Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 14 Sayı: 2, 1 - 17, 15.06.2018

Öz

Kaynakça

  • Allen, J. M. (2009). Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace. Teaching and Teacher Education, 25(5), 647-654.
  • Borg, S. (2006). Teacher cognition and teacher education: Research and practice. London: Continuum.
  • Borg, S. (2009). Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 163-171). New York: Cambridge University Press.
  • Carr, D. (2000). Professionalism and ethics in teaching. Abingdon: Routledge.
  • Creswell, J. W. (2013). Qualitative inquiry and research design. Choosing among five approaches. (3rd ed.) Thousand Oaks: Sage Publications.
  • Cummins, J., & Davison, C. (2007). International handbook of English language teaching. New York:Springer Science & Business Media.
  • Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Emsheimer, P., & De Silva, N. L. (2011). Preservice teachers’ reflections on practice in relation to theories. In M. Mattsson & T. V. Eilertsen & D. Rorrison (Eds.), A practicum turn in teacher education (pp. 147-167). Rotterdam,The Netherlands: Sense Publishers.
  • Farrell, T. S. (2015). It’s not who you are! It’s how you teach! Critical competencies associated with effective teaching. RELC Journal, 46(1), 79-88.
  • Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3-56.
  • Hascher, T., Cocard, Y., & Moser, P. (2004). Forget about theory—practice is all? Student teachers' learning in practicum. Teachers and Teaching, 10(6), 623-637.
  • Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education, 25(1), 207-216.
  • Johnson, K. E. (1996). The role of theory in L2 teacher education. TESOL Quarterly, 30(4), 765 771.
  • Knight, R. (2015). Postgraduate student teachers’ developing conceptions of the place of theory in learning to teach: ‘more important to me now than when I started’. Journal of Education for Teaching, 41(2), 145-160.
  • Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Oonk, W. (2009). Theory-enriched practical knowledge in mathematics teacher education. ICLON, Leiden University, Leiden.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Pring, R. (2004). Philosophy of educational research. London: Continuum.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of Research on Teacher Education (pp. 102–119). New York: Macmillan.
  • Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Segall, A. (2001). Re-thinking theory and practice in the preservice teacher education Classroom: teaching to learn from learning to teach. Teaching Education, 12(2), 225-242.
  • Shulman, L. (2004). The wisdom of practice. San Francisco, CA: Jossey Bass.
  • Sjølie, E. (2014). The role of theory in teacher education: reconsidered from a student teacher perspective. Journal of Curriculum Studies, 46(6), 729-750.
  • Thomas, G. (2007). Education and theory: Strangers in paradigms. New York: McGraw-Hill International.
  • Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441-461.
  • Yaman, Ş. (2008). A case study of an EFL teacher’s personal & professional development: Employing repertory grid elicitation technique. Boğaziçi University Journal of Education, 25(1), 25-40.
  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.

Conceptualization of theory in English language teaching by student teachers and practicing teachers

Yıl 2018, Cilt: 14 Sayı: 2, 1 - 17, 15.06.2018

Öz



























































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Conceptualization of theory in English language teaching by student teachers and practicing teachers



Generally in teaching, particularly in teacher education, harsh criticism is directed towards theory by teachers with respect to its (lack of) relevance and benefits to practice. With the purpose of having a deeper understanding of this criticism, this study aims to explore conceptualization of theory by both English as a Foreign Language (EFL) student teachers and practicing teachers. The data were collected from a group of 18 student teachers and a group of 16 practicing teachers. An open-ended questionnaire was administered to the first group while the second group was asked to complete a questionnaire with likert-scale items. The findings revealed that both student teachers and practicing teachers regard theory from a more objective and scientific point of view. Both groups assigned various roles to theory like guiding practice; explaining ideas, concepts, issues; and generating opinions. The results indicated that both groups are able to utilize theories in their practices. In contrast to what literature suggests, not only student teachers but also practicing teachers appreciate theory in their practices. In this regard, the study offers promising results and provides suggestions for the betterment of teacher education programs. 



