Research Article
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Perceptions of K-12 English Language Teachers on an Online In-Service Training Program

Year 2023, Issue: 57, 2088 - 2101, 30.09.2023

Evrim Üstünlüoğlu Bahar Gün

https://doi.org/10.53444/deubefd.1318956

Abstract

This research was conducted in collaboration with the US Embassy Education Department located in Ankara and the Local Directorate of National Education (DoNE). The study aimed at designing an online in-service training program based on the needs and expectations of K-12 English language teachers; and to identify their perceptions regarding the online in-service-training program to make implications for the design of future online in-service programs. A needs analysis survey was conducted, resulting in an online program which included topic areas, such as use of technology, engagement of students in online classes, effective teaching and assessment of speaking and writing skills, use of drama techniques, professional development, the profile of next generation learners, as well as pedagogical approaches. The focus group meetings with the participant teachers at the end of the program revealed that the teachers in the study benefited from the online program in terms of improving their overall online teaching and assessment skills, contributing to their professional development, and improving their own language proficiency levels.

Keywords

online in-service training K-12 English language teachers evaluation teacher perceptions

Supporting Institution

UD Embassy Ankara

Project Number

STU1502IN3011

References

  • Akayoğlu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australian Journal of Educational Technology, 36(1), 85-97. doi:https://10.14742/ajet.4711
  • Arslan, S. (2018). Designing an in-service teacher-training program for English teachers in non-formal education. [Doctoral dissertation]. Hacettepe University. http://www.openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/5266
  • Babanoğlu, M. P., & Yardımcı, A. (2017). Turkish state and private school EFL teachers’ perceptions on professional development. Çukurova University Faculty of Education Journal, 46(2), 789-803.
  • Babadogan, C., & Olkun, S. (2007). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning, 1-6.
  • Başaran, B. Ç. (2020). Examining in-service English language teachers’ professional needs: towards an online teacher-training program. [Doctoral dissertation]. Middle East Technical University. https://etd.lib.metu.edu.tr/upload/12625543/index.pdf
  • Bettinelli, B. (1998). An analysis of the training needs of Italian secondary school teachers of English as a foreign language [Doctoral dissertation]. Loughborough University. https://hdl.handle.net/2134/6866
  • British Council and TEPAV. (2013). Turkey national needs assessment of state school English language teaching. Ankara, Turkey. ISBN 978-9944-927-63-5
  • Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: complementary research strategies. Sage Publications, Inc.
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49, 5-22.
  • Elmas, R., Ozturk, N., Irmak, M., & Cobern, W. W. (2014). An investigation of teacher response to national science curriculum reforms in Turkey. Eurasian Journal of Physics & Chemistry Education, 6(1), 2-33.
  • European Joint Research Centre. (2017). European framework for the digital competence of educators DigCompEdu. Luxembourg. Publications Office. doi:https://10.2760/159770
  • Fullan, M. (2001). The new meaning of educational change. Teachers College Press.
  • Göksoy, S. (2014). Hizmet-içi eğitim faaliyetlerinin süreç ve sonuçlarının niteliğine yönelik öğretmen görüşleri. International Journal of Human Sciences, 11(1), 387-402. https://doi.org/10.14687/ijhs. v11i1.2645
  • Gümüşlüoğlu, D. (2016). İngilizce öğretmenlerinin hizmetiçi eğitim süreçleri ve hizmetiçi eğitim etkinliklerinin sınıf içi performanslarına ilişkin algılar. [Master’s thesis]. Yeditepe Üniversitesi. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay
  • Günel, M., & Tanrıverdi, K. (2014). Dünya'da ve Türkiye'de Hizmetiçi Eğitimler: Kurumsal ve Akademik Hafıza(Kayıpları)mız. Education & Science, 39(175), 73-94. doi:https:// 10.15390/EB.2014.2949
  • Hall, D. R., & Knox, J. S. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63-85. doi:https://10.1080/01587910902845964
  • Hazelrigg, N. (July 9, 2019). Survey: Nearly Half of Students Distracted by Technology. https://www.insidehighered.com/digital-learning/article/2019/07/10/survey-shows-nearly-half-students-distracted-technology.
