The Picture behind an Intensive English Language Curriculum Reform in Turkey: Concerns of English Teachers

Autor/inn/en	Kara, Zehra Yedigöz; Bümen, Nilay T.
Titel	The Picture behind an Intensive English Language Curriculum Reform in Turkey: Concerns of English Teachers
Quelle	In: International Journal of Learning and Change, 15 (2023) 4, S.405-429 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2875
DOI	10.1504/IJLC.2023.132134
Schlagwörter	Educational Change; Curriculum Development; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Teacher Attitudes; Intensive Language Courses; Educational Innovation; Self Efficacy; Secondary School Teachers; Institutional Characteristics; Teacher Characteristics; Likert Scales; Turkey + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Intensivkurs; Sprachkurs; Instructional innovation; Bildungsinnovation; Self-efficacy; Selbstwirksamkeit; Likert-Skala; Türkei
Abstract	Studies around the world point out the need to understand the nature of the reforms and dynamics during a curricular change. By providing a rich insight into a cohort of English teachers' concerns towards the new intensive English language curriculum (IELC) for early adolescences, this study aims to depict the picture behind the IELC in Turkey, where many curricular reforms take place. Adopting the explanatory sequential mixed-methods design, the data were collected through the stages of concern questionnaire (SoCQ) and semi-structured in-depth interviews. The SoCQ analysis revealed that the teachers displayed a non-user profile by having intense self-concerns while displaying low consequence concerns. The interviews showed strong evidence for the teachers' struggles with their self-concerns and the solutions they employed during a curricular change. These results indicate teachers believe that they are unable to adopt the innovation as planned. Hence, it is suggested urgent support and guidance are required so that the teachers resolve their early concerns and advance to the more mature ones. (As Provided).
Anmerkungen	Inderscience Publishers. World Trade Centre Building II 29 route de Pre-Bois Case Postale 856 CH-1215, Geneva 15, Switzerland. e-mail: editor@inderscience.com; Web site: https://www.inderscience.com/jhome.php?jcode=ijlc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01