Öz
Although Turkey is not a member state of the EU,
educational and curricular documents produced by the EU such like the CEFR and
the European Portfolio for Student Teachers of Languages (EPOSTL) have been
examined by Turkish researchers and curriculum makers whose work seem to affect
the curriculum of teacher education programs and curricula of all levels. The
EPOSTL, which aims to improve the pedagogical progress of Turkish teachers of
English, is currently studied and applied in many different contexts in Turkey
although research on its potential use is still needed. Hence, in this study, I
critically look at the EPOSTL which is a guide for prospective teachers of
foreign languages who are enrolled in their initial teacher education or
teacher preparation programs. The document works within five specific domains
that are aimed to be realized through 193 descriptors which are categorized
under seven major areas. In this study, the value of the EPOSTL as a document
in relation to its possible use in teacher education programs in Turkey is
discussed with a focus on the probable challenges associated with applying it
in English language teacher education programs in Turkey. By citing some
research-based evidence on some theoretical, pedagogical, curricular and
structural problems surrounding our programs in which we research and teach, I
will try to show the problems associated with the document especially when its
possible applications in Turkey are considered.
Anahtar Kelimeler
Kaynakça
- Burkert, A., & Schwienhorst, K. (2008). Focus on the student teacher: The European Portfolio for Student Teachers of Languages (EPOSTL) as a tool to develop teacher Autonomy. Innovation in Language Learning and Teaching, 2, 238-252.
- Commission, E. (2014). Common European principles for teacher competences and qualifications. http://www.atee1.org/uploads/EUpolicies/common_eur_principles_en.pdf adresinden alınmıştır.
- Çakır, A., & Balçıkanlı, C. (2012). The use of the EPOSTL to foster teacher autonomy: ELT student teachers' and teacher trainers' views. Australian Journal of Teacher Education, 37, 1-16.
- Hisamura, K. (2011). Contextualization of the EPOSTL within Japanese Educational System. In H. Jimbo, K. Hisamura, Y. Usui, M. Oda, & L. Yoffe, A Comprehensive Study on the Framework of English Language Teachers’ Professional Development in Japan (pp. 105-113). JACET SIG on English Education.
- Hoxha, M., & Tafani, V. (2015). European portfolio for student - teachers of languages (EPOSTL) and insights from student - teachers’ feedback. Academic Journal of Interdisciplinary Studies, 4, 71-78.
- Mirici, İ. H. (2006). Electronic in-service teacher-training for the new national EFL curriculum in Turkey. Turkish Online Journal of Distance Education-TOJDE, 7, 155-164.
- Mirici, İ. H. (2015). A digital European self-assessment tool for student teachers. TOJET: The Turkish Online Journal of Educational Technology , 14, 1-10.
- Mirici, İ. H. (2015). Yabancı dil öğretmeni yetiştirmede Avrupa politikaları ve uygulamalar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 42-51.
- Newby, D. (2012). Insights into the European Portfolio for Student Teachers of Languages (EPOSTL). Newcastle upon Tyne: Cambridge Scholars Publishing.
- Newby, D., Allan, R., Fenner, A.-B., Jones, B., Komorowska, H., & Soghikyan, K. (2007). European portfolio for student teachers of languages: A reflection tool for language teacher education. Graz: Council of Europe.
- Schauber, H. (2015). Using the EPOSTL for dialogic reflection in EFL teacher education. Gist Education and Learning Research Journal, 11, 118-137.
Öz
Türkiye Avrupa Birliği üyesi bir ülke olmamasına
rağmen, CEFR ve EPOSTL gibi eğitsel ve müfredata ait belgelerin, yaptıkları
çalışmaların her düzeydeki öğretmen eğitim programları ve müfredatları üzerinde
etkisi olan Türk araştırmacı ve müfredat geliştiricileri tarafından incelendiği
görülmektedir. Türkiye’de İngilizce öğretmenlerinin pedagojik gelişimlerini
artırmayı hedefleyen EPOSTL, üzerinde hala araştırılma yapılması gerekmesine
rağmen, Türkiye’de detaylı bir şekilde incelenmekte ve farklı bağlamlarda
kullanılmaktadır. Bu çalışmada da öğretmenlik giriş eğitimi almakta olan ve
öğretmen hazırlama programlarında kayıtlı olan geleceğin yabancı dil
öğretmenleri için bir rehber mahiyetindeki EPOSTL eleştirel bir şekilde
incelenmektedir. Belge, yedi genel alanın altında yer alan 193 gösterge yoluyla
gerçekleştirilmesi amaçlanan beş boyutta kullanılmaktadır. Bu çalışmada,
EPOSTL’nin öğretmen eğitim programlarında olası kullanılışı tartışılmakta ve
Türkiye’deki İngilizce öğretmenlik programlarında kullanılabilmesi ile ilişkili
bazı zorluklara odaklanılmaktadır. Araştırma yaptığımız ve öğrettiğimiz
programlarımıza dair kuramsal, pedagojik ve müfredata dair sorunlara ilişkin
araştırma sonuçları sunulurken özellikle belgenin Türkiye’deki kullanılışı
önündeki muhtemel sorunlar anlatılacaktır.
Anahtar Kelimeler
Kaynakça
- Burkert, A., & Schwienhorst, K. (2008). Focus on the student teacher: The European Portfolio for Student Teachers of Languages (EPOSTL) as a tool to develop teacher Autonomy. Innovation in Language Learning and Teaching, 2, 238-252.
- Commission, E. (2014). Common European principles for teacher competences and qualifications. http://www.atee1.org/uploads/EUpolicies/common_eur_principles_en.pdf adresinden alınmıştır.
- Çakır, A., & Balçıkanlı, C. (2012). The use of the EPOSTL to foster teacher autonomy: ELT student teachers' and teacher trainers' views. Australian Journal of Teacher Education, 37, 1-16.
- Hisamura, K. (2011). Contextualization of the EPOSTL within Japanese Educational System. In H. Jimbo, K. Hisamura, Y. Usui, M. Oda, & L. Yoffe, A Comprehensive Study on the Framework of English Language Teachers’ Professional Development in Japan (pp. 105-113). JACET SIG on English Education.
- Hoxha, M., & Tafani, V. (2015). European portfolio for student - teachers of languages (EPOSTL) and insights from student - teachers’ feedback. Academic Journal of Interdisciplinary Studies, 4, 71-78.
- Mirici, İ. H. (2006). Electronic in-service teacher-training for the new national EFL curriculum in Turkey. Turkish Online Journal of Distance Education-TOJDE, 7, 155-164.
- Mirici, İ. H. (2015). A digital European self-assessment tool for student teachers. TOJET: The Turkish Online Journal of Educational Technology , 14, 1-10.
- Mirici, İ. H. (2015). Yabancı dil öğretmeni yetiştirmede Avrupa politikaları ve uygulamalar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 42-51.
- Newby, D. (2012). Insights into the European Portfolio for Student Teachers of Languages (EPOSTL). Newcastle upon Tyne: Cambridge Scholars Publishing.
- Newby, D., Allan, R., Fenner, A.-B., Jones, B., Komorowska, H., & Soghikyan, K. (2007). European portfolio for student teachers of languages: A reflection tool for language teacher education. Graz: Council of Europe.
- Schauber, H. (2015). Using the EPOSTL for dialogic reflection in EFL teacher education. Gist Education and Learning Research Journal, 11, 118-137.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2016 |
| Yayımlandığı Sayı | Yıl 2016 Cilt: 1 Sayı: 1 |