaroensuk, S. (2013). An investigation of tertiary EFL teachers’ problems in their in-service professional development. Journal of Language Teaching and Research, 4(6), 1356-1364.
  • Nunan, D. (1988). Syllabus design. Oxford, UK: Oxford University Press.
  • Öztürk, G., & Aydın, B. (2019). English Language Teacher Education in Turkey: Why do we fail and what policy reforms are needed?. Anadolu Journal of Educational Sciences International, 9(1), 181-213.
  • Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. Washington DC, USA: Sage publications.
  • Pyhältö, K., Pietarinen, J., & Soini, T. (2015). Teachers’ professional agency and learning – from adaption to active modification in teacher community. Teachers and Teaching: Theory and Practice, 21(7), 811–830.
  • Rashid, A. R. (2018). Dialogic reflection for professional development through conversations on social networking site, Reflective Practice, 19(1), 105-117.
  • Richards, J. C., & Crookes, G. (1988). The practicum in TESOL. TESOL Quarterly, 22, 9-27.
  • Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
  • Richards, J. C., Platt, J., & H. Platt. (1992). Longman Dictionary of Language Teaching and Applied Linguistics. London, UK: Longman
  • Richards, J. C. (2004). Towards reflective teaching. The Language Teacher, 33, 2–5.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. New York, USA: Cambridge University Press.
  • Schon, D. A. (1983). The reflective practitioner: How professional think in action. New York, USA: Basic Books.
  • Schon, D. A. (1987). Educating the reflective practitioner. San Francisco, USA: Jossey Bass.
  • Sert, O. (2019). Classroom Interaction and language teacher education. In S. Walsh & S. Mann, (Eds.) The Routledge Handbook of English Language Teacher Education, (pp. 216-238). London, UK: Routledge.
  • Stoynoff, S. (1999). The TESOL practicum: An integrated model in the US. TESOL Quarterly, 33(1),145–151.
  • Susoy, Z. (2015). Watch your teaching: A reflection strategy for EFL pre-service teachers through video recordings, Procedia-Social and Behavioral Sciences, 199, 163-171.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge, UK: Cambridge University Press.
  • Walsh, S. & Mann, S. (Eds). (2020). The Routledge Handbook of English Language Teacher Education. London, UK: Routledge.
  • Wichadee, S. (2012). Factors related to professional development of English university teachers in Thailand. Journal of Education for Teaching, 38(5), 615-627.
  • Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language teaching, 40(3), 259-296.
  • Wyatt, M. (2014). Towards a re-conceptualization of teachers’ self-efficacy beliefs: Tackling enduring problems with the quantitative research and moving on. International Journal of Research & Method in Education, 37(2), 166-189.
  • Yakışık, B. Y., Fişne, F. N., & Ekşi, G. Y. (2019). Sense of professional agency in ELT practicum. Comparison of Polish, Portuguese and Turkish contexts. Journal of Language and Linguistic Studies, 15(4), 1317-1331.
  • Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. International Forum of Educational Technology & Society, 12(2), 11-21.
  • Yesilbursa, A. (2011). Reflection at the interface of theory and practice: An analysis of pre-service English language teachers’ written reflections. Australian Journal of Teacher Education, 36(3), 49-62.

