Browsing by Author "Yalman, Duygu"

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ELT Student Teachers’ attitudes towards Teaching Profession
(2018-09) Tütüniş, Birsen; Yalman, Duygu; 6808; 237259
This paper present the results of the research on the student teachers‘ attitudes towards their profession conducted at English Language Teaching Department of a Turkish university. In Turkey students are enrolled in universities in accordance with their grade obtained for university entrance exam designed by the Higher Education Council. Some students who have a good command of English enroll in English Teacher Education program (ETE). However, they do not always want to become English teachers. Language proficiency is the only reason for enrolling in that program. This choice has a great impact on their attitude towards their profession. Attitude is defined as a relatively enduring organization of beliefs, feelings and behavioral tendencies towards socially significant objects, groups, events or symbols1. Attitude is an umbrella term for beliefs, feelings, and behavioral tendencies. Recent studies in the field of teacher education have focused on exploring teachers‘ beliefs2. Teachers‘ beliefs play a central role in teachers‘ decision making, their judgments, and behavior3,4,5. Previous studies identified the importance of teachers‘ beliefs in understanding the effectiveness of language teaching and learning6, and has contributed to drawing implications for teacher training7,8. Our study is aimed to identify ELT student teachers‘ attitudes towards English Language Teaching. We conducted a mixed method research combining an attitude survey, which consists of 34 items, and semi-structured interviews9. The survey focused on future teachers‘ beliefs, feelings, and behavioral tendencies. 44 third- and fourth-year ELT students participated in the research.
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Student Teachers’ Journey in Professionalim
(2017) Tütüniş, Birsen; Yalman, Duygu; 6808; 237259
Open Access
Teacher Education and Foreign Language Teacher Professionalism in the 21st Century
(Informascope, 2020) TÜTÜNİŞ, BİRSEN; Yalman, Duygu
The quality of foreign language teaching improves so long as foreign language teachereducation quality is increased. However, it is not easy to measure the quality of ForeignLanguage Teacher Education (FLTE) programmes due to the factors related not to theprogramme but to the learner variables. It has been proved by the research (Sutton Trust2011) that improving teacher effectiveness has a great impact on learner outcomes. In the21st century, Professional development of the teacher has gained importance due to theprecedence given to the learners. For this reason frameworks and models have been proposedto enhance the quality of teacher education (i.e. NIE, VSK Model, 2009).This paper focuseson Teacher Education programme models and the criteria put forward by these models. Acomparison of Turkish and other FLTE programmes is given in order to bring clarity to theconcept of professionalism. The small-scale research results conducted in Turkish context(n81) to check upon foreign language teacher knowledge and beliefs on efficacy andprofessionalism are also displayed.