A Comparison of Kazakhstani and Turkish English Language Teacher Education Curricula

Autor/inn/en	Baimbetova, Zhanar; Çakir, Cemal
Titel	A Comparison of Kazakhstani and Turkish English Language Teacher Education Curricula
Quelle	In: International Journal of Curriculum and Instruction, 13 (2021) 3, S.1967-1986 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Teacher Education Curriculum; Comparative Education; Teaching Methods; Student Teachers; Language Teachers; Foreign Countries; Language Proficiency; Curriculum Design; Second Language Learning; Second Language Instruction; English (Second Language); Practicums; Institutional Characteristics; Kazakhstan; Turkey + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Ausland; Language skill; Language skills; Sprachkompetenz; Lehrplangestaltung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Practicum; Praktikum; Praktika; Kasachstan; Türkei
Abstract	The current paper reports the findings of a comparative study about the curricula designed for the English language teacher education programs (ELTEPs) in two countries, namely Kazakhstan and Turkey. The comparative analysis of the curricula focuses on the specific courses taken by the prospective teachers of English in each country. The courses are grouped under the categories of linguistic competence/L2 proficiency, pedagogic competence, and managerial competence to analyze the similarities, and differences between the two curricula. The findings show that the ELTEP curriculum in Turkey offers a substantial number of pedagogic courses whereas it offers considerably fewer courses related to improving student teachers' linguistic competence. Although the Kazakhstani ELTEP curriculum incorporates and balances the linguistic and pedagogic competencies to a certain degree, less importance is attached to foreign language teaching methodology courses. The study highlights the need of increasing the number of foreign language teaching methodology courses addressing the pre-service teacher's pedagogic competence in the Kazakhstani ELTEP. Furthermore, the study reveals the non-course-related similarities and differences between the ELTEPs in Turkey and Kazakhstan in the following variables: the length of education, the total number of credits needed for graduation, the practicum length, the school types where graduates can work after graduation, and the steps they have to take to start teaching officially. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01