Yıl 2020, Cilt: 6 Sayı: 2, 1 - 27, 25.12.2020

Burçak Yılmaz Yakışık Asuman Aşık

https://doi.org/10.47216/literacytrek.730300

Öz

Proje Numarası

KA203-035295

Kaynakça

  • Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192–207.
  • Alptekin, C., & Tatar, S. (2011). Research on foreign language teaching and learning in Turkey (2005-2009). Language Teaching, 44(3), 328-353.
  • Baecher, L., Kung, S.C., Jewkes, A. M., & Rosalia, C. (2013). The role of video for self-evaluation in early field experiences. Teaching and Teacher Education, 36, 189–197.
  • Bal-Gezegin, B., & Seferoglu, G. (2019). Continuing professional development for language teachers. In G. Y. Ekşi, L. Guerra, D. Werbińska,
  • Y. Bayyurt (Eds.). Research trends in English language teacher education and English language teaching (pp.59-75). Evora, Portugal: University of Evora.
  • Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards & D. Nunan (Eds.) Second language teacher education (pp. 202–214). New York: Cambridge University Press.
  • Benson, P. (2007). Autonomy in language teaching and learning. State of the art article. Language Teaching, 40(1), 21-40.
  • Chien, C. W. (2013). Analysis of language teachers’ journal of classroom practice as a reflective practice. Reflective Practice, 14(1), 131-143.
  • Crandall, J-A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34–55.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications.
  • De Costa, P. I., & Norton, B. (2017). Introduction: Identity, transdisciplinarity and the good language teacher. The Modern Language Teacher, 101(S), 3-14.
  • Demir, Y., & Kocyigit, M. (2018). A systematic review of research on English Language Teacher Education published in three flagship journals (1997-2016). Online Submission, 4(1), 128-138.
  • El-Dib, M. A. B. (2007). Levels of reflection in action research: An overview and an assessment tool. Teaching and Teacher Education, 23(1), 24–35. Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford, UK: Oxford University Press.
  • Eröz-Tuğa, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175–183.
  • Farrell, T. S. C. (2018). Research on reflective practice in TESOL. New York, NY: Routledge.
  • Freeman, D. & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417.
  • Gitsaki, C., & Alexiou, T. (2015). (Eds.). Current issues in second/foreign language teaching and teacher development: research and practice. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
  • Gray, C. (2004). Exploring the language teacher’s mind – helping student teachers see below the surface. The Language Learning Journal, 29, 23–31.
  • Hall, G. (2016). (Ed.) The Routledge Handbook of English Language Teaching. London, UK: Routledge.
  • Huang (2005). Teacher autonomy in language learning A review of the research. In K. R. Katyal, H. C. Lam & X. J. Ding (Eds.), Research Studies in Education (pp. 203-218). Faculty of Education, the University of Hong Kong.
  • Husu, J., Toom, A., & Patrikainen, S. (2008). Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies. Reflective Practice: International and Multidisciplinary Perspectives, 9(1), 37–51.
  • Johns, A. M., & Dudley-Evans, T. (1991). English for specific purposes: International in scope, specific in purpose. TESOL Quarterly, 25, 297–314.
  • Johnson, K. E. (2013). Innovation through teacher education programs. In K. Hyland & L. Wong (Eds.), Innovation and change in English language education (pp. 75–89). New York, NY: Routledge.
  • Jones, J. F. (2004). The many benefits of a research component in English language teacher education: A case study. Prospect, 19(2), 25–38.
  • Kabilan, M., Adlina, W., & Embi, M. (2011). Online collaboration of English language faculty for meaningful professional development experiences. English Teaching: Practice and Critique, 10(4), 94-115.
  • Kleinsasser, R. C. (2013). Language teachers: Research and studies in language(s) education, teaching, and learning in Teaching and Teacher Education, 1985-2012. Teaching and Teacher Education, 29, 86-96.
  • Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61, 321–329.
  • Lightfoot, A. (2019). ICT and English Language Teacher Education. In S. Walsh & S. Mann, (Eds.) The Routledge Handbook of English Language Teacher Education, (pp. 52-67). London, UK: Routledge.
  • Lin, Z. (2015). In-service professional development in an online environment: What are South Australian English as an additional language or dialect teachers’ views?. Professional Development in Education, 41(3), 527-545.
