Mevlana Intenational Journal of Education (MIJE)

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2 Mevlana Intenational Journal of Education (MIJE) Volume 2, Issue 1 June 2012 MIJE is indexed in Turkish Educational Index, ASOS index, Index Copernicus, EBSCO Pub, Educational Research Abstracts (ERA) and Aniji.

3 OWNER ADAM, Bahattin (Rector of Mevlana University) EDITOR IN CHIEF ÇELİK, Vehbi (Dean of Education Faculty) EDITOR KORKMAZ, Özgen ASSOCIATE EDITORS HALAI, Nelofer KUMARAN, Duraikkannu LEMMER, Eleanor ASSISTANT EDITORS USTA, Ertuğrul YEŞİLYURT, Etem PROOF READING FARRIS, Aundreta FARRIS, Michael THIRSK, Joanne COMPOSITION TURAN, Bülent Ahmet KAYA, Büşra BULDUK, Sabiha DUYAR, Aysel ABADIANO, Helen R. (Central Connecticut State University, USA) AGAYEV, Ejder (Qafqaz University, Azerbaijan) AKBAŞ, Oktay (Kırıkkale University, Turkey) AKKOYUNLU, Buket (Hacettepe University, Turkey) AKMAN, Berrin Hacettepe University, Turkey AKPINAR, Burhan (Fırat University, Turkey) AKPINAR, Yavuz (Boğaziçi University, Turkey) AKTÜMEN, Muharrem (Ahi Evran University, Turkey) AKYOL, Hayati (Gazi University, Turkey) ALACACI, Cengiz (Florida International University, USA) AL-MABUK, Rathi (University of NorthernIowa, USA) Anastasiadou, Sofia D. (University of West Macedonia, Greece) ARICIOĞLU, Ahu (Pamukkale University, Turkey) BAEZZAT, Fereshteh (University of Mazandaran, Iran) BAYRAM, Servet (Marmara University, Turkey) BECK, Mitchell (Central Connecticut State University, USA) BİLGİN, İbrahim (Mustafa Kemal University, Turkey) BİRGİN, Osman (Uşak University, Turkey) BOOYSE, Johan (University of South Africa, South Africa) BOZDOĞAN, Aykut Emre (Giresun University, Turkey) BOZOĞLAN, Bahadır (Mevlana University, Turkey) BÜYÜKÖZTÜRK, Şener (Gazi University, Turkey) ÇAKIR, Abdulkadir (Mevlana University, Turkey) EDITORIAL BOARD ÇAKIR, Recep (Amasya University, Turkey) ÇANKAYA, İbrahim (Uşak University, Turkey) ÇELİK, Vehbi (Mevlana University, Turkey) CHUANG, Hsueh-hua (National Sun Yat-sen University, Tayvan) ÇOŞKUN, Eyyup (Mustafa Kemal University, Turkey) DANIŞMAN, Yusuf (Mevlana University, Turkey) DEMİREAY, Uğur (Anadolu University, Turkey) DEMİREL, Şener (Fırat University, Turkey) DEMİRLİ, Cihat (İstanbul Ticaret University, Turkey) DEREVENSKY, Jeffrey L. (McGill University, Canada) DIBOLL, Mike (University of Sussex, UK) DOĞRU, S. Sunay Yıldırım(Dokuz Eylül University, Turkey) ECIRLI, Ahmet (Universiteti Bedër, Albania ERBAY, Filiz (Mevlana University, Turkey) ERGÜN, Mustafa (Afyon Kocatepe University, Turkey) FALLAHI, Vida (Shiraz University, Iran ) GAO, Ping (University of Northern Iowa, USA) GÖMLEKSİZ, Mehmet Nuri (Fırat University, Turkey) GÜNDÜZ, Mustafa (Yıldız Teknik University, Turkey) GÜNEL, Murat (Ahi Evran University, Turkey) GÜROL, Mehmet (Yıldız Technical University, Turkey) GÜZELLER, Cem Oktay (Akdeniz University, Turkey) HALAT, Erdoğan (Afyon Kocatepe University, Turkey)

4 HALAI, Nelofer(Aga Khan University, Pakistan) HAMMOND, John (University of Canberra, Australia) HARPUTLU, Leyla (Ahi Evran University, Turkey ) HERRING, Mary C. (University of Northern Iowa, USA) HOSSEINCHARI, Massound (Shiraz University, Iran ) HUANG, Chi-Jen (National Chiayi University, Taiwan) HUTSON, Bryant (The University of North Carolina a, USA) İŞÇİOĞLU, Ersin (Eastern Mediterranean University, TRNC) IŞIK, Erkan (Mevlana University, Turkey) İŞMAN, Aytekin (Sakarya University, Turkey) KARA, Ahmet (Adıyaman University, Turkey) KARADAĞ, Ruhan (Adıyaman University, Turkey) KARADENİZ, Şirin (Bahçeşehir University, Turkey) KARAMI, Morteza(University of Mazandaran, Iran) KARAKUŞ, Mehmet (Zirve University, Turkey) KARAMI, Morteza (University of Mazandaran, Iran) KARATAŞ, Serçin (Gazi University, Turkey) KARIM, Rezaul (Leading University, Bangladesh) KAUR, Kirandeep (Punjabi university, India) KAYA, Osman Nafiz (Fırat University, Turkey) KESER, Hafize (Ankara University, Turkey) KOCABAŞ, İbrahim (Fırat University, Turkey) KOÇAK, Recep (Gazi Osman Paşa University, Turkey) KUMARAN, Duraikkannu (University of Madras, India) LAVICZA, Zsolt (Cambridge University, UK) LEBLANC, Raymond (University of Ottawa, Canada) LEMMER, Eleanor (University of South Africa, South Africa) LOUW, Gabriel (North-West University, South Africa) MCKEOWN, John A. G. (Mevlana University, Turkey) MEMMEDOV, Behmen (Qafqaz University, Azerbaijan) MICHAIL, Kalogiannakis (University of Crete, Greece) MITTAL, Shree Ram (University of Delhi, India) MOONSAMY, Sharon (University of the Witwatersrand, S.Africa) MSILA, Vuyisile (University of South Africa, South Africa) NAM, Jeonghee (Pusan National University, Korea) NEL, Norma (University of South Africa, South Africa) ODABAŞI, H. Ferhan (Anadolu University, Turkey) OKUYUCU, Cihan (Yıldız Technical University University, Turkey) ÖMEROĞLU, Esra (Gazi University, Turkey) OMRAN, Ebrahim Salehi (University of Mazandaran, Iran) ORAL, Behçet (Dicle University, Turkey) ÖZDEMİR, M. Soner (Kırıkkale University, Turkey) ÖZDEMİR, Selçuk (Gazi University, Turkey) ÖZER, Bayram (Mustafa Kemal University, Turkey) PANDAY, Shefali (University of Mumbai, India) PAPE, Stephen J.(University of Florida, USA) PEKER, Murat (Afyon Kocatepe, Turkey) GIJON PUERTA, José (Universidad de Granada, Spain) PHASHA, Tlakale Nareadi (University of South Africa, South Africa) PING-KWAN, Fok (The Chinese University of Hong Kong) POTGIETER, Calvyn (University of South Africa, South Africa) QUADIR, Tarik (Mevlana University, Turkey) RANA, Rizwan Akram (University of the Punjab, Pakistan) SADEGHI, Abbas (University of Guilan Iran) SAMUEL, Michael (University of Kwazulu-Nata, South Africa) ŞAHİN, İsmail (Selçuk University, Turkey) ŞAHİN, Sami (Gazi University, Turkey) SAMANI, Siamak (Islamic Azad University, Iran) SARI, Mustafa (Mevlana University, Turkey) SEMERCİ, Çetin (Fırat University, Turkey) ŞENAY, Hasan (Mevlana University, Turkey) SHAHIM, Sima (Shiraz University, Iran ) SHARRA, Steve(Michigan State University, USA) SHELLEY, Mack (Iowa State University, USA) SÜNBÜL, Ali Murat(Selçuk University, Turkey) TABAKU, Elida (Universiteti Bedër, Albania) TAŞPINAR, Mehmet (Gazi University, Turkey) THOMPSON, Ann D. (Iowa State University, USA) TÖREMEN, Fatih (Zirve University, Turkey) Trotman, Wayne (Izmir Katip Çelebi University) TÜYSÜZ, Cengiz (Mustafa Kemal University, Turkey) UZUNBOYLU, Hüseyin (Near East University, TRNC) YALÇIN, Paşa (Erzincan University, Turkey) YALIN, H. İbrahim (Gazi University, Turkey) YAMAN, Süleyman (Zonguldak Karaelmas University, Turkey) YILMAZ, Ercan (Selçuk University, Turkey) YÖRÜK, Sinan (Afyon Kocatepe University, Turkey) REVIEWER OF THE ISSUE Khaliquzzaman M. ELIAS ( Nort South Un, Bagladesh) Tarik Masud QUADIR (Mevlana un, Turkey) Johan BOOYSE ((University of South Africa, South Africa) Norma Nel (University of South Africa, South Africa) Ali Yıldız (Atatürk Un, Turley) Murat Demirbaş (Kırıkkale Un, Turkey) M. Nuri URAL (Mevlana Un, Turkey) Wayne TROTMAN (Izmir Katip Çelebi University) Steve SHARRA (Michigan State University, USA) Leyla HARPUTLU (Ahi Evran Un, Turley) Ozgen KORKMAZ(Mevlana University) Muharem Aktümen (Ahi Evran Un, Turley) Ertuğrul USTA (Mevlana University) Etem YEŞİLYURT (Mevlana University)

5 TABLE OF CONTENTS An examination of Preservice Science Teachers views related to use of tablet PCs in science and technology course in terms of different variables Mustafa Uzoglu, Aykut Emre Bozdogan Change initiatives in English in action intervened primary schools in Bangladesh Kh. Atikur Rahman, Md. Fazlur Rahman Pathways to cultural rapprochement in schools: becoming a global teacher through the use of the Educational Cultural Convergence (ECCO) model John McKeown, FHEA, OCT, Ibrahim Kurt The Role of Needs Analysis in Language Program Renewal Process Adem Soruc Assessment of professional teaching knowledge courses taught at faculties of education according to teachers opinions Bayram Ozer, Recep Kahramanoglu Analysis of PISA 2009 Exam according to some variables Murat Yalcin, Sevda Aslan, Ertugrul Usta The examination of the Public Personnel Selection Examination (PPSE) in the of light pre-service teachers opinions Sema Altun Yalcin, Meryem Ozturan Sagirli, Sinan Yalcin, Pasa Yalcin

