An Examination of the EPOSTL's Potential Practical Use in Turkey

Autor/in	Arikan, Arda
Titel	An Examination of the EPOSTL's Potential Practical Use in Turkey
Quelle	1 (2016) 1, S.76-80 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Language Teachers; Student Teachers; Teacher Education Programs; Teacher Competencies; English (Second Language); Second Language Instruction; Preservice Teachers; Educational Improvement; Guides; Documentation; Turkey + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrkunst; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching improvement; Unterrichtsentwicklung; Handbuch; Leitfaden; Dokumentation; Türkei
Abstract	Although Turkey is not a member state of the EU, educational and curricular documents produced by the EU such like the CEFR and the European Portfolio for Student Teachers of Languages (EPOSTL) have been examined by Turkish researchers and curriculum makers whose work seem to affect the curriculum of teacher education programs and curricula of all levels. The EPOSTL, which aims to improve the pedagogical progress of Turkish teachers of English, is currently studied and applied in many different contexts in Turkey although research on its potential use is still needed. Hence, in this study, I critically look at the EPOSTL which is a guide for prospective teachers of foreign languages who are enrolled in their initial teacher education or teacher preparation programs. The document works within five specific domains that are aimed to be realized through 193 descriptors which are categorized under seven major areas. In this study, the value of the EPOSTL as a document in relation to its possible use in teacher education programs in Turkey is discussed with a focus on the probable challenges associated with applying it in English language teacher education programs in Turkey. By citing some research-based evidence on some theoretical, pedagogical, curricular and structural problems surrounding our programs in which we research and teach, I will try to show the problems associated with the document especially when its possible applications in Turkey are considered. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01