Implementation and evaluation of an EFL teacher training program for non-formal education settings

Sezen Arslan, İsmail Hakkı Mirici, Hüseyin Öz

Abstract


Abstract. This study aims to implement and evaluate a suggested in-service teacher training program for English language teachers in non-formal education institutions. In doing this, 2-week online training program was designed considering the professional needs of the teachers and implemented with a follow-up. Pre and posttests, self-assessment scales and lesson observations were utilized in order to compare teacher knowledge and behaviors before and after the training. In addition, those instruments, feedback forms were also received from the teachers in order to figure out their attitudes towards the implemented program. Findings from the study showed that the program had a significant impact on teacher knowledge and behaviors. Although the majority had a positive attitude towards the program, some teachers suggested that a face-to-face training program be held and that the length could be extended.


Keywords


EFL teachers, INSET, non-formal education, professional development

Full Text:

PDF

References


Akbari, R., & Moradkhani, S. (2012). Is a degree relevant? A comparison of pedagogical thought units of teachers with and without ELT-related academic credentials? Australian Journal of Teacher Education, 37(12), 77-93.

Allan, I. E., & Seaman, J., Lederman, D., & Jaschik, S. (2012). Conflicted: Faculty and Online Education, 2012: A joint project of the Babson Survey Research Group and Inside Higher Ed. Retrieved from https://www.insidehighered.com/sites/default/server_files/survey/conflicted.html

Amirian, S. M. R., & Moghadam, R. G., Nafchi, A. M. (2016). Evaluation of EFL teachers opinions about online in-service teacher training programs in Iran. International Journal of Humanities and Cultural Studies, 2(4), 124-143.

Arslan, S., Mirici, İ. H., & Öz, H. (in press). In-service training needs of EFL teachers in non-formal education settings. Selçuk University Journal of Faculty of Letters.

Aytaç, T. (2000). Hizmet içi eğitim kavramı ve uygulamada karşılaşılan sorunlar [The concept of in-service training and problems experienced in implementation process]. Milli Eğitim Dergisi [Journal of National Education], 147. Retrieved from http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/147/aytac.htm

Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57(8), 28-33.

Brown, J. L. (2004). Making the most of understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi experimental designs for research. In N. L. Gage (Ed.), Handbook of Research on Teaching (pp. 1-76). Chicago: Rand McNally.

Canaran, Ö. (2017). A new perspective into team teaching as a continuous professional development model for English teachers (Doctoral dissertation). Hacettepe University, Ankara, Turkey.

Chang, K., Jung K., Hayes, D., Yeon, J., Kim W., & Lee B. (2010). In-service English teacher training program evaluation. English Teaching, 65(3), 127-163.

Chen, P. (2011). From CMS to SNS: Educational networking for urban teachers. Journal of Urban Learning, Teaching, and Research, 7, 50-61.

Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.

David, J. L. (2008). What research says about…/Classroom walk-throughs. Educational Leadership, 65(4), 81-82.

EF English Proficiency Index (n.d.). Retrieved from https://www.ef.com.tr/epi/

Ertmer, P. A., & Ottenbreit- Leftwich, A. T. (2010). Teacher technology change. Journal of Research on Technology in Education, 42(3), 255-284.

Evaluation (n.d). In ldoceonline.com. Retrieved from https://www.ldoceonline.com/dictionary/evaluation

European Commission. (2013). Supporting teacher competence development for better learning outcomes. European Education and Training. Retrieved from http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/teachercomp_en.pdf

Farrell T. S. C. & Richards J. C. (2007). Teachers’ language proficiency. In T.S. C. Farrell T. S. C. (Ed.), Reflective language teaching: From research to practice (pp. 55-66). London: Continuum.

Gabay, M. (2015). Providing feedback to colleagues: A continual challenge. Hosp Pharm, 50(4), 259-260.

Garet, M. S., Andrew C. P., Desimone, L., Birman B. F., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.

Goel, C. (2019). Improving professional practices of in-service teachers in Delhi. International Online Journal of Education and Teaching (IOJET), 6(3), 432-441.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Guskey, T. R. (2003). What makes professional development effective? Phi-Delta Kappan, 84(10), 748-750.

Gustafson, K. L., & Tilman, M. H. (1991). Designing the general strategies of instruction. In L. J. Brigs, K. L. Gustafson, & M. H. Tilman (Eds.), Instructional design: Principles and applications (2nd ed.) (pp. 173-192). Englewood Cliffs, NJ: Educational Technology Publications.

Grossman, P. L., & Richert, A. E. (1988). Unacknowledged knowledge growth: A re-examination of the effects of teacher education. Teaching and Teacher Education, 4(1), 53-62.

Henderson, E. S. (1979). The concept of school-focused inservice education and training. British Journal of Teacher Education, 5(1), 17-25.

Joyce, B. & Showers, B. (1980). Improving inservice training: The messages of research. Educational Leadership, 37(5), 379-385.

Kayapınar, U. (2013). Discovering expatriate reflective practitioners. Reflective practice: International and multidisciplinary perspectives, 14(4), 435-451.

Kirkpatrick D., & Kirkpatrick J. D. (2006). Evaluating training programs: The four levels (3rd ed.). San Francisco, CA: Barrett-Koehler Publishers.