6 Mevlana International Journal of Education (MIJE) Vol. 2(1), pp.1-14, 30 June, 2012 Available online at An examination of Preservice Science Teachers views related to use of tablet Article history Received: 12 December 2011 PCs in science and technology course in terms of different variables Received in revised form: 02 February 2012 Accepted: 13 February 2012 Key words: Preservice Science Teachers, Fatih Project, Tablet PC Mustafa Uzoglu Aykut Emre Bozdogan * Science Education Department, Giresun University, Giresun, Turkey In this study, preservice science teachers opinions related to Ministry of National Education Fatih Project which will be used in schools for tablet PC were examined in terms of different variables. Descriptive survey method was used in the research. The participants of the study, which was conducted in academic year in Giresun University Education Faculty, were 420 preservice science teachers who studied 1st, 2nd, 3rd and 4th grades. The data were obtained by using two-part questionnaire form which was developed by researchers and Computer Attitude Scale which was developed by Bindak and Çelik (2006). The data were analysed using frequency, percentages, arithmetic mean, One Way Analysis of Variance (ANOVA) and Chi-Square test. The result of the study was showed that between preservice science teachers PC Attitude score with support the using of tablet PC in schools was a significant difference statistically. In addition, according to preservice science teachers, the most important advantages of tablet PCs using in science and technology courses a) science and technology courses can more fun with visuals and animations and b) students interest can increase in science and technology courses were expressed. They were also expressed the most disadvantages of tablet PCs using in science and technology courses a) social interaction can reduce among the students and b) The radiation of tablet PCs spread may give harm to health such as eyes etc. Introduction One of the fundamental aims of science education is to ensure teaching for the individuals who have acquired the ability to obtain rather than transferring present knowledge to the students (Minister of Education [MEB], 2006). The use of effective methods and techniques are required in teaching-learning environments in order to educate individuals who are compatible with the society, develop themselves, adapt themselves to the innovations and changes and find solutions to the problems which they encounter. A lot of different methods are benefited from in teaching-learning environments. Observation, experiment, explanation, question and answer, discussion, induction, deduction, analysis, synthesis, case study, group and individual work are the pioneers among these methods (Asan, 2001). Moreover, some researchers include computer assisted learning among these methods (Karadağ, Sağlam & Baloğlu, 2008). Computers can be used both as a tool and a method in education. Today during the process of education, computers are used in two ways as computer directed teaching and computer assisted teaching. Computer assisted teaching, which is used more than the other one, can be described as using computers with the aim to teach a concept or a subject through courses which * Correspondence: Aykut Emre Bozdogan. Giresun University, Faculty of Education, Güre Campus, Giresun, Turkey. [email protected], Phone:

7 Mevlana International Journal of Education (MIJE), 2(1); 1-14, June, 2012 are programmed in the system or to reinforce objectives which are acquired before (Yalın, 2010). When it is taken into consideration the fact that the more the activities prepared appeal to more sense organs in teaching-learning environment, the more effective, easier and more permanent the learning is (Çepni, Ayas, Ekiz & Akyıldız, 2010), the use of computer technology and teaching software in teaching environment has become a necessity. The reasons for these can be listed as (Demirel & Altun, 2011): 1. Domination of understanding of lifelong learning, 2. Providing equality of opportunity and facilities in a more effective way, 3. The need for individual teaching, 4. Computers enriching the teaching learning environments, 5. Computer technologies becoming smaller and a decrease in their size and 6. The students getting prepared for the society equipped with new technology, need for knowledge and access to information which they search, being able to choose, organize