Türkiye ve Almanya'da hizmet öncesi yabancı dil öğretmeni yetiştirme programlarının karşılaştırılması

Abstract

This study aimed at comparison of Pre-service Education/(Training ) Curriculum of the EFL teachers in Turkey and Germany in terms of their elements and features; determining the similarities and differences and getting the views of the instructors regarding the curricula. Thereby, by identifying the proficient and deficient aspects of both curricula, it is aimed to propose suggestions related to the curriculum development of regarding programs. Within the extent of this study, the English Teacher Training Curriculum of Hacettepe University and Trier University were investigated and 10 instructors employed in Hacettepe University and 10 instructors employed in Trier University were interviewed as stakeholders of the study. In this study, a document analysis form was prepared by the researcher in order to compare the Curriculum of English Teacher Education in Turkey and Germany in terms of objectives, content, teaching-learning processes and assessment. Besides, the views and suggestions of both universities’ instructors were obtained through semi-structured interview questions. The interviews were analyzed with MAXQDA. The results of the study indicated that there were similarities and differences between The Curricula of the Teacher Education in Turkey and Germany in terms of objectives, content, teaching-learning processes and assessment. The English language canditates in Germany should get a Masters degree, whereas the ones in Turkey get a bachelor degree. The curriculum in Turkey focuses less on the school experience lessons, and doesn’t offer compulsory courses to teach the culture of the target language, while the program in Germany has been integrated under modules, in which teaching the history and the culture of the target language is the preliminary. The objectives, content, and assessment of this program are under the headings of the module. At the same time, there is a requirement that prospective teachers have to do internship abroad for three months in order to learn the culture. Apart from these, in Germany, the weight of the school experience courses is found to be higher compared to Turkey; however, the instructors conducting the programmes stated that the school experience lessons are not adequate in number, so increasing the credit of these lessons was suggested. German instructors have also pointed out that the duration of internship courses abroad are insufficient so extending the time abroad was suggested. Taking into consideration the results of this study, suggestions were made regarding Teacher Education Curriculum in Turkey and Germany and also for further researches to be conducted.