Course Language:
İngilizce
Course Objectives:
This course aims to develop practising teachers’ critical awareness by enabling them to reflect upon and evaluate their current professional practices, and by helping them develop as motivated teacher-researchers to solve the possible problems in their classrooms by implementing the results of published research and the research they will conduct themselves.
Course Content:
Having been provided with theoretical background on INSET and teacher research, participants are encouraged for research engagement for their professional development.
Course Methodology:
Teaching Methods: 1: Lecture, 2: Discussion, 3: Simulation, 4: Demonstration, 5: Problem solving, 6: Group work, 7: Drama, 8: Micro teaching
Course Evaluation Methods:
Assessment Methods: A: Exam, B: Multiple choice, C: Gap filling, D: True false, E: Oral exam, F: Portfolio
Vertical Tabs
Dersin Öğrenme Çıktıları
| Course Learning Outcomes |
Program
Learning Outcomes |
Teaching Methods | Assessment Methods |
| Understand key concepts and issues in teacher development, INSET, reflective teaching, and teacher knowledge | 1, 4, 6, | 1, 2, 3, 6 | F, G, H |
| Understand the importance of classroom-based teacher-research as a significant component of professional development | 1,4, 6 | 1, 2, 3, 6 | F, G, H |
|
Identify problems in your teaching; plan research to solve the problem; collect data and analyze to report the results considering the norms of academic writing.
|
1, 4, 6, 8, 11 | 1, 2, 3, 6 | F, G, H |
| Design INSET for practicising teachers and develop appropriate materials | 1, 2 | F, G, H |
Dersin Akışı
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Course overview & organisation | |
| 2 |
Defining Teacher Development
|
Zeichner & Liston (1996). Ch 1, 2, 3 & 4 |
| 3 |
Understanding Reflective Teaching
|
Zeichner & Liston (1996). Ch 1, 2, 3 & 4 |
| 4 |
Theoretical background to teacher-research
|
Lankshear and Knoebel (2004). Ch1
Borg (2010). Ch1 Gebhard & Oprandy (1999). Ch 1 & 2
|
| 5 | Exploring our teaching |
Lankshear and Knoebel (2004). Ch2
Borg (2007). Research Engagement in ELT |
| 6 |
Action Research
Identifying problems and purposes for research |
Burns (1999). Ch 1 & 2
Allright (2003). Exploratory Practice |
| 7 | Quantitative and Qualitative Research Designs |
Lankshear & Knobel (2004). Chps. 10,11, 12, 14 & 15
|
| 8 |
Reviewing literature
Collecting & Analyzing spoken, observed and written data |
Lankshear & Knobel (2004). Chps. 5, 8, & 9
|
| 9 | INSET design and INSET implementations in other countries | recent articles to be assigned |
| 10 |
Presentation of assigned RAs;
|
recent articles to be assigned |
| 11 |
Presentation of assigned RAs;
|
recent articles to be assigned |
| 12 | Presentation of assigned RAs; | recent articles to be assigned |
| 13 | Presentation of Teacher research projects | |
| 14 | Presentation of Teacher research projects | |
| 15 | Course review | |
Kaynaklar
| RECOMMENDED SOURCES | |
| Textbook |
1. Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge University Press.
2. Burns, A. (1999) Collaborative Action Research for English Language Teachers. Cambridge University Press. 3. Zeichner, K. M. + Liston, D. P. (1996). Reflective Teaching. Lawrence Erlbaum Associates, Publihers. |
| Additional Resources |
1. Gebhard, J.R. & Oprandy, R. (1999). Language Teaching Awareness. Cambridge University Press.
2. Lankshear, C. & M. Knoebel, (2004). A Handbook for Teacher Research. Open University Press
3. Allright, D. (2003). Exploratory Practice: rethinking practitioner research in language teaching. Language Teaching Research, 7(2). 113-141. 3. Research Articles published recently |
Materyal Paylaşımı
| MATERIAL SHARING | |
| Documents | |
| Assignments | Weekly readings, in-class and online discussions, paper presentations, reflective tasks, teacher-research project, INSET design project |
| Exams | Final Exam |
Değerlendirme Sistemi
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Reflective tasks | 5 | 10 |
| In-class and online discussions (MOODLE); article presentation | 10 | 10 |
| INSET design project | 1 | 20 |
| Teacher-Research Project (including keeping teacher’s log, research proposal, and the final report in line with academic norms) | 1 | 30 |
| Final Exam | 1 | 30 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 30 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 70 | |
| Total | 100 | |
Dersin Program Çıktılarına Katkısı
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To do research in the field of English language education. | x | |||||
| 2 | To develop and evaluate course materials. | x | |||||
| 3 | To evaluate various methods and techniques used in teaching a foreign language. | x | |||||
| 4 | To evaluate and examine concepts regarding educational technology and teaching profession, and ideas and data. | x | |||||
| 5 | To know literary texts such as English short stories, novel and poem and use them in teaching language skills. | x | |||||
| 6 | To state ideas and findings related to a research topic both orally and written efficiently. | x | |||||
| 7 | To prepare lesson plans to develop English reading, writing, listening and speaking skills of the students. | x | |||||
| 8 | To develop skills of measurement and evaluation. | x | |||||
| 9 | To compare the theories related to native and second language. | x | |||||
| 10 | To constantly develop knowledge and competences to be able to adapt to the fast changing technological environment. | x | |||||
| 11 | To use tools and methods of measurement and evaluation regarding English language teaching by evaluating them with respect to validity, reliability, and practicality. | x | |||||
AKTS İş Yükü Tablosu
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Excluding the exam week: 14x Total course hours) | 14 | 3 | 42 |
| Hours for off-the-classroom study (Pre-study, practice) | 13 | 1 | 13 |
| Reflective tasks and in-class/online discussions | 12 | 1 | 12 |
| Teacher Research (Proposal, teacher’s log and final report of research) | 1 | 25 | |
| INSET design project | 1 | 28 | |
| Final | 1 | 5 | |
| Total Work Load | 125 | ||
| Total Work Load / 25 (h) | 25 | ||
| ECTS Credit of the Course | 5 | ||