The Portfolio Effect: Enhancing Turkish ELT Student-Teachers' Autonomy

Autor/in	Yildirim, Rana
Titel	The Portfolio Effect: Enhancing Turkish ELT Student-Teachers' Autonomy
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 8, Artikel 7 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Student Teachers; Personal Autonomy; Foreign Countries; Individual Development; Professional Development; Student Teacher Attitudes; Portfolios (Background Materials); English (Second Language); Second Language Instruction; Second Language Learning; Language Teachers; Majors (Students); Grade 3; Elementary School Students; Elementary School Teachers; Questionnaires; Semi Structured Interviews; Reflection; Goal Orientation; Letters (Correspondence); Lesson Plans; Mixed Methods Research; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Individuelle Autonomie; Ausland; Individuelle Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Language teacher; Sprachunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Zielorientierung; Zielvorstellung; Brief; Lesson planning; Unterrichtsplanung; Türkei
Abstract	This article reports on the use of portfolios to develop ELT major student-teachers' autonomy. The research was carried out for 14 weeks with twenty-one 3rd grade student-teachers in the English Language Teaching Department of Cukurova University, Adana, Turkey. To evaluate the impact of portfolios on fostering the participants' autonomy, data were collected from an autonomy readiness questionnaire, semi-structured interviews with the student-teachers and three portfolio evidences: graded goal sheets, reflection reports, and cover letters. The findings revealed that the use of portfolios assisted the student-teachers in becoming autonomous in regard to their personal and professional development and that the student-teachers perceived the portfolio process they went through positively. (Contains 6 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10