  • İleri, S. A. (2019). İngilizce öğretmenlerinin konuşma becerisi ölçümüne ilişkin gereksinimleri ve bir hizmet içi eğitim önerisi. [Doctoral dissertation]. Ankara Üniversitesi. https://dspace.ankara.edu.tr/xmlui/handle/20.500.12575/68599
  • Joyce, B. R., & Showers, B. (2002). Designing training and peer coaching: Our needs for learning. ASCD.
  • Jung, I. (2001). Issues and challenges of providing online in-service teacher training: Korea's experience. International Review of Research in Open and Distance Learning, 2(1), 1-18. doi:https://10.19173/irrodl.v2i1.30
  • Kabilan, M. K. (2004). Online Professional Development. Journal of Computing in Teacher Education, 21(2), 51-57. doi: 10.1080/10402454.2004.10784511
  • Karasolak, K., Tanriseven, I., & Konokman, G. (2013). Öğretmenlerin hizmetiçi eğitim etkinliklerine ilişkin tutumlarinin belirlenmesi. Kastamonu Eğitim Dergisi, 21(3), 997-1010.
  • Kasap, S., & Usul, A. (2018, 24 Kasım). Yaklaşık 1 milyon öğretmen genç nüfusu geleceğe hazırlıyor. https://www.aa.com.tr/tr/egitim/yaklasik-1-milyon-ogretmen-genc-nufusugelecege-hazirliyor/1319248
  • Koç, E. M. (2016). A general investigation of the in-service training of English language teachers at elementary schools in Turkey. International Electronic Journal of Elementary Education, 8(3), 455–466. https://files.eric.ed.gov/fulltext/EJ1096582.pdf Korkmazgil, S. (2015). An Investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges. [Doctoral dissertation]. Middle East Technical University. https://etd.lib.metu.edu.tr/upload/12619513/index.pdf
  • Korkmazgil, S., & Seferoğlu, G. (2013). Exploring non-native English teachers’ professional development practices. Boğaziçi Üniversitesi Eğitim Dergisi , 30(1), 1-9.
  • Krishnan, S., Norman, H., & Yunus, M. (2020). Teachers' proficiency being enhanced by online learning. International Journal of Engineering and Technical Research, 9.
  • Macia, M., & Garcia, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307.
  • Milli Eğitim Bakanlığı, (2018). Turkey’s Education Vision 2023. http://2023vizyonu.meb.gov.tr/doc/2023_VIZYON_ENG.pdf
  • Odabaşı, S., Çakır, İ., & Çimer, A. (2010). Teachers’ views on the effectiveness of in‐service courses on the new curriculum in Turkey. European Journal of Teacher Education, 33(1), 31-41.
  • Qoura, A. (2016). A Suggested On-Line Training Program for Developing EFL Teachers' Professional Performance. The Faculty of Education Magazine. Ain Shams University.
  • Owen, S. (2003). School-based professional development–building morale, professionalism and productive teacher learning practices. Journal of Educational Enquiry, 4(2), 102-128. https://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/527
  • Özer, B. (2004). In-service training of teachers in Turkey at the beginning of the 2000s. Journal of In-service Education, 30(1), 89-100.
  • Richards, J.C., & Farrell, T.S.C. (2005). Professional development for language teachers: strategies for teacher learning. Cambridge University Press.
  • Rosangela, B., & Xia L. (2014). The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, working paper series. No. IDB-WP-529.
  • Simonson, M. (2019). Research in distance education: A summary. The Quarterly Review of Distance Education, 20(3), 31-43.
  • Stone, A. M. (2014). Naspa’s new professionals institute: exploring the personal and professional ımpact of a two-day, intensive professional development experience. [Master’s thesis]. University of Nebraska-Lincoln. http://digitalcommons.unl.edu/cehsedaddiss/175
  • Şahin, İ. (2012). Connecting staff development to teacher improvement: A case study of an in- service teacher education program for English teachers. [Dissertation]. Middle East Technical University. http://etd.lib.metu.edu.tr/upload/12615129/index.pdf
  • Taneri, O.P., & Engin-Demir, C. (2011). Quality of education in rural schools: A needs assessment study (Ankara Kalecik Sample). International Online Journal of Educational Sciences, 3(1), 91-112.
  • Uysal, H. H. (2012). Evaluation of an in-service training program for primary-school language teachers in Turkey. Australian Journal of Teacher Education, 37(7), 14-29.
  • Uztosun, M. S. (2018). In-service teacher education in Turkey: English language teachers’ perspectives. Professional Development in Education, 44(4), 557-569. doi:https://10.1080/19415257.2017.1374989

K-12 Düzeyi İngilizce Öğretmenlerinin Çevrimiçi Eğitim Programlarına Yönelik Algıları