and use the information they reach, being able to solve problems and use technology more efficiently. It is known that computers whose needs increased considerably are used in a lot of courses as a learning tool. Science and technology course is the leading one among the others. It is a known fact that in the content of Science and Technology course, there are a lot of experiments and activities as well as theoretical and abstract concepts (Tekbıyık & Akdeniz, 2010). Science and Technology course can be thought as a course which is rather difficult and comprehensive with its subject content and laboratory practises. This lesson not only includes disciplines such as physics, chemistry and biology but also a discipline as mathematics. Furthermore, carrying out all the laboratory activities within the content of this course is a rather difficult and problematic process. In order to overcome this problem, the use of visual and educational programs that are prepared such as animations, flashes, and so on in computer technology can be presented as an approach. The use of computers and teaching software in Science and Technology course can provide a lot of advantages in terms of teaching-learning. For example, some studies conducted reveal that the use of computer provides the lesson to be done efficiently, the teacher to save time and develop his/her ability to solve problems (Hançer & Yalçın, 2009; Serin, 2011), the students to increase their academic achievement (Tekbıyık & Akdeniz, 2010; Serin, 2011) and the information to be permanent (Kara, 2007). Moreover, it has been determined that the use of computer not only provides means for the student to get motivated for the course and enjoy himself/herself by spending nice time but also it contributes to their learning (Owusu, Monney, Appiah & Wilmot, 2010). At the same time computers can be thought as an integral piece of teaching and curriculum program (Wekesa, Wekesa, Mualuko & Julius, 2008). It can be said that the contributions the computers make to teaching environment are not only limited to these but also they have got a lot of advantages and these advantages can be listed as follows (Kaptan, 1999). 1. Increase the interest and motivation of students in teaching-learning environment, 2. Facilitating individual learning, 3. Providing infinite revision 4. Providing opportunities for the development of high level abilities and 5. Encouraging learning based on collaboration After the positive effects of use of computer technology were determined, Ministry of Education made attempts to include this technology in teaching process by speeding up opening computer laboratories in schools with in this context (Kaptan, 1999). As a result of these attempts, an increase in the number of computers used in the class environments was observed. However, because of some problems such as big computers and their being difficult to carry, tablet PCs which are as effective as computers take place of them (Bilgi Toplumu Teknolojileri Gazetesi, 2011). Tablet PCs -2-

8 An examination of Preservice Science Teachers views M. Uzoglu & A.E. Bozdogan are technological tools which can be carried and occupy less place and a combination of laptops and pocket computers. However, tablet PCs don t have as big a keyboard as laptop. They have only a screen and are primarily operated easily with its touch screen (Enriquez, 2010). Tablet PCs use digital ink which gives an opportunity to write and draw on its screen. Moreover, it gives an opportunity to change and organise the slides which are formed by Power Point (Mccabe, 2011). Although tablet PCs have advantages such as lighter weight, having a longer battery life, being used for general purposes and not being expensive, they have some disadvantages such as the problems with its batteries, not having CD-ROM, its operations being slow and not having a lot of carriers (Gill, 2007). Despite its disadvantages, the process of using tablet PCs in teaching environment has begun. The use of tablet PCs in teaching environment is quite a new period (Fister & Mccarty, 2008). However, the studies conducted with tablet PCs reveal that tablet PCs increase the interest of the students like computers, provide