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Gümüşok, Fatma



Affiliated
institution (University)



 Middle East Technical University



Country



 Turkey



Email
address



 fatmagumusok@gmail.com



Department
& Rank



 Foreign Language Education



Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



Daloğlu, Ayşegül 



Affiliated
institution (University)



 Middle East Technical University



Country



 Turkey



Email
address



 daloglu@metu.edu.tr



Department
& Rank



 Foreign Language Education



Corresponding
author (Yes/No)



 No



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Allen, J. M. (2009). Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace. Teaching and Teacher Education, 25(5), 647-654.
  • Borg, S. (2006). Teacher cognition and teacher education: Research and practice. London: Continuum.
  • Borg, S. (2009). Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 163-171). New York: Cambridge University Press.
  • Carr, D. (2000). Professionalism and ethics in teaching. Abingdon: Routledge.
  • Creswell, J. W. (2013). Qualitative inquiry and research design. Choosing among five approaches. (3rd ed.) Thousand Oaks: Sage Publications.
  • Cummins, J., & Davison, C. (2007). International handbook of English language teaching. New York:Springer Science & Business Media.
  • Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Emsheimer, P., & De Silva, N. L. (2011). Preservice teachers’ reflections on practice in relation to theories. In M. Mattsson & T. V. Eilertsen & D. Rorrison (Eds.), A practicum turn in teacher education (pp. 147-167). Rotterdam,The Netherlands: Sense Publishers.
  • Farrell, T. S. (2015). It’s not who you are! It’s how you teach! Critical competencies associated with effective teaching. RELC Journal, 46(1), 79-88.
  • Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3-56.
  • Hascher, T., Cocard, Y., & Moser, P. (2004). Forget about theory—practice is all? Student teachers' learning in practicum. Teachers and Teaching, 10(6), 623-637.
  • Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education, 25(1), 207-216.
  • Johnson, K. E. (1996). The role of theory in L2 teacher education. TESOL Quarterly, 30(4), 765 771.
  • Knight, R. (2015). Postgraduate student teachers’ developing conceptions of the place of theory in learning to teach: ‘more important to me now than when I started’. Journal of Education for Teaching, 41(2), 145-160.
  • Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
  • Oonk, W. (2009). Theory-enriched practical knowledge in mathematics teacher education. ICLON, Leiden University, Leiden.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Pring, R. (2004). Philosophy of educational research. London: Continuum.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of Research on Teacher Education (pp. 102–119). New York: Macmillan.
  • Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Segall, A. (2001). Re-thinking theory and practice in the preservice teacher education Classroom: teaching to learn from learning to teach. Teaching Education, 12(2), 225-242.
  • Shulman, L. (2004). The wisdom of practice. San Francisco, CA: Jossey Bass.
  • Sjølie, E. (2014). The role of theory in teacher education: reconsidered from a student teacher perspective. Journal of Curriculum Studies, 46(6), 729-750.
  • Thomas, G. (2007). Education and theory: Strangers in paradigms. New York: McGraw-Hill International.
  • Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441-461.
  • Yaman, Ş. (2008). A case study of an EFL teacher’s personal & professional development: Employing repertory grid elicitation technique. Boğaziçi University Journal of Education, 25(1), 25-40.
  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Fatma Gümüşok

Ayşegül Daloğlu

Yayımlanma Tarihi 15 Haziran 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 14 Sayı: 2

Kaynak Göster

APA Gümüşok, F., & Daloğlu, A. (2018). Conceptualization of theory in English language teaching by student teachers and practicing teachers. Journal of Language and Linguistic Studies, 14(2), 1-17.
AMA Gümüşok F, Daloğlu A. Conceptualization of theory in English language teaching by student teachers and practicing teachers. Journal of Language and Linguistic Studies. Haziran 2018;14(2):1-17.
Chicago Gümüşok, Fatma, ve Ayşegül Daloğlu. “Conceptualization of Theory in English Language Teaching by Student Teachers and Practicing Teachers”. Journal of Language and Linguistic Studies 14, sy. 2 (Haziran 2018): 1-17.
EndNote Gümüşok F, Daloğlu A (01 Haziran 2018) Conceptualization of theory in English language teaching by student teachers and practicing teachers. Journal of Language and Linguistic Studies 14 2 1–17.
IEEE F. Gümüşok ve A. Daloğlu, “Conceptualization of theory in English language teaching by student teachers and practicing teachers”, Journal of Language and Linguistic Studies, c. 14, sy. 2, ss. 1–17, 2018.
ISNAD Gümüşok, Fatma - Daloğlu, Ayşegül. “Conceptualization of Theory in English Language Teaching by Student Teachers and Practicing Teachers”. Journal of Language and Linguistic Studies 14/2 (Haziran 2018), 1-17.
JAMA Gümüşok F, Daloğlu A. Conceptualization of theory in English language teaching by student teachers and practicing teachers. Journal of Language and Linguistic Studies. 2018;14:1–17.
MLA Gümüşok, Fatma ve Ayşegül Daloğlu. “Conceptualization of Theory in English Language Teaching by Student Teachers and Practicing Teachers”. Journal of Language and Linguistic Studies, c. 14, sy. 2, 2018, ss. 1-17.
Vancouver Gümüşok F, Daloğlu A. Conceptualization of theory in English language teaching by student teachers and practicing teachers. Journal of Language and Linguistic Studies. 2018;14(2):1-17.