Year 2023, Issue: 57, 2088 - 2101, 30.09.2023

Evrim Üstünlüoğlu Bahar Gün

https://doi.org/10.53444/deubefd.1318956

Abstract

Bu araştırma, İzmir Milli Eğitim Müdürlüğü ve İzmir’de bulunan bir vakıf üniversitesinin Yabancı Diller Yüksekokulu öğretmen eğitimcilerinin işbirliği ile yürütülmüştür. Araştırmanın amacı ilk ve ortaöğretimde çalışan İngilizce öğretmenlerinin ihtiyaçlarına dayalı bir hizmet-içi eğitim tasarlamak ve tasarlanan hizmet-içi eğitime ilişkin öğretmenlerin algılarını belirleyerek bu eğitimin değerlendirmesini yapmak ve ileriye yönelik önerilerde bulunmaktır. İhtiyaç analizi sonuçlarına göre İngilizce öğretmenleri, teknoloji kullanımı, çevrimiçi öğretimde öğrenci katılımı, yazma ve konuşma becerilerinin etkili öğretimi, mesleki gelişim, yazma ve konuşma becerilerin değerlendirilmesi, drama tekniklerinin kullanımı, gelecek nesil öğrenci profil özellikleri ve pedagojik yaklaşımlar konularını hizmet-içi eğitim programında görmek istediklerini belirtmişlerdir. Çevrimiçi öğretmen eğitimi sonrasında yapılan odak grup çalışma analizleri, öğretmenlerin, çevrimiçi öğretim becerileri ve teknoloji kullanımlarının iyileştiğini, öğrencilerin derse katılımlarının arttığını ve öğretim süreçlerinin iyileştiğini, mesleki gelişimlerinden tatmin olduklarını, yazma ve konuşma öğretme becerilerinin geliştiği ve bu becerilere ilişkin değerlendirme kalitesinin arttığını, kişisel gelişimlerine olumlu katkı sağladığını, İngilizce dil yetkinliklerinin arttığını ve eğitim içeriğinin MEB İngilizce programları ile tutarlı olduğunu göstermiştir.

Keywords

Hizmet içi uzaktan eğitim İlk ve orta öğretim İngilizce dil öğretmenleri değerlendirme öğretmen algıları