  • Ling, I. (2007). Fostering teacher autonomy in the use of English teaching materials. CELEA Journal, 30(1), 96-102.
  • Luk, J. (2008). Assessing teaching practice reflections: Distinguishing discourse features of ‘high’ and ‘low’ grade reports. System, 36(4), 624–641.
  • Mann, S. M., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495.
  • Matei, G. S. (2002). Student teachers as researchers: An inquiry-oriented approach to initial teacher education. Ph.D. dissertation, University of Exeter, UK.
  • Meng, J. & Tajaroensuk, S. (2013). An investigation of tertiary EFL teachers’ problems in their in-service professional development. Journal of Language Teaching and Research, 4(6), 1356-1364.
  • Nunan, D. (1988). Syllabus design. Oxford, UK: Oxford University Press.
  • Öztürk, G., & Aydın, B. (2019). English Language Teacher Education in Turkey: Why do we fail and what policy reforms are needed?. Anadolu Journal of Educational Sciences International, 9(1), 181-213.
  • Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. Washington DC, USA: Sage publications.
  • Pyhältö, K., Pietarinen, J., & Soini, T. (2015). Teachers’ professional agency and learning – from adaption to active modification in teacher community. Teachers and Teaching: Theory and Practice, 21(7), 811–830.
  • Rashid, A. R. (2018). Dialogic reflection for professional development through conversations on social networking site, Reflective Practice, 19(1), 105-117.
  • Richards, J. C., & Crookes, G. (1988). The practicum in TESOL. TESOL Quarterly, 22, 9-27.
  • Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
  • Richards, J. C., Platt, J., & H. Platt. (1992). Longman Dictionary of Language Teaching and Applied Linguistics. London, UK: Longman
  • Richards, J. C. (2004). Towards reflective teaching. The Language Teacher, 33, 2–5.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. New York, USA: Cambridge University Press.
  • Schon, D. A. (1983). The reflective practitioner: How professional think in action. New York, USA: Basic Books.
  • Schon, D. A. (1987). Educating the reflective practitioner. San Francisco, USA: Jossey Bass.
  • Sert, O. (2019). Classroom Interaction and language teacher education. In S. Walsh & S. Mann, (Eds.) The Routledge Handbook of English Language Teacher Education, (pp. 216-238). London, UK: Routledge.
  • Stoynoff, S. (1999). The TESOL practicum: An integrated model in the US. TESOL Quarterly, 33(1),145–151.
  • Susoy, Z. (2015). Watch your teaching: A reflection strategy for EFL pre-service teachers through video recordings, Procedia-Social and Behavioral Sciences, 199, 163-171.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge, UK: Cambridge University Press.
  • Walsh, S. & Mann, S. (Eds). (2020). The Routledge Handbook of English Language Teacher Education. London, UK: Routledge.
  • Wichadee, S. (2012). Factors related to professional development of English university teachers in Thailand. Journal of Education for Teaching, 38(5), 615-627.
  • Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language teaching, 40(3), 259-296.
  • Wyatt, M. (2014). Towards a re-conceptualization of teachers’ self-efficacy beliefs: Tackling enduring problems with the quantitative research and moving on. International Journal of Research & Method in Education, 37(2), 166-189.
  • Yakışık, B. Y., Fişne, F. N., & Ekşi, G. Y. (2019). Sense of professional agency in ELT practicum. Comparison of Polish, Portuguese and Turkish contexts. Journal of Language and Linguistic Studies, 15(4), 1317-1331.
  • Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. International Forum of Educational Technology & Society, 12(2), 11-21.
  • Yesilbursa, A. (2011). Reflection at the interface of theory and practice: An analysis of pre-service English language teachers’ written reflections. Australian Journal of Teacher Education, 36(3), 49-62.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Burçak Yılmaz Yakışık 0000-0001-5008-9988

Asuman Aşık Bu kişi benim 0000-0003-3293-1283

Proje Numarası KA203-035295
Yayımlanma Tarihi 25 Aralık 2020
Gönderilme Tarihi 1 Mayıs 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 6 Sayı: 2

Kaynak Göster

APA Yılmaz Yakışık, B., & Aşık, A. (2020). Research needs in foreign language teacher education: Insights from researchers in Poland, Portugal, and Turkey. The Literacy Trek, 6(2), 1-27. https://doi.org/10.47216/literacytrek.730300

Creative Commons License The content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Copyright rests with the author; The Literacy Trek must be referred properly.