1. Eğitim Bilgi Sistemi
  2. İngiliz Dili Eğitimi Pr. (Yl)
  3. Contemporary Approaches To Traınıng Englısh Language Teachers (2020 - 2021)
Ders Adı Kodu Yarıyıl T+U Saat Kredi AKTS
Contemporary Approaches To Traınıng Englısh Language Teachers ELT 516 0 3 + 0 3 6
Ön Koşul Dersleri

None.
Önerilen Seçmeli Dersler

None.
Dersin Dili İngilizce
Dersin Seviyesi YUKSEK_LISANS
Dersin Türü Seçmeli
Dersin Koordinatörü Dr.Öğr.Üyesi ELİF BOZYİĞİT
Dersi Verenler Doç.Dr. CİHAT ATAR,
Dersin Yardımcıları
Dersin Kategorisi Alanına Uygun Öğretim
Dersin Amacı

This course aims to provide students with the theoretical and practical knowledge on current issues in foreign language teacher education and teachers’ Professional development in Turkey and abroad.
Dersin İçeriği

Theories of learning and implications for language teacher education, recent approaches to the teacher educational curriculum, reflective practice, action research, and collaborative action research are some of the contents to be covered throughout the course period.
# Ders Öğrenme Çıktıları Öğretim Yöntemleri Ölçme Yöntemleri
1 The learners learn and understand the importance of lifelong learning and professional development Lecture, Discussion, Brain Storming, Self Study, Testing, Oral Exam, Homework,
2 The learners improve their reflective ability Discussion, Demonstration, Group Study, Simulation, Brain Storming, Self Study, Project / Design, Homework, Testing,
3 The learners know about the most recent approaches to English language teacher education Self Study, Brain Storming, Group Study, Discussion, Lecture, Homework, Oral Exam, Testing,
4 The learners perform action research, identifying problem, testing, observing, confirming or disconfirming. Question-Answer, Discussion, Demonstration, Group Study, Simulation, Self Study, Lecture, Project / Design, Testing, Homework,
5 The learners know about collegiality, helping each other while teaching. Group Study, Discussion, Question-Answer, Lecture, Homework, Oral Exam,
Hafta Ders Konuları Ön Hazırlık
1 Meeting and Introduction
2 Language Teacher Education Crandall, J. (2000). Language teacher education (pages 1-12)
3 Approaches to Language Teacher Education and Theories of Language Teaching Roberts, J. (1998). Chapter 1 Theories of learning (pages: 11-47); Richards, J. C. Theories of teaching in language teaching.
4 Reflection on Teaching Roberts, J. (1998). Chapter 1 Theories of learning continued (pages: 48-61).
5 Teacher Research for Professional Development Atay, D. (2008). Teacher research for professional development.; Taylor, E. (2002). Research in your own classroom.
6 Factors Affecting Participation in Professional Development Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities.
7 Teachers engaging in action research Choeda, C. & Dukpa, P. (2018). A guide to action research.
8 Effective components of in-service teacher training Omar, C. M. Z. C. (2014). The need for in-service training for teachers and its effectiveness in schools.
9 The Mid-term exam
10 Conversation Analysis: History, Precepts and Interactional Organization Wong, J. & Waring, H. Z. (2010). Chapter 1 Interactional practices and the teaching of conversation.; Hutchby, I. (2019) Conversation Analysis.; Liddicoat, A. (2007/2011). An Introduction to Conversation Analysis. CIP group.
11 CA for SLA: Classroom contexts & CIC Walsh, S. (2006): Chapter 4: A framework for analysing classroom interaction.; Walsh, S. (2011). Chapter 8: Classroom interactional competence.
12 Reflective Practice for Teacher Training: SETT & IMDAT Walsh, S. (2011). Chapter 6-7; Sert, O. (2019). Classroom Interaction and Language Teacher Education. In S. Walsh and S. Mann (Ed.). (only pages 16-29).
13 No class: The Solar New Year
14 Wrap-up, Suggestions, Recommendations and Qs about the Final
Kaynaklar
Ders Notu

1.  Atay, D. (2008). Teacher research for Professional development. ELT Journal.

2. Bailey, K. M., Curtis, A. & Nunan, D. (2001). Pursuing Professional Development. Boston: Heinle & Heinle.

3. Courtney, J. (2007). What are effective components of in-service teacher training? Journal of In-service Education, 33(3), 321-339.

