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    Community Service Practices: Prospective Teachers’ Views on Its Implementation Process and Outcomes
    (Eğitim Araştırmaları Birliği Derneği, 2018) Korkmaz, Sedat; Cesur, Kürşat
    The aim of this study is to investigate the opinions of prospective teachers enrolled at the Department of English Language Teaching (ELT) concerning the implementation process and the outcomes of Community Service Practices (CSP) course. Both quantitative and qualitative methods were used in different phases of this descriptive study. To collect data, researchers made use of a questionnaire and interview questions. As for data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, content analysis was applied to analyze the views of prospective teachers about the ways of increasing the efficiency of CSP course in ELT. The results revealed that most of the prospective teachers performed the projects within the scope of CSP by experiencing/doing themselves. They believe that volunteering is essential; however, they faced some problems while carrying out the projects. They emphasized that this course would provide them the opportunity to apply the experiences they obtained in their future English teaching profession. Moreover, they also pointed out the CSP course drove them to be more sensitive to social problems. Bearing these findings in mind, some implications were drawn at the end of the study about the ways of increasing the efficiency of the CSP course. A final suggestion was that the faculty administration should support the works of the prospective teachers, solve the problems they faced, and meet their needs.
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    Prospective English Language teachers’ view on the implementation process and the outcomes of community service practices course
    (Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü, 2015) Korkmaz, Sedat; Cesur, Kürşat
    The aim of this study is to investigate the opinions of prospective teachers enrolled at the Department of English Language Teaching (ELT) concerning the implementation process and the outcomes of Community Service Practices (CSP) course. In addition, prospective teachers’ views about the ways of increasing the efficiency of CSP course in ELT were detected. Both qualitative and quantitative methods were pursued in the research. First, in order to fulfill the aims of the study, a questionnaire was administered to 158 3rd year ELT pre-service teachers taking CSP course in Uludağ University, in the Spring Term of 2014-2015 Academic year. Second, 20 pre-service teachers were asked to respond to semistructured interview questions to clarify the results obtained from the quantitative part of the research. Third, for the qualitative part of the research, content analysis was applied to analyze the views of pre-service teachers about the ways of increasing the efficiency of CSP course in ELT. As for data analysis, descriptive statistics and independent samples t-test were used to analyze the data obtained from the quantitative part of the questionnaire through SPSS 20 Program. The results revealed that most of the prospective teachers performed the projects within the scope of Community Service Practices by experiencing/ doing themselves. The prospective teachers also indicated that they conducted the projects voluntarily. Based on gender factor, the results showed that female prospective teachers were more eager to participate in the activities/ projects. As for the gains of CSP course, prospective teachers emphasized that this course would provide them the opportunity to apply the experiences they obtained in their future English teaching profession and they also pointed out that the activities/projects they carried out within the framework of CSP course drove them to be more sensitive to social problems. The results also demonstrated that CSP course enabled prospective teachers to identify the needs of the society and it improved their self-confidence saliently. Another important finding was that prospective teachers’ awareness of social responsibility increased and they became more sociable after they participated in community service practices. Bearing these findings in mind, some suggestions were put forward and some implications for further studies were mentioned at the end of the study.