motivation for the course and enable teachers to teach the subject (Gorgievski, Stroud, Truxaw & DeFranco, 2005; Gill, 2007; Dering & Cox, 2008; Le Ber, Lombardo & Quilter, 2008; Maccabe, 2011). Gorgievski et. al. (2005) carried out a questionnaire which was made up of 13 items with 103 university students in order to evaluate the attitudes of the students towards the use of tablet PCs while teaching mathematics. As a result of the study, the students stated that tablet PCs helped the material presented in the class to attract the attention, to be understood better, and the teachers to explain the material in an effective way. Mccabe (2011), who claimed that concept maps and flow charts were to be used to teach abstract concepts in a better way and to make connections between the subjects, determined that concept maps and flow charts were practised more easily by using tablet PCs. Moreover, Mccabe (2011) stated that the use of tablet PCs gave opportunities for the students to develop positive attitudes towards the course and receive an effective teaching support. Fister and McCarty (2008) determined in a similar study that tablet PCs enriched the students learning environment and the students benefited from archive notes and the interpretations of the teacher with the use of tablet PCs. They also stated that the use of tablet PCs motivated the students to the course better. Enriquez (2010) claimed that the use of wireless and tablet PC technology in the class environment had a lot of advantages. According to Enriquez (2010), thanks to tablet PCs, making meaningful and immediate evaluations about student learning, helping student learning maximises, and giving required feedback are some of these advantages. Fister and McCarty (2008) attracts the attention on two important points which are related to the students use of tablet PCs for the study and analysis of problems. First, the use of tablet PCs helps the students to have responsibility for their learning. Second, thanks to tablet PCs, the students feel excited to be in the class. Enriquez (2010) and Hirepic (2011) found out that the use of tablet PCs gave opportunities for both students and teachers to analyse problems, collect data, take notes and combine electronic class materials and handwritings. To sum up, the studies conducted abroad reveal that the use of tablet PCs in the class environment has a lot of advantages with regard to teachers and students. This period has just begun in Turkey. All the students in the class are required to have their own personal computers in order to benefit from the computer technology. Ministry of Education have just given a start to the Project of Increasing Opportunities and Enhancement of Technology (FATIH project) in order to decrease the cost of course books which are distributed free to the students every year and to overcome this difficulty (MEB, 2011). Within the FATIH Project, it is planned to provide equality of opportunity in education and to enhance technology in our schools. So with this purpose, laptops, LCD Panel Interactive Board, and internet network basis will be provided in classes of all pre-school, primary school and secondary school levels for the effective use of the tools of Information Technologies (IT) in the courses to appeal to more sense organs during teaching-learning process. -3-

9 Mevlana International Journal of Education (MIJE), 2(1); 1-14, June, 2012 In-service training will be given to the teachers for the purpose of effective use of IT equipment which is set up in the classes during teaching-learning process. During this process, education programs will be adapted to IT assisted teaching and educational e-contents will be formed. Within this context, FATIH project in education will be made up of five components. These can be listed as below: 1. Providing software and hardware basis, 2. Providing educational e-content and its management, 3. Efficient use of BT in education programs, 4. In-service training for the teachers and 5. Facilitating conscious, secure, manageable and measurable use of IT. Fatih project in education is a project which is run by Ministry of Education and supported by Ministry of Transportation. It is thought to be