4. Kwakman, K. (2003). Factors affecting teachers’ participation in Professional activities. Teaching and Teacher Education, 19, 149-170.

5. Peters, J. (2004). Teachers engaging in action research: Challenging some assumptions. Educational Action Research, 12(4), 535-556.

6. Richards, J. C. (1998). Beyond Training. Cambridge: CUP.

     Richards, J. C. (2005). Professional Development for Language Teachers.

7. Roberts, J. (1998). Language Teacher Education. London: Arnold Publishing

8. Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell.

9. Sert, O. (2019). Classroom Interaction and Language Teacher Education. In S. Walsh and S. Mann (Eds) The Routledge Handbook of English Language Teacher Education (216-238). London: Routledge. Cambridge Language Education.

10. Staniforth, D. & Harland, T. (2003). Reflection on practice: Collaborative action research for new academics. Educational Action Research, 11(1), 79-92.

11. Walsh, S. (2006) Investigating Classroom Discourse. Routledge.

      Walsh, S. (2011) Exploring Classroom Discourse Language in Action. Routledge.
Ders Kaynakları

Richards, J. C., & Nunan, D. (2005). Second language teacher education. CUP. 
Sıra Program Çıktıları Katkı Düzeyi
1 2 3 4 5
1 A graduate of the department possesses mastery on ELT. X
2 A graduate of the department knows and comprehends the latest innovations in ELT. X
3 A graduate of the department knows how to implement the gained knowledge to the language teaching classrooms. X
4 A graduate of the department follows the literature and knows how to find the specific information. X
5 A graduate of the department proposes new ideas on the field and conducts researches and studies on them. X
6 A graduate of the department comprehends the research methods and techniques, and gets use of them in the process of research. X
7 A graduate of the department possesses qualified knowledge to synthesize the theoretical and applicable knowledege of ELT X
8 A graduate of the department knows and comprehends the approaches and methods of assessment and evaluation. X
9 A graduate of the department synthesizes the linguistics and language acquisition with language teaching. X
10 With the help of critical thinking skill, a graduate of the department is able to find the deficit issues among the literature and seeks to study on these. X
11 A graduate of the department learns about the stages of data collection, data analysis, and publishing related to their field of study on scientific and ethical grounds. X
12 A graduate of the department develops the skills necessary for interdisciplinary interaction and produce new and functional information by synthesizing it. X
13 A graduate of the department develops a positive attitude for sustainable development, determine personal and occupational goals related to ELT, look for opportunities and use research methods and techniques necessary for further career development. X
14 A graduate of the department is equipped with relevant skills to examine the native language and the foreign language in terms of grammatical, linguistic and literary perspectives and to utilize similarities and differences didactically throughout this examination.
15 A graduate of the department is able to do scientific presentations at national and international meetings. X
Değerlendirme Sistemi
Yarıyıl Çalışmaları Katkı Oranı
1. Ara Sınav 50
1. Ödev 20
1. Sözlü Sınav 30
Toplam 100
1. Yıl İçinin Başarıya 60
1. Final 40
Toplam 100
AKTS - İş Yükü Etkinlik Sayı Süre (Saat) Toplam İş Yükü (Saat)
Course Duration (Including the exam week: 16x Total course hours) 14 3 42
Hours for off-the-classroom study (Pre-study, practice) 14 4 56
Mid-terms 1 10 10
Oral Examination 1 5 5
Assignment 1 14 14
Final examination 1 25 25
Toplam İş Yükü 152
Toplam İş Yükü / 25 (Saat) 6,08
Dersin AKTS Kredisi 6