dc.contributor.advisor | Peker, Hilal | |
dc.contributor.author | Kandıralı, Kamile | |
dc.date.accessioned | 2019-04-01T13:22:50Z | |
dc.date.available | 2019-04-01T13:22:50Z | |
dc.date.copyright | 2019-03 | |
dc.date.issued | 2019-03 | |
dc.date.submitted | 2019-03-29 | |
dc.identifier.uri | http://hdl.handle.net/11693/50811 | |
dc.description | Cataloged from PDF version of article. | en_US |
dc.description | Thesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2019. | en_US |
dc.description | Includes bibliographical references (leaves 125-136). | en_US |
dc.description.abstract | This study aimed to investigate the pre-service English language teacher
educators’ perceptions on the postmethod pedagogy in English Language Teaching
(ELT) and its application in the pre-service ELT programs in Turkey. In accordance
with these purposes, the study was carried out with eight volunteer English language
teacher educators from five focus institutions consisting of three public and two
foundation universities. In this qualitative inquiry, the data were collected via
interviews consisted of semi-structured questions. To analyse the data, Boyatzis’
(1998) four stages in thematic analysis and Dörnyei’s (2007) four phases of the
analytic process were utilized. Along the analysis, the transcripts were examined to
develop codes, recode the data, and categorise the emerging codes within the scope
of relevant pedagogical parameters proposed in the postmethod pedagogy.
The analyses of the data revealed that the English language teacher educators
adopted a positive stance towards the postmethod pedagogy, which can be
interpreted through their prevailing perceptions on the principles, procedures, and
practices of this pedagogy. In addition, the responses of the participants indicated
that they had a distinct perception on the application of the postmethod pedagogy.
The participants’ practices in the pre-service ELT programs also showed that they
adopted the procedures and applied the principles of the postmethod pedagogy to a
certain degree.
This study may provide insights about the English language teacher
educators’ stance in terms of embracing changing trends in the field of methodology.
This study may also increase awareness of both pre-service and in-service teachers
regarding the changes in language teaching methods. | en_US |
dc.description.statementofresponsibility | by Kamile Kandıralı | en_US |
dc.format.extent | xiii, 139 pages ; 30 cm. | en_US |
dc.language.iso | English | en_US |
dc.rights | info:eu-repo/semantics/openAccess | en_US |
dc.subject | Postmethod pedagogy | en_US |
dc.subject | Language teaching methods | en_US |
dc.title | The pre-service English language teacher educators’ perceptions on the postmethod pedagogy and its application | en_US |
dc.title.alternative | Hizmet öncesi İngilizce öğretmeni yetiştiricilerinin yöntem sonrası pedagoji ve uygulaması üzerine algıları | en_US |
dc.type | Thesis | en_US |
dc.department | M.A. in Teaching English as a Foreign Language | en_US |
dc.publisher | Bilkent University | en_US |
dc.description.degree | M.A. | en_US |
dc.identifier.itemid | B155449 | |