Research Article
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A Comparative Analysis of English Language Teacher Education Programs in Turkey and Malaysia

Year 2018, Volume: 7 Issue: 3, 287 - 306, 06.10.2018

Ali Karakaş , Ergül Yavuz

https://doi.org/10.30703/cije.446313
Cited By: 5

Abstract

This paper
reports on findings from a comparative study that attempted to identify the
differences and similarities between the English Language Teacher Education
Programs employed in Turkey and Malaysia. Employing a qualitative case study
research design, a document analysis method was chosen to compare the programs
in terms of several points. To this end, information related to each program
was gathered from the relevant webpages of the programs and then subjected to
content analysis. The analysis of the data revealed that the ELTEPs differ from
each other in two main aspects, i.e. course-related and non-course related. In
terms of course-related aspects, the programs vary across course contents,
total credits, types of courses, with the Malaysian ELTEP having non-secular
courses in the curriculum. Concerning non-course-related issues, it has emerged
that differences lie in the length of the programs, the school types
student-teachers can be appointed to after graduation, overseas experiences,
length of field experience and career prospects. Finally, drawing on the
differences and similarities between the two programs, suggestions are made to
improve the programs by bearing in mind the strong sides of each program.  

Keywords

English Language Teacher Education Program Evaluation Student-teachers Language teaching in Turkey and Malaysia

References

  • Altan, M. Z. (2006). Preparation of Foreign language teachers in Turkey: A challenge for the 21st century. Dil Dergisi, 134, 49-54.
  • Altunya, N. (2006), Gazi Egitim Enstitüsü – Gazi Orta Ögretmen Okulu ve Egitim Enstitüsü (1926 – 1980), Gazi Üniversitesi 80. Yıl Armaganı, Ankara.
  • Aydoğan, İ. & Çilsal, Z. (2007). Yabancı Dil Öğretmenlerinin Yetiştirilme Süreci (Türkiye ve Diğer Ülkeler). Sosyal Bilimler Enstitüsü Dergisi, 22, 179-197.
  • Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40.
  • Cosgun-Ogeyik, M. (2009). Evaluation of English Language Teaching Education Curriculum by Student Teachers. Insan ve Toplum, 9(1), 42-57.
  • Coşkun, A. & Daloğlu, A. (2010). Evaluating an English Language Teacher Education Program Through Peacock’s Model, Australian Journal of Teacher Education, 35(6), 24-42.
  • Coşkun, H. (2008). Türkiye ve Almanya’da Yabancı Dil Öğretmeni Yetiştirme Programlarının Karşılaştırılması. C.Ü. Sosyal Bilimler Dergisi, 33(1), 61-73.
  • Cross, D. (1995). Language Teacher Preparation in Developing Countries: Structuring Pre- Service Teacher Training Programmes, English Teaching Forum, 33(4), 35.
  • Day, R.R. (1991). Models and the knowledge base of second language teacher education. University of Hawaii Working Papers in ESL, 11(2), pp. 1–13.
  • Demir, Y. (2015) All or Nothing: English as a Foreign Language (EFL) Student Teachers’ and Teacher Trainers’ Reflections on a Pre-service English Teacher Education Program in Turkey, The Anthropologist, 19(1), 157-165, DOI: 10.1080/09720073.2015.11891650
  • Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELT curriculum at Eastern Mediterranean University: A case study. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Erten, I. H. (2015). Listening to practising teachers: Implications for teacher training programs. Procedia - Social and Behavioral Sciences, 199, 581 – 588.Gebhard, J. (2009). The Practicum. In A. Burns & J. Richards (Eds). Second language teacher education, (pp. 250-258). Cambridge: CUP.
  • Grenfell, M., Kelly, M.Jones, D. (2003). The European language teacher: Recent trends and future developments in teacher education. Oxford: Peter Lang.
