Professional development and competence profiles of English language teacher educators in Turkey

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Thesis Type: Doctorate

Institution Of The Thesis: Orta Doğu Teknik Üniversitesi, Faculty of Education, Department of Foreign Language Education, Turkey

Approval Date: 2018

Student: UFUK ATAŞ

Supervisor: AYŞEGÜL DALOĞLU

Abstract:

This study aims to investigate the definition, competence, and professional development profiles of English language teacher educators in Turkey. With this general aim, this study looks into three components; definitions, competences, and professional development of teacher educators. It specifically focuses on how the profession of teacher educator is defined, what professional characteristics and personality traits teacher educators need to have, and what roles and responsibilities university-based teacher educators and school-based mentor teachers assume. Another aim of this study is to define the domains of knowledge that constitute the knowledge base and skills of teacher educators. Also, this study aims to uncover the professional development definitions, practices, outcomes, needs, and suggestions of these English language teacher educators at universities and schools. The participants of this study include 41 university-based teacher educators, 43 school-based mentor teachers, and 193 pre-service teachers from 11 cities in Turkey. The data were collected via face-to-face interviews with the teacher educators, and a survey with the pre-service teachers. The data were analysed using MAXQDA qualitative data analysis software and content analytic approaches. Findings of this study provide detailed definitions of teacher educators’ profession, their competences and professional development profiles. At the end of this study, a professional standards framework for language teacher educators in Turkey is offered, which currently does not exist in Turkey. Findings of the study also provide implications for creating a professional development community for English language teacher educators and mentor teachers, and for developing the practicum component of language teacher education programs.