completed in five years. It is aimed that the needs for IT equipment and software foundations, e-content, up-dating of teacher s guide book, in-service training for teachers and conscious, secure and manageable IT and Internet use will be completed for secondary schools in the first year, primary schools in the second year, primary school first levels and pre-schools in the third year. As a part of this project, beginning with the 5 th and 9 th grades in 2012, all the students are meant to be provided with tablet PCs. ( 2011). It is early to estimate what tablet PCs will bring to education and teaching. But there is a known fact that a new technology s being brought into class environment causes excitement and doubt not only with the teachers but also with the students. The implementation of this innovation and its contribution to teaching-learning process depends undoubtedly on the attitudes of the teachers. It is not expected from the computer to cause an important affect unless teachers are trained and computers become an integral part of course syllabus (Kıncal, 2009; El-Gayar, Moran & Hawkes, 2011). So, it is vital to take into consideration the attitudes of teachers before technologic change comes true for the precautions to be taken. With the study conducted with in this context, it is aimed at determining the attitudes of teachers towards computers and their ideas about tablet PCs and analysing them in terms of different variables. Purpose The answers to the questions given below were sought within the context of the study which studied the views of preservice teachers about the usability of tablet PCs in Science and Technology courses. 1. Do pre-service science teachers support the use of tablet PCs in Science and Technology courses? 2. According to the views of pre-service science teachers, does the use of tablet PCs have advantages in Science and Technology courses? 3. According to the views of pre-service science teachers, does the use of tablet PCs have disadvantages in Science and Technology courses? 4. Does the pre-service science teachers state of support show difference according to gender, the grade they are educated at, their condition of having computers, the time they spare for the use of computer, their aims for using computer, and their attitudes towards computer? -4-

10 An examination of Preservice Science Teachers views M. Uzoglu & A.E. Bozdogan Method Research Model Descriptive method was used in the study. This method is used to enlighten a given condition, to make evaluations towards standards and to reveal possible relationships between the events. The main purpose in such studies is to describe and explain the condition which is analysed thoroughly (Çepni, 2007). Participants The study was conducted in Academic Year in the Faculty of Education in Giresun University. The data of the study were obtained from 420 pre-service science teachers who were studying in the 1 st 2 nd, 3 rd and 4 th years of the Department of Science Teaching. Data Collection and Analysis During the process of data collection, a questionnaire form which was developed by the researchers and whose content reliability was obtained with the views of three different experts and computer attitudes scale which was developed by Bindak and Çelik (2006) and whose reliability coefficient is α =.91 is were benefited from. A formula (scale s range width a=range width / number of groups to be done) was used for the interpretation of the points obtained from computer attitudes scale which was made up of 22 items. The questionnaire form was made up of two parts. The first part of the questionnaire is made up of 7 items which determine the demographic information and the second part is made up of 4 items to determine the views about tablet PCs, two of which are ranging scale items and the other two of which are classification scale. For the required statistical solutions of data collected about the sub problems whose answers were sought within the scope of general purpose of the study, frequency (f), percentages (%) and arithmetical mean ( X ) of descriptive statistical method was used and single factor ANOVA and chi-square tests were benefited from to determine the differences