Eğitim Fakültesi / Faculty of Education

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Browsing Eğitim Fakültesi / Faculty of Education by Publisher "Informascope"

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    PublicationOpen 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.
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    PublicationOpen Access
    A Teacher Training Programme for Writing and Grammar Skills Within the Model of Tpack
    (Informascope, 2023) TÜTÜNİŞ, BİRSEN; Aydın, Doğuş
    Teaching a foreign language is shaped extensively by the impacts of technological advances in the 21st century. English teachers are always required to enhance their theoretical and practical knowledge on how to use technology in their classes. TPACK (Technological, Pedagogical and Content Knowledge) framework was introduced to understand the teacher knowledge required for effective technology integration. This study displays the TPACK training programme for 24 in-service English Language teachers (teaching young learners aged 8-12). During this programme, each skill was taken separately to enhance the teacher pedagogical knowledge. But in this paper, we focus on writing and grammar skills which are diagnosed to be the more problematic ones. The researchers used the TPACK scale developed by Schmidt (2009) as pre-test and post-test to see the impact of the training on the usge of digital tools for the improvement of these two skills. Immediate and Delayed Workshop Evaluations were conducted just after the training. Both tests showed an increase in the knowledge and skill of integrating technology into their English classes within the model of TPACK. The results of this study also revealed improvement on knowledge of ICT tools.