Project Number

STU1502IN3011

References

  • Akayoğlu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australian Journal of Educational Technology, 36(1), 85-97. doi:https://10.14742/ajet.4711
  • Arslan, S. (2018). Designing an in-service teacher-training program for English teachers in non-formal education. [Doctoral dissertation]. Hacettepe University. http://www.openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/5266
  • Babanoğlu, M. P., & Yardımcı, A. (2017). Turkish state and private school EFL teachers’ perceptions on professional development. Çukurova University Faculty of Education Journal, 46(2), 789-803.
  • Babadogan, C., & Olkun, S. (2007). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning, 1-6.
  • Başaran, B. Ç. (2020). Examining in-service English language teachers’ professional needs: towards an online teacher-training program. [Doctoral dissertation]. Middle East Technical University. https://etd.lib.metu.edu.tr/upload/12625543/index.pdf
  • Bettinelli, B. (1998). An analysis of the training needs of Italian secondary school teachers of English as a foreign language [Doctoral dissertation]. Loughborough University. https://hdl.handle.net/2134/6866
  • British Council and TEPAV. (2013). Turkey national needs assessment of state school English language teaching. Ankara, Turkey. ISBN 978-9944-927-63-5
  • Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: complementary research strategies. Sage Publications, Inc.
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49, 5-22.
  • Elmas, R., Ozturk, N., Irmak, M., & Cobern, W. W. (2014). An investigation of teacher response to national science curriculum reforms in Turkey. Eurasian Journal of Physics & Chemistry Education, 6(1), 2-33.
  • European Joint Research Centre. (2017). European framework for the digital competence of educators DigCompEdu. Luxembourg. Publications Office. doi:https://10.2760/159770
  • Fullan, M. (2001). The new meaning of educational change. Teachers College Press.
  • Göksoy, S. (2014). Hizmet-içi eğitim faaliyetlerinin süreç ve sonuçlarının niteliğine yönelik öğretmen görüşleri. International Journal of Human Sciences, 11(1), 387-402. https://doi.org/10.14687/ijhs. v11i1.2645
  • Gümüşlüoğlu, D. (2016). İngilizce öğretmenlerinin hizmetiçi eğitim süreçleri ve hizmetiçi eğitim etkinliklerinin sınıf içi performanslarına ilişkin algılar. [Master’s thesis]. Yeditepe Üniversitesi. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay
  • Günel, M., & Tanrıverdi, K. (2014). Dünya'da ve Türkiye'de Hizmetiçi Eğitimler: Kurumsal ve Akademik Hafıza(Kayıpları)mız. Education & Science, 39(175), 73-94. doi:https:// 10.15390/EB.2014.2949
  • Hall, D. R., & Knox, J. S. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63-85. doi:https://10.1080/01587910902845964
  • Hazelrigg, N. (July 9, 2019). Survey: Nearly Half of Students Distracted by Technology. https://www.insidehighered.com/digital-learning/article/2019/07/10/survey-shows-nearly-half-students-distracted-technology.
  • İleri, S. A. (2019). İngilizce öğretmenlerinin konuşma becerisi ölçümüne ilişkin gereksinimleri ve bir hizmet içi eğitim önerisi. [Doctoral dissertation]. Ankara Üniversitesi. https://dspace.ankara.edu.tr/xmlui/handle/20.500.12575/68599
  • Joyce, B. R., & Showers, B. (2002). Designing training and peer coaching: Our needs for learning. ASCD.
  • Jung, I. (2001). Issues and challenges of providing online in-service teacher training: Korea's experience. International Review of Research in Open and Distance Learning, 2(1), 1-18. doi:https://10.19173/irrodl.v2i1.30
  • Kabilan, M. K. (2004). Online Professional Development. Journal of Computing in Teacher Education, 21(2), 51-57. doi: 10.1080/10402454.2004.10784511
  • Karasolak, K., Tanriseven, I., & Konokman, G. (2013). Öğretmenlerin hizmetiçi eğitim etkinliklerine ilişkin tutumlarinin belirlenmesi. Kastamonu Eğitim Dergisi, 21(3), 997-1010.
  • Kasap, S., & Usul, A. (2018, 24 Kasım). Yaklaşık 1 milyon öğretmen genç nüfusu geleceğe hazırlıyor. https://www.aa.com.tr/tr/egitim/yaklasik-1-milyon-ogretmen-genc-nufusugelecege-hazirliyor/1319248
  • Koç, E. M. (2016). A general investigation of the in-service training of English language teachers at elementary schools in Turkey. International Electronic Journal of Elementary Education, 8(3), 455–466. https://files.eric.ed.gov/fulltext/EJ1096582.pdf Korkmazgil, S. (2015). An Investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges. [Doctoral dissertation]. Middle East Technical University. https://etd.lib.metu.edu.tr/upload/12619513/index.pdf
  • Korkmazgil, S., & Seferoğlu, G. (2013). Exploring non-native English teachers’ professional development practices. Boğaziçi Üniversitesi Eğitim Dergisi , 30(1), 1-9.
  • Krishnan, S., Norman, H., & Yunus, M. (2020). Teachers' proficiency being enhanced by online learning. International Journal of Engineering and Technical Research, 9.
  • Macia, M., & Garcia, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307.
  • Milli Eğitim Bakanlığı, (2018). Turkey’s Education Vision 2023. http://2023vizyonu.meb.gov.tr/doc/2023_VIZYON_ENG.pdf
  • Odabaşı, S., Çakır, İ., & Çimer, A. (2010). Teachers’ views on the effectiveness of in‐service courses on the new curriculum in Turkey. European Journal of Teacher Education, 33(1), 31-41.
  • Qoura, A. (2016). A Suggested On-Line Training Program for Developing EFL Teachers' Professional Performance. The Faculty of Education Magazine. Ain Shams University.
  • Owen, S. (2003). School-based professional development–building morale, professionalism and productive teacher learning practices. Journal of Educational Enquiry, 4(2), 102-128. https://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/527
  • Özer, B. (2004). In-service training of teachers in Turkey at the beginning of the 2000s. Journal of In-service Education, 30(1), 89-100.
  • Richards, J.C., & Farrell, T.S.C. (2005). Professional development for language teachers: strategies for teacher learning. Cambridge University Press.
  • Rosangela, B., & Xia L. (2014). The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, working paper series. No. IDB-WP-529.
  • Simonson, M. (2019). Research in distance education: A summary. The Quarterly Review of Distance Education, 20(3), 31-43.
  • Stone, A. M. (2014). Naspa’s new professionals institute: exploring the personal and professional ımpact of a two-day, intensive professional development experience. [Master’s thesis]. University of Nebraska-Lincoln. http://digitalcommons.unl.edu/cehsedaddiss/175
  • Şahin, İ. (2012). Connecting staff development to teacher improvement: A case study of an in- service teacher education program for English teachers. [Dissertation]. Middle East Technical University. http://etd.lib.metu.edu.tr/upload/12615129/index.pdf
  • Taneri, O.P., & Engin-Demir, C. (2011). Quality of education in rural schools: A needs assessment study (Ankara Kalecik Sample). International Online Journal of Educational Sciences, 3(1), 91-112.
  • Uysal, H. H. (2012). Evaluation of an in-service training program for primary-school language teachers in Turkey. Australian Journal of Teacher Education, 37(7), 14-29.
  • Uztosun, M. S. (2018). In-service teacher education in Turkey: English language teachers’ perspectives. Professional Development in Education, 44(4), 557-569. doi:https://10.1080/19415257.2017.1374989
There are 40 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Articles
Authors

Evrim Üstünlüoğlu 0000-0002-2631-7888

Bahar Gün 0000-0002-0802-2998

Project Number STU1502IN3011
Publication Date September 30, 2023
Published in Issue Year 2023 Issue: 57

Cite

APA Üstünlüoğlu, E., & Gün, B. (2023). Perceptions of K-12 English Language Teachers on an Online In-Service Training Program. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(57), 2088-2101. https://doi.org/10.53444/deubefd.1318956
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