An Investigation of the Professional Development Agenda of Turkish EFL Student Teachers

Volume 8 Issue 3 July - September 2018

Research Article

An Investigation of the Professional Development Agenda of Turkish EFL Student Teachers

Galip Kartal* , Kemal Sinan Özmen**

* Assistant Professor, Department of English Language Teaching, Necmettin Erbakan University, Konya, Turkey.

** Associate Professor, Department of English language Teaching, Gazi University, Ankara, Turkey.

Kartal, G., & Özmen, K. S. (2018). An Investigation of the Professional Development Agenda of Turkish EFL Student Teachers. i-manager’s Journal on English Language Teaching, 8(3),7-17. https://doi.org/10.26634/jelt.8.3.14498

Abstract

Teacher Professional Development (PD) is crucial for sustaining the quality of teaching. This study aims at investigating PD plans of English student teachers and the factors affecting those plans. The data were collected through a survey applied to 101 participants, and semi-structured interviews with 20 student teachers studying at an English Language Teaching (ELT) program of a large state University in Turkey. Survey findings showed that the majority of the student teachers have PD plans. The analysis of the interview data indicated that there were academically oriented (scholarly oriented pursuits, career-oriented pursuits), occupational, and teaching methodology plans. In addition, there were plans for improving English proficiency, using technology effectively, motivating learners, and teaching speaking skills. Factors affecting student teachers' plans included but not limited to practicum experience, competence-based issues and family reasons. The findings are discussed in line with the conditions of second language teacher education programs in Turkey, namely program entry and exit requirements, as well as teaching motivation and English proficiency.