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    Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience
    (2023) Çelik, Handan; Topkaya, Ece Zehir
    This study examined senior pre-service English teachers’ (PSTs) state of preparedness to teach and its sources during their field experience in practicum schools. In a longitudinal descriptive design, including school experience and teaching practicum phases, one-on-one, semi-structured interviews were conducted with 30 PSTs. Cross-sectional and retrospective data were collected and analyzed through constant comparison method. In the beginning of the entire process, the PSTs were observed to be either prepared or not prepared to teach. However, as the field experience continued, those who felt somehow prepared to teach emerged. Besides, despite obvious decrease in their number over the field experience, those who felt prepared to teach were more compared to those who were not prepared or somehow prepared to teach. Although the PSTs attached their preparedness to teach to higher teaching-efficacy perceptions and their unpreparedness to teach to untested teaching competencies before experiencing field experience, having been through the process, they were observed to put strong emphasis on their fulfilled professional and developmental needs by their school-based mentors. Despite variations and fluctuations in the sources that the PSTs attached their preparedness to teach to, and among others such as perceptions of higher teaching efficacy, the findings revealed the pivotal role that school-based mentoring played upon the development of PSTs’ preparedness to teach.
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    Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience
    (2017) Çelik, Handan; Topkaya, Ece Zehir
    Field experience (FE) is a key component of pre-service English language teacher education enabling the early integration of pre-service teachers (PSTs) in real teaching situations. As a well-researched area, FE is known to increase PSTs’ teaching-efficacy perceptions. Thus, to better understand how it does so in the Turkish context, this study examines senior PSTs’ (N=145) teaching-efficacy perceptions and the potential sources of these perceptions in the course of FE.  Adopting a pretest-posttest design supported by semi-structured interviews (N=30), the study showed a significant increase in the PSTs’ teaching-efficacy perceptions from pre-test to post-test (p<.05). While the interview data indicated that prior teaching experience, decreased sense of teaching anxiety, and increased confidence in professional self were among the major sources of the increase in these perceptions, such sources as untested teaching competencies and critical awareness of teaching and profession had a negative impact on the PSTs’ efficacy perceptions.
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    Preservice English Teachers' Preparedness to Teach: Stakeholders' Perceptions in Teaching Practicum
    (SAGE Publications Inc., 2023) Çelik, Handan; Zehir Topkaya, Ece
    Preservice English language teachers (PSTs) realize and shape their perceptions regarding preparedness to teach during their education. However, being prepared to teach is complex and multifaceted and requires individual factors and interaction with context and other people. Therefore, understanding it from stakeholders’ lens is needed. Within a descriptive and exploratory design, one-on-one, semistructured interviews were conducted with 8 faculty advisors (FAs) and 11 cooperating teachers (CTs) supervising PSTs in primary, secondary, and high schools in a northwestern city in Türkiye. The data collected in teaching practicum stage of field experience was coded and categorized via constant comparison method of analysis. The FAs, except for few issues, regarded the PSTs as unprepared to teach, while the CTs did as prepared to teach. The emergence of a perception gap could show lack of common understanding and mismatch between the stakeholders’ perceptions regarding their standards of and approaches toward high-quality teacher preparation.
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    Professional and Personal English Language Needs Analysis of Faculty Members and Postgraduate Assistants at Faculty of Medicine
    (Çanakkale Onsekiz Mart Üniversitesi, 2018-03) Çelik, Handan; Zehir Topkaya, Ece
    As it is the case in many other majors, the need to become proficient in English is crucial for medical professionals mainly because they need to keep their knowledge and skills up-to-date, which requires them to follow recent changes and developments in the profession both in and out of the country. In this regard, as the language of science, English also dominates the literature in medicine. For this reason, to what extent medical professionals need English language skills both professionally and personally is a matter of concern for language teaching professionals. With this in mind, the current study examines English language needs of faculty members (FMs) and postgraduate assistants (PGAs) working at Faculty of Medicine at a state university in Turkey. 29 PGAs and 26 FMs from various departments responded to a 26-item, 4-point Likert scale assessing their needs on four macro skills; listening, reading, speaking, and writing complemented by micro skills. The results mainly revealed that on a professional basis, the FMs had stronger perceptions regarding their language needs than the PGAs did, while the PGAs’ perceptions of personal needs for reading and writing were found to be stronger than the FMs’. Additionally, the perceptions of both participant groups regarding their personal language needs were slightly lower than their professional ones, which may stem from the fact that being demanding and competitive, a medical career requires high standards to attain professional achievements where external drives and forces become more significant.
