İngilizce Öğretmen Adaylarının Öğretim Programına Yönelik Bilgi Düzeyleri, Yeterlik Algıları ve Deneyimleri

Abstract

The aim of this study was to investigate prospective English teachers’ knowledge, perceived competencies, opinions about the importance of having English language curriculum knowledge, and experiences related to the English language curriculum. Employing convergent parallel mixed design, the quantitative part of this study conducted with 197 senior year prospective English teachers and the qualitative part conducted with 12 senior year prospective English teachers enrolled in the department of English language teaching program of the public universities in Ankara during 2018-2019 academic year. The quantitative data was collected through English curriculum knowledge test and the qualitative data was collected through semi-structured interview form. The quantitative data was analyzed by using descriptive statistics and the qualitative data was analyzed by content analysis. The findings of this study revealed that prospective English teachers’ knowledge about the English language curriculum was very limited. According to findings, while prospective English teachers thought that having knowledge and skills related to English curriculum was very important, but they felt themselves inadequate about English language curriculum. Furthermore, the findings indicated that during the pre- service teacher education process, prospective English teachers haven’t gained enough experience related to English curriculum. All in all, prospective English teachers’ knowledge and skills related to the English curriculum are not desired level. Within this context, the results of this study are expected to provide comprehensive basis for pre-service English teacher education program in terms of equipping them with the knowledge and skills related to the curriculum and raising more qualified teachers in future.