|CONTEMPORARY APPROACHES TO TRAINING ENGLISH LANGUAGE TEACHERS||ELT 516||0||3 + 0||3||6|
|Ön Koşul Dersleri|
|Önerilen Seçmeli Dersler|
|Dersin Seviyesi||Yüksek Lisans|
Dr.Öğr.Üyesi CİHAT ATAR
Dr.Öğr.Üyesi CİHAT ATAR
|Dersin Yardımcıları||Res. Assist. Merve SAVAŞÇI|
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.
Theories of learning and implications for language teacher education, recent approaches to the teacher educational curriculum, reflective teaching, action research, and collaborative action research are some of the contents to be covered throughout the course period.
|Dersin Öğrenme Çıktıları||Öğretim Yöntemleri||Ölçme Yöntemleri|
|1 - The learners gain the importance of lifelong learning and professional development.||1 - 5 - 8 - 10 - 14 -||C - D - F -|
|2 - The learners improve their reflective ability||3 - 8 - 10 - 14 -||A - C - D - F -|
|3 - The learners know about the most recent approaches to English language teacher education||1 - 3 - 8 - 10 - 14 -||A - C - F -|
|4 - The learners perform action research, identifying problem, testing, observing, confirming or disconfirming.||1 - 2 - 8 - 14 -||A - C - D - F -|
|5 - The learners know about collegiality, helping each other while teaching.||1 - 2 - 3 - 8 -||A - C - F -|
|Öğretim Yöntemleri:||1:Lecture 5:Demonstration 8:Group Study 10:Brain Storming 14:Self Study 3:Discussion 2:Question-Answer|
|Ölçme Yöntemleri:||C:Homework D:Project / Design F:Performance Task A:Testing|
|1||Introduction and Orientation|
|2||Ch. 1. Theories of learning and implications for language teacher education Ch. 2. Approaches to the teacher educational curriculum||(Roberts, J. 1998)|
|3||Ch. 2. Theories of teaching in language teacher education Ch. 7. INSET||(Richards, J. 1998); (Roberts, J. 1998)|
|4||Ch. 2. Self-awareness and self-observation Ch. 3. Reflective teaching: Looking closely Ch. 7. Video: Seeing others as others see us Ch. 9. Peer observation||(Bailey, et al.)|
|5||Factors affecting teachers’ participation in Professional activities.||Kwakman, K. (2003). Factors affecting teachers’ participation in Professional activities. Teaching and Teacher Education, 19, 149-170.|
|6||Reflection on practice||Staniforth, D. & Harland, T. (2003). Reflection on practice: Collaborative action research for new academics. Educational Action Research, 11, 1, 79-92.|
|7||Teachers engaging in action research||Peters, J. (2004). Teachers engaging in action research: Challenging some assumptions. Educational Action Research,12, 4, 535-556.|
|8||Effective components of in-service teacher training? Journal of In-service Education||Courtney, J. (2007). What are effective components of in-service teacher training? Journal of In-service Education, 33, 3, 321-339.|
|10||Teacher research||Atay, D. (2008). Teacher research for Professional development. ELT Journal.|
|11||The nature of teacher education||Ch. 1. The nature of teacher education Ch. 2. Workshops Ch. 8. Analyzing critical incidents Ch. 9. Case analysis (Richards, J. C. (2005)|
|12||Student research presentations|
|13||Student research presentations|
|14||Course overview and Implications|
Course Pack including the most recent articles related to Teacher Professional Development
Roberts, J. (1998). Language Teacher Education. London: Arnold Publishing
Richards, J. C. (1998). Beyond Training. Cambridge: CUP
1. Roberts, J. (1998). Language Teacher Education. London: Arnold Publishing
2. Richards, J. C. (1998). Beyond Training. Cambridge: CUP
3. Bailey, K. M., Curtis, A. & Nunan, D. (2001). Pursuing Professional Development. Boston: Heinle & Heinle.
4. Kwakman, K. (2003). Factors affecting teachers’ participation in Professional activities. Teaching and Teacher Education, 19, 149-170.
5. Staniforth, D. & Harland, T. (2003). Reflection on practice: Collaborative action research for new academics. Educational Action Research, 11, 1, 79-92.
6. Peters, J. (2004). Teachers engaging in action research: Challenging some assumptions. Educational Action Research,12, 4, 535-556.
7. Courtney, J. (2007). What are effective components of in-service teacher training? Journal of In-service Education, 33, 3, 321-339.
8. Atay, D. (2008). Teacher research for Professional development. ELT Journal.
9. Richards, J. C. (2005). Professional Development for Language Teachers
Dersin Program Çıktılarına Katkısı
|No||Program Öğrenme Çıktıları||KatkıDüzeyi|
|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.||X|
|15||A graduate of the department is able to do scientific presentations at national and international meetings.||X|
|YARIYIL İÇİ ÇALIŞMALARI||SIRA||KATKI YÜZDESİ|
|Yıliçinin Başarıya Oranı||60|
|Finalin Başarıya Oranı||40|