Milestone in English Language Teacher Education: How to Use European Profiling Grid in the Assessment of Prospective EFL Teachers' Qualifications
Abstract
This research intends to exemplify one of the new practices that can be used for the assessment of prospective English language teachers' qualifications. Thus, the scope of this research covers the prospective EFL teachers and the implementation of European Profiling Grid (EPG) aimed to be commonly used for language teacher education in Europe. This research is based on a mixed-type research design focusing on both qualitative and quantitative research approaches. Thus, it refers to descriptive and experimental research designs. For this purpose, the participants of the study were chosen among the prospective EFL teachers (N=38), their mentors (N=12), course supervisors (N=3), and course registration supervisors (N=3). Totally the research includes 56 participants who reflect the prospective teachers' teaching qualifications in terms of an adapted 7 point likert-type form of EPG. In data analysis process, a series of one-sample T tests, Kruskal Wallis H test for independent samples, one way ANOVA statistics were applied to the data. The results of the study reveal that EPG has significant effects on prospective EFL teachers in that it can be proposed to use commonly in English language teacher education instead of the Council of Higher Education's assessment form for prospective teacher education.
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