Teacher reflection and teacher research; thinking about and identifying classroom problems; collecting data for a small-scale action research; analyzing and interpreting data; evaluating published action research papers.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes |
Program
outcomes |
Teaching Methods | Assessment Methods |
|
3, 5, 10 | 1,2,3,4,5 | A,F,H |
|
3, 5, 10 | 1, 2, 3, 5 | A,F,H |
|
3, 5, 9 |
1, 2, 3, 4, 5 | A,F,H |
|
3, 5, 7 | 1, 3, 4 | A,F,H |
|
3, 5, 6 | 2, 3,5 | A,F,H |
|
3, 10, 8 | 2, 3, 5, 6 | A,F,H |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction to teacher research | |
| 2 | Approaches to clasroom investigation | |
| 3 | Reflective Language Teaching | |
| 4 | Action Research | |
| 5 | Classroom observation | |
| 6 | Self-reflection | |
| 7 | How to write research proposal? | |
| 8 | Research on Teachers’ Beliefs | |
| 9 | Research on Teachers’ Decisions | |
| 10 | Teacher Roles | |
| 11 | Student-teacher roles | |
| 12 | Nature of the language teaching Activities | |
| 13 | Teachers’ Reflective Journals | |
| 14 | Presentation of Research Reports | |
| 15 | Presentation of Research Reports | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
Richards, J.C. & C.Lockhart, (1994). Reflective Teaching in Second Language Classrooms. Cambridge University Press. Farrel, T.S. (2007). Reflective Language Teaching: From Research to Practice. New York: Continuum. |
| Additional Resources |
Course pack includes the following articles:
Ashelman, P. (2008). Supporting teachers as researchers: Applications of educational research mentoring. The International Journal of Learning (15) 8, 113-120. Bailey, K. M. (1997). Reflective teaching : Situating our stories. Asian Journal of English Language Teaching (7), 1-19. Chamot, A. U., Barnhardt S., Dirstine, S. (1998). Conducting Action Research in the Foreign Language Classroom. Paper presented at Northeast Conference. New York. Chou, Y.C. (2008). Exploring the reflection of teachers’ beliefs about reading theories and strategies on their classroom practices. Feng Chia Journal of Humanities and Social Sciences, 16, 183-216. Gimenez, T. (1999). Reflective teaching and teacher education contributions from teacher training. Linguagem & Ensino (2) 2, 129-143. Hans-Vaugn, D., Scherff, L. (2008). Beginning English teacher attrition, mobility and retention. The Journal of Experimental Aducation (1) 77, 21-53. Quesada Pacheco, A. (2005). Reflective teaching and its impact on foreign language teaching. Numero Extraordinario (5), 1-19. Nolen, A., Vander Putten, J. (2007). Action research in education: Addressing gaps in ethical principles and practices. Educational Researcher (7), 36, 401-407 Ogonor, B. O., Badmus, M. M. (2006). Reflective teaching practice among student teachers: The case in a tertiary institution in Nigeria. Australian Journal of Teacher Education (2) 31, 1-11. Scott, J. B. (2008). The practice of usability: Teaching user engagement through service-learning. Technical Communication Quarterly 17 (4), 381-412. Spada, N., Santos Lima, M. The Isolation and Integration of Form-Focused Instruction: Views From ESL and EFL Teachers and Learners. Tercanlıoğlu, L. Pre-service EFL teachers’ beliefs about foreign language learning and how they relate to gender. Electronic Journal of Research in Educational Psychology, 5-3(1), 145-162. |
Material Sharing
| MATERIAL SHARING | |
| Documents | Data collection videos, in-class task materials |
| Assignments | 5 tasks for Research Journal |
| Exams | Final |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Research Project | 60 | |
| Research Journal | 15 | |
| Final | 25 | |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 25 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 75 | |
| Total | 100 | |
| COURSE CATEGORY | Field |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Having the knowledge of the theoretical and practical linguistic terminology and English language’s structural features and using language teaching methods and techniques accordingly. | X | |||||
| 2 | Using the appropriate language teaching methods and techniques by having the knowledge of and evaluating the theories, rules and techniques of English as a foreign language learning and teaching | X | |||||
| 3 | Preparing lesson plans by using appropriate instructional technologies according to the students’ needs, language proficiencies, ages, types of intelligence and learning styles | X | |||||
| 4 | Being able to choose, use and prepare lesson plans by evaluating the effectiveness of ready classroom materials according to the proficiency levels, ages and motivation levels of the students. | X | |||||
| 5 | Improving reading, speaking, writing and listening skills in English, and using the language at the level of finding information and sharing the information through written and spoken forms, and producing the language | X | |||||
| 6 | Using information and communication technologies effectively in English education and teaching. | X | |||||
| 7 | Recognizing English literary works like short stories, poems and novels and using them for teaching language skills. | X | |||||
| 8 | Using measurement and evaluation tools and techniques associated with English teaching through evaluating them in terms of validity and reliability. | X | |||||
| 9 | Having the knowledge of scientific research methods and having the ability to use them in the school environment and to use them in evaluating themselves both academically and individually. | X | |||||
| 10 | According to the field of the prospective teacher, experiencing the field-related pedagogical information and skills in the school environment, and comprehending and performing the cultural and ethical responsibilities that the profession requires. | X | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 3 | 45 |
| Research Project | 1 | 30 | 30 |
| Research journal (5 entries) | 1 | 3 | 3 |
| Final | 1 | 2 | 2 |
| Total Work Load | 125 | ||
| Total Work Load / 25 (h) | 5 | ||
| ECTS Credit of the Course | 5 | ||