ARE GENERIC AND ENGLISH TEACHER COMPETENCIES SUFFICIENT AND REALISTIC ENOUGH?

Çağla Atmaca

Abstract


This study aims to find out and compare the perspectives of both pre-service and in-service English teachers about the generic and field-specific teacher competencies in Turkish EFL context. 213 pre-service and 38 in-service English teachers participated in the study. Qualitative research methods were utilized to gather and analyse the data. The findings indicate that there is uniformity between the pre-service and in-service participants. It was also found that mostly the participant English teachers were uninformed about these competencies and they were found to have contrasting opinions about the related competencies because some of them do not find these competencies sufficient or realistic enough while some of them see these competencies as a way of professionalism. They also make some suggestions about how to integrate these competencies into existing teacher training system.

 

Article visualizations:

Hit counter

DOI

Keywords


teacher education; teacher induction, teacher competencies; generic teacher competencies; English teacher competencies

Full Text:

PDF

References


Adoniou, M. (2013). Preparing teachers: The importance of connecting contexts in teacher education. Australian Journal of Teacher Education, 38(8), 47-60.

Aitken, R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations. Teaching and Teacher Education, 27, 350-356.

Ajzen, I. (1991). The theory of planned behaviour. Organizational Behaviour and Human Decision Processes, 50(2), 179-211.

Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26, 1006-1014.

Choy, D., Wong, A. F. L., Lim, K. M., & Chong, S. (2013). Beginning teachers’ perceptions of their pedagogical knowledge and skills in teaching: A three-year study. Australian Journal of Teacher Education, 38(5), 68-79.

Cresswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research. Thousands Oaks, Calif.: Sage.

Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative

and mixed methodologies. New York: Oxford University Press.

Glaser, B. G., & Strauss, A. L. (1980). The discovery of grounded theory: strategies for qualitative research (11th ed.). New York: Aldine Publishing Company.

Joseph, D. (2011). Early Career teaching: Learning to be a teacher and staying in the job. Australian Journal of Teacher Education, 36(9). Retrieved from http://dx.doi.org/10.14221/ajte.2011v36n9.5.

Koc, E. M. (2011). Development of mentor teacher role inventory. European Journal of Teacher Education, 34(2), 193-208.

Kozulin, A., Gindis, B., S. Ageyev, V., & M. Miller, S. (2003). Vygotsky’s educational theory in cultural context. Cambridge: Cambridge University Press.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publication.

Paris, L. (2010). Reciprocal mentoring residencies...better transitions to teaching.

Australian Journal of Teacher Education, 35(3), 14-26.

Simon, S. E. (2013). Chaos of textures or ‘tapisserie’? A model for creative teacher education curriculum design. Australian Journal of Teacher Education, 38(11), 87-102.

Thornberg, R. (2012). Informed grounded theory. Scandinavian Journal of Educational Research, 56(3), 243-259.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans. & Ed.). Cambridge, MA: MIT Press.

Ward, C., Bochner, S., & Furnham, A. (2005). The psychology of culture shock (2nd ed.). East Sussex: Routledge.

Warford, M. K. (2011). The zone of proximal teacher development. Teaching and Teacher Education, 27, 252-258.


Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).