Page 173 - Innovative Professional Development Methods and Strategies for STEM Education

Identifying the Target Needs of Non-Native Subject Teachers

field-related support), language development and cultural orientation concerning the realities of our
schools and the country. We put an advertisement on the internet and interviewed with the applicants.
Those who were accepted were taken into the course.

As could be understood, the educational institution faced several challenges implementing their de-
sired system in their schools and thus took an action by designing a teacher training and language course
program for those selected subject teachers. The vice general director summarized their broad aim as fol-
lows: “We plan to overcome many obstacles that our teachers may encounter before they start teaching”.
Every year around 40 teachers attend the program. As stated above, it is a multifaceted program with
courses covering several issues related to learning English for general purposes, teaching subject mat-
ter in English, and general teacher education. Seminars are also given on intercultural perspectives and
the vision and mission of the educational institution. The medium of instruction in this teacher-training
program is English. The program consists of two terms. In the first term, a general English course is
given to the attendees including grammar, main course and four language skills, in total 30 hours a week,
which lasts 20 weeks. In the second term, an 8-week ESP program follows, which was designed by the
coordinator of the course, who holds an M.A. in TESOL and is an experienced teacher and the head
of the English department in the educational institution. The ESP course includes five fields: Primary
School Education, Science, Mathematics, Physics, and Biology. The heads of each department simulate
sample lessons on one of the topics they teach at school in English. Through these simulations, they
highlight possible instructional techniques, classroom management skills, and the use of classroom
language. Then, the course attendees micro teach to their colleagues, where they get the opportunity
to put the knowledge and skills they learn into practice. In Table 1 the language course segment of the
program and its details are given.
The program staff includes one native and three non-native English language teachers who are as-
signed to deliver general English courses in the first term. The English language teachers also work as
the coordinators of the course in general. That is, they develop the curriculum, decide on the procedures,
choose the content, and develop/select the materials. In the second term, on the other hand, there are four
experienced subject teachers who are the heads of science, mathematics, biology, and primary school
education departments.
In the initial unstructured interview, the course manager explained how they decided the methodology
and content of the program. For needs analysis, they focused on the in-service teachers’ needs and lacks
mostly as the aim of the program was to prepare competent teachers for the sector. He stated:

Table 1. Teacher-Training Program: Language Courses

Courses Hour/week Materials Carried out by
First Grammar 12/20 Reference books English language teachers
Term
Main course 8/20 Various course books English language teachers
Skills 10/20 Various skill books English language teachers
Second ESP sample lessons 8/8 PowerPoint slides, handouts Heads of departments
Term
Microteachings 12/8 PowerPoint slides, handouts Course attendees
(Subject teachers)
School observations 4/8 Course attendees
(Subject teachers)

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