  • Hismanoğlu, S. (2012). İngilizce öğretmeni adaylarının İngilizce öğretmeni yetiştirme programı ile ilgili görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 1(2), 330-341.
  • İnal, S. & Byüyükyavuz, O. (2013). English trainee’s opinions on professional development and pre-service education. H. U. Journal of Education, 28(2), 221-233.
  • İnceçay, G. (2011). A critical overview of language teacher education in Turkish education system: From 2nd constitutional period onwards (1908-2010). Procedia - social and behavioral sciences, 15, 186-190 doi.org/10.1016/j.sbspro.2011.03.071
  • Karakaş, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15). 1-16 Retrieved from: http://abs.mehmetakif.edu.tr/upload/0633_128_yayinDosya.pdf
  • Kic-Drgas, J. & Çomoğlu, İ. (2017). A comparison of English language teacher education programs in Poland and Turkey. Western Anatolia Journal of Educationan Sciences, 8(2), 112-121.
  • Kildan, A.O., Ibret, B.U., Pektas, M., Aydinozu, D., Incikabi, L., Recepoglu, E. (2013). Evaluating Views of Teacher Trainees on Teacher Training Process in Turkey. Australian Journal of Teacher Education, 38(2), 51- 68.
  • Labuschagne, A. (2003). Qualitative Research - Airy Fairy or Fundamental ? The Qualitative Report, 8(1), 100–103.
  • Macalister, J. (2017). English and Language Teacher Education in Malaysia: An Exploration of the Influences on and Experiences of Pre-Service Teachers. RELC Journal, 48(1). 53 – 66. https://doi.org/10.1177/0033688217690936
  • Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
  • Peyton, J.K. (1997). Professional Development of Foreign Language Teachers, ERİCNo: ED414768. Retrieved from http://www.cal.org/resources/digest/peyton02.html
  • Salihoglu, U. (2012) Pre-service teachers’ and their instructors’ beliefs on the effectiveness of an English language teacher education program. Procedia-Social and Behavioral Sciences, 46, 3440-3444.
  • Sanli, S. (2009). Comparison of the English language teaching (ELT) departments’ coursecurricula in Turkey's education faculties. World Conference on Educational Sciences. Procedia Social and Behavioral Sciences, 1, 838–843. Seferoglu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching: International Research and Pedagogy, 32(4), 369-378.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
  • Thirusanku, J. & Yunus, M. M. (2014). Status of English in Malaysia. Asian Social Science,10(14) 254-260 doi:10.5539/ass.v10n14p254.
  • Toköz-Göktepe, F. (2015). A critical analysis of foreign language teacher education practices in Turkey. International Journal of Languages’ Education and Teaching, 3(1), 128-143.
  • Türken, M. (2017). A comparative evaluation of the latest ELTTP in Turkey: The lecturers’ perspective versus teacher trainees’ perspective. Journal of Foreign Language Education and Technology, 2(2), 76-98.
  • Uis.unesco.org. (2018). Teacher education | UNESCO UIS. [online] Available at: http://uis.unesco.org/node/335181 [Accessed 29 Jun. 2018].
  • Ulum, Ö. G. (2015). History of EFL teacher education programs in Turkey. Journal of Research in Humanities and Social Science 3(7), 42-45Ur, P. (1992). Teacher learning. ELT Journal, 46, 56-61.
  • Wallace, M.J. (1991). Training foreign language teachers. Cambridge: Cambridge University Press.
  • Uzun, L. (2016). Evaluation of the latest English language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3(1), 1-16.
  • Verma, G. K. & Mallick, K. (1999). Researching Education: Perspectives and Techniques. London: Palmer Press.
  • Vethamani, M. E. (2011). Teacher education in Malaysia: Preparing and training of English language teacher educators. The Journal of Asia TEFL,8(4), 85–110.Weir, C. & Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell.
  • Yavuz, A. & Zehir-Topkaya, E. (2013) Teacher Educators’ Evaluation of the English Language Teaching Program: A Turkish Case. Novitas-ROYAL (Research on Youth and Language), 2013, 7(1), 64-83.