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    Senior pre-service English language teachers' perceptions of preparedness to teach: Sources and changes
    (Çanakkale Onsekiz Mart Üniversitesi, Lisansüstü Eğitim Enstitüsü, 2017) Çelik, Handan; Zehir Topkaya, Ece
    Senior pre-service English language teachers’ perceptions of preparedness to teach: Sources and changes This study primarily aimed to examine senior pre-service English language teachers’ perceptions regarding their preparedness to teach over the course of school experience and teaching practicum phases. Secondarily, as these phases are run by the collaboration of practicum schools and university, stakeholders’ evaluations regarding the pre-service teachers’ preparedness to teach were also examined. Besides, both the pre-service teachers’ perceptions regarding the likely changes in their preparedness to teach over the phases, and the stakeholders’ evaluations regarding the change in the pre-service teachers’ preparedness to teach were captured through before and after-field experience measurements. To address these research concerns, a mixed-method study with a combination of qualitative and quantitative approaches was designed and conducted. Within the design, teaching knowledge and skills tests, scales, and semi-structured one-on-one interviews were employed as measures of data collection. To achieve the research purposes through the design, senior pre-service English language teachers from 2014-2015 cohort in an English language teaching program of a state university in northwest Turkey participated in the study. Faculty advisors from the university and cooperating teachers from 12 practicum schools in the city also contributed. Besides teaching knowledge and skills tests, the pre-service teachers responded to preparedness to teach, teaching-efficacy, teaching commitment, and personality scales. In-depth evaluations regarding what sourced their preparedness to teach over field experience were elicited through one-on-one semi-structured interviews. Similarly, faculty advisors and cooperating teachers were also interviewed to obtain their evaluations regarding the pre-service teachers’ iv preparedness to teach. Data gathered through quantitative means was analyzed through descriptive and inferential means while the data obtained from the interviews was analyzed through constant comparison method of analysis. The findings showed that despite a slight decrease observed in teaching knowledge and skills, the pre-service teachers’ perceptions regarding their preparedness to teach and teaching-efficacy significantly increased. Besides, despite not statistically significant, their perceptions regarding teaching commitment decreased while perceptions regarding their conscientiousness as a personality trait increased. The findings from the pre-service teachers’ interviews revealed that the sources for their preparedness to teach include higher teaching-efficacy perceptions, faculty education, personal characteristics, increased confidence in professional self, or decreased sense of teaching anxiety. On the other hand, sources such as lack of teaching commitment, untested teaching competencies/efficacy, decreased sense of fulfilled professional and developmental needs, and emotional setback for the sense of career motivation were found to debilitate their preparedness to teach. The interviews with the faculty advisors and cooperating teachers showed that the faculty advisors mostly thought that the pre-service teachers were not prepared to teach due to such sources as lack of continuous teaching practice throughout the teacher education program, unfulfilled professional and developmental needs, lack of adequate faculty preparation, or lack of cooperation between faculty and practicum schools. On the other hand, relying on such sources as faculty education, positive and higher career motivation, personal characteristics, or ethical and appropriate professional behavior, the cooperating teachers regarded the pre-service teachers as prepared to teach.
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    Teacher Portfolio: Effects and implications for English language teachers' competencies and professional development
    (Çanakkale Onsekiz Mart Üniversitesi, 2011) Çelik, Handan; Topkaya, Ece Zehir
    Bu çalışma öncelikle İngilizce öğretmenlerinin öğretim yeterlikleri ve mesleki gelişimlerine ilişkin algılarını belirlemeyi amaçlamıştır. Daha sonra, öğretmen gelişim dosyası oluşturmanın bu noktalar üzerindeki etkileri araştırılmıştır.Çalışmanın örneklemini Çanakkale il merkezinde bulunan özel bir ilköğretim okulunda görev yapmakta olan anadili İngilizce olmayan altı öğretmen oluşturmaktadır. Nicel ve nitel araştırma yöntemlerini izleyen bir vaka çalışması olarak, bu çalışma yeterlik anketleri ve görüşmeleri içeren ön-test, son-test tek grup ön-deneysel tasarımını kullanmıştır. Nicel veriler betimleyici istatistikler ve ikili örneklem testler kullanılarak analiz edilmiştir. Nitel veri için ise, tümevarımsal içerik analizi yapılmıştır.Nicel veriler öğretmenlerin öğretim yeterliklerine ilişkin algılarının, öğretmen gelişim dosyası oluşturma süreci öncesinde oldukça yüksek olduğunu göstermiştir. Ancak, süreç sonrasında öğretmenlerin yeterlik algılarında bazı düşmeler olduğu saptanmıştır. Bununla birlikte, nitel veri ise öğretmenlerin sürece tam olarak dahil olmalarını engelleyen zaman yetersizliği ve aşırı çalışma yükü gibi güçlükler yaşadıklarını ortaya çıkarmıştır. Buna rağmen, tüm süreç öğretmenlerin daha fazla öz-değerlendirmeci ve yansıtmacı olmaları bağlamında eleştirel ve samimi olmalarını sağlamıştır. Ayrıca, bu süreç öğretmenlere gelişim dosyası oluşturmanın önemi konusunda bilinç kazandırmıştır.Özetle, öğretmen gelişim dosyası oluşturmanın zor bir süreç olmasına ve birtakım güçlükler içermesine rağmen mesleki gelişim için etkili bir yol olduğu söylenebilmektedir.