Conceptualization of Theory in English Language Teaching by Student Teachers and Practicing Teachers

Autor/inn/en	Gümüsok, Fatma; Daloglu, Aysegül
Titel	Conceptualization of Theory in English Language Teaching by Student Teachers and Practicing Teachers
Quelle	In: Journal of Language and Linguistic Studies, 14 (2018) 2, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gümüsok, Fatma) ORCID (Daloglu, Aysegül)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Language Teachers; Second Language Instruction; English (Second Language); Knowledge Level; Student Teachers; Foreign Countries; Experienced Teachers; Questionnaires; Likert Scales; Theories; Data Analysis; Theory Practice Relationship; Mixed Methods Research; Content Analysis; Turkey + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wissensbasis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Fragebogen; Likert-Skala; Theory; Theorie; Auswertung; Theorie-Praxis-Beziehung; Inhaltsanalyse; Türkei
Abstract	Teachers generally raise sharp criticism about theory with respect to its (lack of) relevance and benefits to practice in both teaching and teacher education. With the purpose of having a deeper understanding of this criticism, this study aims to explore conceptualization of theory by both English as a Foreign Language (EFL) student teachers and practicing teachers. The data were collected from a group of 18 student teachers and a group of 16 practicing teachers. An open-ended questionnaire was administered to the first group while the second group was asked to complete a questionnaire with Likert-scale items. The findings revealed that both student teachers and practicing teachers regard theory from a more objective and scientific point of view. Both groups assigned various roles to theory like guiding practice; explaining ideas, concepts, issues; and generating opinions. The results indicated that both groups are able to utilize theories in their practices. In contrast to what literature suggests, not only student teachers but also practicing teachers appreciate theory in their practices. In this regard, the study offers promising results and provides suggestions for the betterment of teacher education programs. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01