Year 2018, Volume: 7 Issue: 3, 287 - 306, 06.10.2018

Ali Karakaş , Ergül Yavuz

https://doi.org/10.30703/cije.446313
Cited By: 5

Abstract

References

  • Altan, M. Z. (2006). Preparation of Foreign language teachers in Turkey: A challenge for the 21st century. Dil Dergisi, 134, 49-54.
  • Altunya, N. (2006), Gazi Egitim Enstitüsü – Gazi Orta Ögretmen Okulu ve Egitim Enstitüsü (1926 – 1980), Gazi Üniversitesi 80. Yıl Armaganı, Ankara.
  • Aydoğan, İ. & Çilsal, Z. (2007). Yabancı Dil Öğretmenlerinin Yetiştirilme Süreci (Türkiye ve Diğer Ülkeler). Sosyal Bilimler Enstitüsü Dergisi, 22, 179-197.
  • Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40.
  • Cosgun-Ogeyik, M. (2009). Evaluation of English Language Teaching Education Curriculum by Student Teachers. Insan ve Toplum, 9(1), 42-57.
  • Coşkun, A. & Daloğlu, A. (2010). Evaluating an English Language Teacher Education Program Through Peacock’s Model, Australian Journal of Teacher Education, 35(6), 24-42.
  • Coşkun, H. (2008). Türkiye ve Almanya’da Yabancı Dil Öğretmeni Yetiştirme Programlarının Karşılaştırılması. C.Ü. Sosyal Bilimler Dergisi, 33(1), 61-73.
  • Cross, D. (1995). Language Teacher Preparation in Developing Countries: Structuring Pre- Service Teacher Training Programmes, English Teaching Forum, 33(4), 35.
  • Day, R.R. (1991). Models and the knowledge base of second language teacher education. University of Hawaii Working Papers in ESL, 11(2), pp. 1–13.
  • Demir, Y. (2015) All or Nothing: English as a Foreign Language (EFL) Student Teachers’ and Teacher Trainers’ Reflections on a Pre-service English Teacher Education Program in Turkey, The Anthropologist, 19(1), 157-165, DOI: 10.1080/09720073.2015.11891650
  • Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELT curriculum at Eastern Mediterranean University: A case study. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Erten, I. H. (2015). Listening to practising teachers: Implications for teacher training programs. Procedia - Social and Behavioral Sciences, 199, 581 – 588.Gebhard, J. (2009). The Practicum. In A. Burns & J. Richards (Eds). Second language teacher education, (pp. 250-258). Cambridge: CUP.
  • Grenfell, M., Kelly, M.Jones, D. (2003). The European language teacher: Recent trends and future developments in teacher education. Oxford: Peter Lang.
  • Hismanoğlu, S. (2012). İngilizce öğretmeni adaylarının İngilizce öğretmeni yetiştirme programı ile ilgili görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 1(2), 330-341.
  • İnal, S. & Byüyükyavuz, O. (2013). English trainee’s opinions on professional development and pre-service education. H. U. Journal of Education, 28(2), 221-233.
  • İnceçay, G. (2011). A critical overview of language teacher education in Turkish education system: From 2nd constitutional period onwards (1908-2010). Procedia - social and behavioral sciences, 15, 186-190 doi.org/10.1016/j.sbspro.2011.03.071
  • Karakaş, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15). 1-16 Retrieved from: http://abs.mehmetakif.edu.tr/upload/0633_128_yayinDosya.pdf
  • Kic-Drgas, J. & Çomoğlu, İ. (2017). A comparison of English language teacher education programs in Poland and Turkey. Western Anatolia Journal of Educationan Sciences, 8(2), 112-121.
  • Kildan, A.O., Ibret, B.U., Pektas, M., Aydinozu, D., Incikabi, L., Recepoglu, E. (2013). Evaluating Views of Teacher Trainees on Teacher Training Process in Turkey. Australian Journal of Teacher Education, 38(2), 51- 68.
  • Labuschagne, A. (2003). Qualitative Research - Airy Fairy or Fundamental ? The Qualitative Report, 8(1), 100–103.
  • Macalister, J. (2017). English and Language Teacher Education in Malaysia: An Exploration of the Influences on and Experiences of Pre-Service Teachers. RELC Journal, 48(1). 53 – 66. https://doi.org/10.1177/0033688217690936
  • Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
  • Peyton, J.K. (1997). Professional Development of Foreign Language Teachers, ERİCNo: ED414768. Retrieved from http://www.cal.org/resources/digest/peyton02.html
  • Salihoglu, U. (2012) Pre-service teachers’ and their instructors’ beliefs on the effectiveness of an English language teacher education program. Procedia-Social and Behavioral Sciences, 46, 3440-3444.
  • Sanli, S. (2009). Comparison of the English language teaching (ELT) departments’ coursecurricula in Turkey's education faculties. World Conference on Educational Sciences. Procedia Social and Behavioral Sciences, 1, 838–843. Seferoglu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching: International Research and Pedagogy, 32(4), 369-378.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
  • Thirusanku, J. & Yunus, M. M. (2014). Status of English in Malaysia. Asian Social Science,10(14) 254-260 doi:10.5539/ass.v10n14p254.
  • Toköz-Göktepe, F. (2015). A critical analysis of foreign language teacher education practices in Turkey. International Journal of Languages’ Education and Teaching, 3(1), 128-143.
  • Türken, M. (2017). A comparative evaluation of the latest ELTTP in Turkey: The lecturers’ perspective versus teacher trainees’ perspective. Journal of Foreign Language Education and Technology, 2(2), 76-98.
  • Uis.unesco.org. (2018). Teacher education | UNESCO UIS. [online] Available at: http://uis.unesco.org/node/335181 [Accessed 29 Jun. 2018].
  • Ulum, Ö. G. (2015). History of EFL teacher education programs in Turkey. Journal of Research in Humanities and Social Science 3(7), 42-45Ur, P. (1992). Teacher learning. ELT Journal, 46, 56-61.
  • Wallace, M.J. (1991). Training foreign language teachers. Cambridge: Cambridge University Press.
  • Uzun, L. (2016). Evaluation of the latest English language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3(1), 1-16.
  • Verma, G. K. & Mallick, K. (1999). Researching Education: Perspectives and Techniques. London: Palmer Press.
  • Vethamani, M. E. (2011). Teacher education in Malaysia: Preparing and training of English language teacher educators. The Journal of Asia TEFL,8(4), 85–110.Weir, C. & Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell.
  • Yavuz, A. & Zehir-Topkaya, E. (2013) Teacher Educators’ Evaluation of the English Language Teaching Program: A Turkish Case. Novitas-ROYAL (Research on Youth and Language), 2013, 7(1), 64-83.
There are 36 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Ali Karakaş 0000-0002-9790-8562

Ergül Yavuz

Publication Date October 6, 2018
Published in Issue Year 2018Volume: 7 Issue: 3

Cite

APA Karakaş, A., & Yavuz, E. (2018). A Comparative Analysis of English Language Teacher Education Programs in Turkey and Malaysia. Cumhuriyet Uluslararası Eğitim Dergisi, 7(3), 287-306. https://doi.org/10.30703/cije.446313

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