(A) comparative analysis of English teacher training qualifications in Turkey and Korea

다국어 초록 (Multilingual Abstract)

The aim of this study is to compare qualification of English language teachers based on policies, curriculum of English Language education departments and teacher pre-service practicum in Turkey and Korea. This study, focusing on the English language teacher education system, explores ways to prepare teachers for new standards and policies which could be set between English language teaching professionals and education policy makers. Suggestions are made about English Language teacher qualification and teachers’ satisfaction on the basis of the study’s findings. This research was conducted using qualitative and quantitative research methods. The process of qualification, activities and administration in the two education systems were investigated through interviewing, 5 likert-scale survey and e-mail responses of English language teachers who studied in the department of English at Korea University, Seoul National University in Korea, Marmara University and Gazi University in Turkey. The findings indicate there are vast differences between the two countries’ English language education not only in terms of the English teacher training policy but also the satisfaction regarding the evaluation and training process of English teachers and senior students based on curriculum and practicum in English language education department of the universities. There are big differences between Turkey and Korea in regards to curriculum contents, teaching practicum implementation and teacher employment test method. While most of Korean participants prefer the Turkish practicum stage as an alternative, Turkish participants approached the Korean practicum in a positive light, but most participants revealed that duration of the practicum is quite short. On the other hand, both nations’ participants stated that they were satisfied with their own curriculums but Turkish participants’ satisfaction was seen higher than Korean participants in English language departments.

다국어 초록 (Multilingual Abstract)

Bu çalisma, Türkiye ve Kore’nin İngilizce oğretmenliği eğitimini, üniversite müfredati ve öğretmenlik stajerliği alanında analiz yaparak iki ülke arasındaki İngilizce öğretmenliği bölümlerinin müfredatını inceleme ve karşılaştırmayı amaç edinmiştir. Yabancı dil öğretmeni eğitimi üzerine odaklanan bu calisma, İngilizce öğretimi profesyonelleri ve politika oluşturanları tarafından gerçekleştirilebilecek yeni standartlar ve uygulamalar için iki ülkenin İngilizce öğretmeni yetiştirme yollarını incelemekte ve öneriler sunmaktadır.
Bulgular orta ve lise İngilizce öğretmenliği eğitimini inceleyerek yabancı dil öğretmen niteliğine bir bakış açısı sunmaktadır. E-mail yanıtları, repörtaj ve de 5-likert soru kalıbıyla ölçülen üniversitelerin İnligizce öğretmenliği bölümü müfredatı ile stajerlik uygulamaları karşılaştırılmıştır ve bu programda eğitim görmüş katılımcıların memnuniyetleri analiz edilmiştir. Sorular Türkiye’de Marmara ve Gazi Üniversitesinde, Kore’de Seoul Ulusal Devlet Üniversitesi ile Korea Üniversitesi öğrencileri üzerinden uygulanmıştır. Araştırma sonucunda iki ülkenin İngilizce öğretmenliği programları müfredat ve stajerlik açısından açık fark göstermektedir ayrıca bu programda eğitim görmüş olan kişilerin memnuniyetleri de farklı alanlarda görülmüştür. Koreli öğretmenler Türk stajerlik sistemini alternatif olarak daha fazla tercih ederken, Türk öğretmenler Kore stajerliğine pozitif yaklaşırken süreç olarak yeterli bulmamışlardır.

목차 (Table of Contents)

• Abstract………………………………………………………………………….i
• Özet…………………………………………………………………………….iii
• Contents…………………………………….…………………………………..iv
• List of Tables…………………………………………………………………..vii
• List of Figures……………………………………………………………….....ix
• I. INTRODUCTION…………………………………….…………….1
• II. BACKGROUND……….……………………….……………….......4
• A. Comparative Education…………………………………………5
• B. English Education in Turkey…………………….………………6
• C. English Education in Korea…………………………………......8
• D. Comparison of the Two Countries………. ……. ………….........9
• E. Secondary School Teacher Training in Europe and Turkey........11
• F. Secondary School Teacher Training in Fareast and Korea..........12
• III. LITERATUREREVIEW………………………………………….14
• A. Previous Studies on English Teacher Training in Europe andTurkey…………………………………………………………….17
• B. Previous Studies on English Teacher Training in Fareast and Korea……………………………………………………………...21
• C. Summary……………………………………………………….23
• IV. RESEARCH METHOD……………………………......................27
• A. Design………………………………….………………….….27
• B. Participants……………………………………………………27
• C. Interview…………………………………………....................28
• D. Questionnaire…………………………………………………29
• V. RESULTS AND DISCUSSION…………………………………30
• A. The Curriculum……….………………...……………….........30
• 1. English Education Department Curriculums in Turkey……31
• 2. English Education Department Curriculums in Korea……..38
• 3. Comparison ofCurriculums………………………………..44
• 4. Results and Data Analysis………….………………………52
• a. Turkey…………………………………………………...55
• b. Korea……………………………………………………58
• c. Summary …………………………………………...…...59
• B.Teaching Practicum……………………………………..........62
• 1.Implementation of TeachingPracticum in Turkey……......65
• 2.Implementation of Teaching Practicum in Korea…….…...70
• 3. Summary…………………………………………………73
• 4.Results and Data Analysis……………………………….75
• a. Turkey…………………………………………………..75
• b. Korea……………………………... ……………………78
• c. Summary ………………………………………………81
• C.Teacher Employment Test……………………… …………….83
• 1. Turkish Test ……………….……………………………….84
• 2.Korean Test ………………………………………………...87
• 3. Comparison of the Two Tests……………………………...91
• VI. CONCLUSION & IMPLICATIONS……………………………..93
• A. Summary of the Study………………………………………....93
• B. Implications……………………………………………………96
• C. Limitations and Further Research……………………………100
• References………………………………………………………………........102
• Appendix I……………………………………………………………………111
• Appendix II……………………………………………………………….......113