Page 13 - Innovative Professional Development Methods and Strategies for STEM Education



framework.Then,thepooleditemswereconvertedintoaquestionnairewhichwasadministeredtothe
teachersintheprogram.Toinvestigatethesecondquestion,open-endedquestionsandsemi-structured
interviewswereused.Findingsrevealedthatparticipantswereinneedofdevelopingproductivelanguage
skillswhiletheyreportedsatisfactionovertheprogram.Itisconcludedthatamorespecificallytailored
coursebothintermsofcontentandpracticeisneeded.

Chapter 11
ImpactofaProfessionalDevelopmentProgrammeonTraineeTeachers’BeliefsandTeaching
Practices.............................................................................................................................................. 176
Yasemin Kırkgöz, Cukurova University, Turkey

Thisstudyemergedfromtheconcernsexperiencedbythelast-yearEnglishlanguagetraineeteachers
duringtheirschoolpracticum.Anincreasingnumberoftraineescomplainedthattheirexistingbeliefs
conflicted,inmanyways,withtheschool-basedmentor’steachingpractice.Acollaborativeaction
research (CAR) professional development programme (PDP) was established to help prospective
teachersresolvemanyofthedilemmasandimprovetheirclassroompracticesina10-weekpracticum
course.ItwasfoundthatCARhasapowerfulimpactuponteachercandidatesasitsolvesmanyofthe
dilemmasandconcerns.Beliefchangesofonetraineeteacherarepresentedasanexemplarycase.While
suchfindingscanimproveourunderstandingsofpre-serviceteachers’cognitivelearningandproblem
solvingskillsatthepracticumsite,theyalsogenerateusefulinsightsintodesigningaPDPtopromote
traineeteachers’school-basedprofessionaldevelopmentinSTEM(science,technology,engineering,
andmathematic)education.

Chapter 12
ProspectiveEFLTeachers’PerceptionsofUsingCALLintheClassroom....................................... 195
Anıl Rakicioglu-Soylemez, Abant Izzet Baysal University, Turkey
Sedat Akayoglu, Abant Izzet Baysal University, Turkey

ThestudyfocusesonprospectiveEnglishasaforeignlanguage(EFL)teachers’perspectivesontheuse
ofComputerAssistedLanguageLearning(CALL)resourcesinteachingEnglishasaforeignlanguage
context.Inadditiontoexaminingprospectiveteachers’perceptions,thesimilaritiesanddifferencesin
theirperceptionsandfactorsaffectingtheirbeliefsaboutusingCALLresourceswillbeaddressed.The
studyaimedtoidentifytheprospectiveEFLteachers’perceptionsoftheirexistingskillstointegrate
CALLintotheirfutureprofessionalpractices.Theperceivedfactorsthatwillfacilitateandinhibittheir
futureteachingpracticesbyusingCALLresourcesandtheirexpectationsfromtheteachereducation
programintermsofprovidingthenecessarytrainingtouseCALLresourcesintheirteachingpractices
wereexamined.TheperceivedbenefitsandchallengesofusingCALLinEFLteachingcontextswill
beaddressedfromtheparticipants’perspectives.Finally,thestudyprovidesimplicationsforfurther
researchinadditiontorecommendationsforEFLteachereducationprograms.