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    Effectiveness and professional competencies of English Language teachers in first five years in Turkey
    (Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü, 2016-11-15) Bilican, Recep; Köksal, Dinçay
    In today's globalized world, significance of learning English is increasing since it is used as an international language by more and more people. It is also a well-known fact that learners learn better from effective English language teachers. In this regard, this study aimed at exploring the effectiveness and professional competencies of the ELT graduates between 2010 and 2014 years, their attribution for effectiveness and ineffectiveness, the effect of demographic variables - experience, level of school, learner level, participation in conferences and gender - on the perceptions of teacher competencies, effectiveness of the induction program and the ELT undergraduate program. As mixed-method research, the convergent parallel design was adopted in this study. While the sampling for the quantitative strand of the study consisted of the ELT graduates in last five years working at state schools, the participants of the qualitative phase were the ELT graduates, teacher educators and employers. The data were collected through three different means: questionnaire, semi-structured interviews and document analysis. Teacher Competencies Questionnaire was administrated to the ELT graduates working at different school levels in the selected cities of Ankara, İzmir, Manisa, Çanakkale and Burdur and 251 novice English language teachers responded to the questionnaire. Semi-structured interviews were held with the participation of 11 ELT graduates, 10 teacher educators and 10 employers. SPSS for windows 20.0 was utilized for analyzing the questionnaire data and analysis of the qualitative data were carried out through NVivo 10 software. The questionnaire results showed that the ELT graduates found themselves competent in most of the competency standards determined by HEC; except for gender, there was not any significant difference between the demographic variables - experience, school level, learner level, participation in conferences - and perceived competency levels of ELT graduates; General Education Component and ELT Methodology component of the ELT undergraduate program were found to have the highest effect on pre-service teacher education. The interview results indicated that the ELT graduates found themselves effective in teaching grammar and vocabulary but ineffective in teaching productive skills; English proficiency was identified as the most significant weakness of the ELT graduates by the teacher educators and the employers; the ELT graduates attributed their effectiveness mostly to internal factors and their ineffectiveness to external factors; the induction program applied in Turkish state schools were found to be ineffective. Besides, it was stated by the teacher educators and the employers that the ELT undergraduate program needs some revision in certain aspects like time for practicum, number of elective courses, and language improvement courses. As for solutions to the abovementioned weaknesses, it was anticipated that increasing practicum by spreading it in consecutive years, adding more elective courses and intensifying the first year in the program with more focused language improvement courses would be more beneficial. Key Words: Effectiveness, Induction, Practicum, Pre-service Teacher Education, Professional Competencies, Teacher Competencies.