Pre-service teachers’ evaluation of practices in teaching English to young learners according to 21st century teacher qualifications

Abdülvahit Çakır, Müzeyyen Nazlı Güngör

Abstract


This study explores the perspectives of 3rd and 4th year pre-service teachers on the evaluation of the practices in teaching English to young learners based on 21st century teacher qualifications. Employing a mixed methods design, the qualitative data come from semi-structured interviewed questions administered to pre-service teachers registered in five different English Language Teaching programmes. The quantitative data come from the content analysis of the course “Teaching English to Young Learners” syllabuses in these universities. The findings indicate that pre-service teachers have individual learning needs mainly on organizational skills, the use of technology, and characteristics of young learners. The current syllabuses for the course are found to be ineffective in terms of growing 21st century teachers. This study also discusses pre-service teachers’ readiness levels as a 21st century teacher to teach young learners English. Suggestions are made for the course content and teachers’ fundamental needs to promote 21st century teacher qualifications at pre-service level. 


Keywords


21st century teacher qualifications; teaching English to young learners; pre-service teacher education

Full Text:

PDF

References


Bezzina, C., & Michalak, J. (2008). Preparing student teachers for teaching practicum. In A. Swennen, & M. Klink (Eds.), Becoming a teacher educator: theory and practice for teacher educators (pp.163-171). Netherlands: Springer. Doi: 10.1007/978-1-4020-8874-2

Carless, D. R. (2004). Issues in teachers’ reinterpretations of task-based innovations in primary schools. TESOL Quarterly, 38(4), 639−661.

Cohen, L., & Manion, L. (1994). Research methods in education (4th ed.). New York: Routledge.

Çelik, S., & Arıkan, A. (2012). A Qualitative Study of the Effectiveness of Teacher Education Programs in Preparing Primary School English Language Teachers. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32, 77-87.

Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57(3), 300–314.

Dunn, O. (2014). Collins Introducing English to Young YLs: Spoken Language. UK: HarperCollins.

Edwards, G. (2013). Pre-service teachers growth as practitioners of developmentally appropriate practice: a Vygotskian analysis of constraints and affordances in the English context. European Journal of Teacher Education. 37(1). 4-17.

Ellis, R. (1996). Activities and procedures for teacher preparation. In J. C. Richards & D. Nunan (Eds.), Second Language Teacher Education (pp. 26-36). USA: CUP.

Emery, H. (2012). A global study of primary English teachers’ qualification, training and career development. UK: British Council.

Eröz-Tuğa, B. (2012). Reflective feedback sessions using video recordings. ELT Journal 67(2), 175-183. Doi:10.1093/elt/ccs081.

Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners: ELT research papers 11-01. UK: British Council.

Gut, W. (2011). Integrating 21st century skills into the curriculum. In G. Wan & D. M. Gut (Eds.), Bringing schools into the 21st century (pp.113-136). New York: Springer.

Hismanoğlu, S. (2012). İngilizce öğretmeni adaylarının İngilizce öğretmeni yetiştirme programı ile ilgili görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 1(2), 330-341.

Kızıldağ, A. (2009). Teaching English in Turkey; dialogues with teachers about challenges in public primary schools. International Electronic Journal of Elementary Education 3(1), 188-201.

Johnson, C., Greer, R., & Harrison, T. (1995). Preparing teachers for the 21st century: Break the mold (ERIC Document Reproduction Service No. ED386426)

Johnson, C. E., & Templeton, R. A. (2011). Preparing teachers for the 21st century; A renaissance. In G. Wan & D. M. Gut (Eds.), Bringing schools into the 21st century (pp. 113-136). New York: Springer.

Mackey, A., & Gass, S. M. (2005). Second language research; methodology and design. USA: Lawrence Erlbaum Associates.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis; an expanded resource book (2nd ed.). USA: Sage.

National Education Association. (2002–2009). Ensuring every child a quality teacher. Retrieved on June 13, 2009, from http://www.nea.org/home/12306.html

Neal, M. N. (2010). An examination of teachers’ perceptions: Ohio’s early childhood teacher preparation programs (Doctoral dissertation). Retrieved from www.proquest.com (3459360).

Newman, K. L., Samimy, K., & Romstedt, K. (2010). Developing a training program for secondary teachers of English language learners in Ohio. Theory into Practice 49 (2), 152-161.

Özkan, H., & Arikan, A. (2010). To what extent does English language teacher education curriculumprepare prospective teachers for teaching young learners. In Proceedings of the International Conference on New Trends in Education and their Implications (pp. 18-23).

Partnership for 21st Century Skills. (2004). Partnership for 21st Century Skills. Retrieved on January 2, 2014, from http://www.21stcenturyskills.org

Pradhan, J.S. (2011). Restructuring teacher education in the 21st century. International Journal of Education and Allied Sciences 3(2). 17-20.

Richards, J.C. (2008). Second language teacher education today. RELC Journal 39(2), 158-177.

Seferoğlu, G. (2007). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching 32(4), 369-378.

Shin, J. K., & Crandall, J. (2014). Teaching YLs English; From theory to practice. USA: National Geographic Learning & Heinle Cengage Learning.

Shinde, M. B., & Karekatti, T. K. (2012). Pre-service teachers’ beliefs about teaching English to primary school YLs. International Journal of Instruction 5(1), 69 – 86.

Whitaker, T. (2004). What great teachers do differently: 14 things that matter most. New York: Eye on Education.

Yavuz, A., & Zehir-Topkaya, E. (2013). Teacher Educators’ Evaluation of the English Language Teaching Program: A Turkish Case. Novitas Royal 7(1), 64-83.


Refbacks

  • There are currently no refbacks.


Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © Journal of Language and Linguistic Studies