Kokoç, M., Özlü, A., Çimer A., & Karal, H. (2011). Teachers’ views on the potential use of in-service education and training activities. Turkish Online Journal of Distance Education, 12(4), 68-87.

Lim, T., Abas, W. Z., & Mansor, N. (2010, May). Online in-service teacher professional development in Malaysia: A new possibility. Paper presented at Global Learn Asia Pacific 2010-Global Conference on Learning and Technology, Penang, Malaysia. Retrieved from http://www.learntechlib.org/noaccess/34494/

Mathison, S. (1992). An evaluation model for inservice teacher education. Evaluation and Program Planning, 15(3), 255-261.

Maxwell, J. A. (2009). Designing a qualitative study. In L. Bickman & D. J. Rog (Eds.), The SAGE handbook of applied social research methods (2nd ed.) (pp. 214-253). Thousand Oaks, CA: Sage Publication.

Mili Eğitim Bakanlığı [Ministry of National Education (MoNE)]. (1995). Hizmetiçi Eğitim Yönetmeliği [In-Service training regulations] Retrieved from http://mevzuat.meb.gov.tr/html/51.html

Mirici, İ. H., & Hergüner, S. (2015). A digital European self-assessment tool for student teachers of foreign languages: The EPOSTL. The Turkish Online Journal of Educational Technology, 14(1), 1-10.

Neel H.J., & Monroe E. E. (1988). Meeting the inservice needs of classroom teachers: One model. Journal of In-Service Education, 14(3), 176-179.

O’ Sullivan, M. C. (2002). Effective follow-up strategies for professional development for primary teachers in Namibia. Teacher Development, 6(2), 181-203.

Öğretmenlik alan bilgisi testi (ÖABT) İngilizce tamamı çözümlü soru bankası. (2015). [Teacher knowledge question Bank for ELT] (4th ed.). Ankara: Pegem Akademi.

Öğretmenlik alan bilgisi testi (ÖABT) İngilizce öğretmenliği konu anlatımlı. (2015). [Teacher knowledge coursebook for ELT] (5th ed.). Ankara: Pegem Akademi.

Öztürk, M. (2014). EFL Instructors’ cognitions and actions in relation to foreign language learning and teaching process (Doctoral dissertation). Middle East Technical University, Ankara, Turkey.

Newby, D., Allan, R., Fenner, A. B., Jones, B., Komoroswka, H., & Soghikyan, K. (2007). European Portfolio for Student Teachers of Languages: A reflection tool for language educators. Location: Council of Europe

Palmer, C. (1993). Innovation and the experienced teacher. ELT Journal, 47(2), 166-171.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.

Peacock, A. (1993). The in-service training of primary teachers in science in Namibia. Journal of In-Service Education, 19(2), 21-26.

Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research, 13(3), 259-278.

Peker, K. (2010). Kamu kurum ve kuruluşlarında hizmet içi eğitim ve yöntemleri [Inservice education and methods in public institutions]. Mevzuat Dergisi [Journal of Legislation], 16. Retrieved from https://www.mevzuatdergisi.com/2010/12a/02.htm

Penuel, W. R., Fishman B. J., Y., Yamaghuchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958.

Philips, D. L., & Clancy, K. J. (1972). Some effectis of “social desirability” in survey studies. American Journal of Sociology, 77(5), 921-940.

Richards J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York, NY: Cambridge University Press.

Sowell, J. (2017). Good instruction-giving in the second-language classroom. English Teaching Forum, 55(3), 10-19.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Shulman, L. S., & Shulman J. H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257-271.

Stufflebeam, D.L. (2003). The CIPP model for evaluation. In D.L. Stufflebeam & T. Kellaghan, (Eds.), The international handbook of educational evaluation (pp.31-62). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Struyk, L. R., & McCoy, L. H. (1993). Self-evaluation techniques. American Secondary Education, 22(2), 2-5.

Şahin, V. (2006). Evaluation of the in-service teacher training program “the certificate for teachers of English” at the Middle East Technical University School of Foreign Languages (Doctoral dissertation). Middle East Technical University, Ankara, Turkey.

Tulder, M. V., S. Veenman, S., & J. Sieben, J. (1988). Features of effective in-service activities: Results of a Delphi-study. Educational Studies, 14(2), 209-223.

Yılmaz, H., & Düğenci, M. (2010, February). Hizmet içi eğitime farklı bir yaklaşım: E-hizmet içi eğitim [A different approach in-service training- E-service training). Paper presented at XII. Akademik Bilişim Konferansı [XII Academic Informatics Conference], Muğla, Turkey. Retrieved from http://ab.org.tr/ab10/kitap/yilmaz_dugenci_AB10.pdf

Yüksek Öğretim Kurulu [Council of Higher Education (CoHE). (1998). Fakülte-okul işbirliği [Faculty-school cooperation]. Retrieved from http://www.yok.gov.tr/documents/10279/23817636/fakulte_okul_isbirligi.pdf/561be90b-5e16-4d8a-9c2b-eaba3426b440

Zandi, P., Thang, M. S., & Krish, P. (2014, March). Teacher professional development through blogging: Some preliminary findings. Paper presented at SoLLs.INTEC 13: International Conference on Knowledge-Innovation-Excellence: Synergy in Language Research and Practice, National University of Malaysia. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042814016024


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

 ISSN: 1305-3515