English language teacher education in Turkey. Policy vs academic standards.

Autor/inn/en	Mahalingappa, Laura J.; Polat, Nihat
Titel	English language teacher education in Turkey. Policy vs academic standards.
Quelle	In: European Journal of Higher Education, 3 (2013) 4, S. 371-383Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2156-8235; 2156-8243
DOI	10.1080/21568235.2013.832348
Schlagwörter	Prüfungsordnung; Lehre; Fremdsprache; Anglistik; Studium; Student; Ausland; Türkei
Abstract	This qualitative study examines curriculum frameworks in English language teacher education (ELTE) programs in Turkey in light of current second language (L2) teaching standards and research vs Turkey's Higher Education Council (HEC) mandates. It also investigates program directors' perceptions about the current situations of their programs with regards to those standards and mandates. Data include eight ELTE curricula (including both private and public and low and high-ranking schools), interviews with eight program directors, student admission test scores, and teacher education standard manuals. Results suggest that while the overwhelming majority of the programs offer a homogeneous curriculum with a similar number of credit-hour allocation and weighted coverage for each competency area in the curriculum, compared to international education standards for teachers of English to speakers of other languages (TESOL), these programs seem to exhibit several noticeable weaknesses concerning the language, culture, instruction, assessment and professionalism domains. In addition, program directors express concern with how adherence to mandates has restricted the quality of their teacher education programs. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2014/3