between independent variables. The data related to numerical developments were interpreted by converting them into tables and whether there was meaningful difference between the independent variables or not were tested in the level of α =.05. The demographic information about pre-service science teachers taking part in the research was given in Table 1. Table 1. Demographic information about pre-service science teachers Demographic information TOTAL grade grade grade grade f f f f f % Gender Male ,7 Female ,3 Total ,0 Computer ownership status Duration of PC use Yes ,3 No ,7 Total ,0 1-4 year (university) ,9 5-7 year (high school) , year (primary II. stage) ,8 11 year and over(primary I. stage) ,3 Total ,0-5-

11 Mevlana International Journal of Education (MIJE), 2(1); 1-14, June, 2012 Frequency of PC use Purpose of PC use Every day Every week Every month 1-2 hours ,6 3-4 hours ,3 5 hours and over ,2 Total ,2 1-2 hours ,7 3-4 hours ,4 5 hours and over ,3 Total ,4 1-2 hours ,1 3-4 hours ,2 5 hours and over ,1 Total ,4 Total ,0 For Education (homework,research etc.) ,0 For social sharing (Facebook, MSN, twitter etc.) ,6 Others (Game, movie, music, news, shopping, payments etc.) ,4 Total ,0 Results The relationship between the pre-service science teachers condition of support for the use of tablet PCs in Science and Technology courses and their total computer attitude points were analysed and it was given in Table 2 and 3. Table 2. Computer attitude test scores of pre-service science teachers Support of Tablet PC f X df Yes 343 3,8972,52291 No 39 3,4545,52192 No idea 38 3,7201,38140 Total 420 3,8400,52777 When Table 2 was analysed, mathematical average of total points of computer attitude scale was determined as ( x =3,89) for preservice science teachers who participated in the study and supported the use of tablet PCs in Science and Technology courses,( x =3,45) for preservice science teachers who didn t support it, and ( x =3,72) for preservice science teachers who had no idea about this subject. One way ANOVA was done for the unrelated measures which aimed at whether total points of computer attitudes scale of preservice science teachers who participated in the study differentiated or not and the results were given in Table 3. Table 3. Results of One-Way ANOVA for the independent measures for the total scores of computer attitude test of pre-service science teachers Sum of Meaningful Source of Variance Squares df Mean Square F p Difference (SS) Between groups 07, ,731 14,241,

12 An examination of Preservice Science Teachers views M. Uzoglu & A.E. Bozdogan Within groups 109, ,262 Total 116, Yes, 2-No, 3-No idea When Table 3 was analysed, a meaningful difference between the total points of computer attitudes scale of preservice science teachers who supported the use of tablet PCs in Science and Technology courses and the total points of computer attitudes scale of preservice science teachers who did not support was observed, and it was in favour of preservice science teachers who supported the use of tablet PCs [F (2-417) = , p<.05]. The support condition of preservice science teachers for the use of tablet PCs in Science and Technology courses in terms of different variables was analysed and it was give in Table 4. Table 4. Distribution of support condition of preservice science teachers for the use of tablet PCs in Science and Technology courses in terms of different variables Support of Tablet PC Meaningful Variables Yes No No idea Difference f % f % f % Gender Male ,3 9 6, ,7 Female , ,1 22 8,1 Grade 1. grade ,3 7 5,6 10 8,1 2. grade 89 87,3 7 6,9 6 5,9 3. grade 82 73, , ,5 4. grade 65 78, ,3 7 8,4 Computer ownership status Yes ,4 22 8,1 20 7,4 No , , ,0 Duration of PC use 1-4 year (university) 72 78, ,0 9 9,8 5-7 year (high school) , , , year (primary II. stage) ,4 8 6,4 4 3,2 11 year and over(pri. I. stage) 27 77,1 2 5,7 6 17,1 Frequency of PC use Every day ,4 16 6,7 19 7,9 Every week , ,7 14 9,2 Every month 20 74,1 2 7,4 5 18,5 Purpose of PC use Educational (homework, research etc.) , , ,2 Social sharing (Facebook, MSN, twitter etc.) ,2 9 5,7 8 5,1 Others (Game, movie, music, news, shopping, 41 73,2 6 10,7 9 16,1 payments etc.) TOTAL ,7 39 9,3 38 9,0 λ 2 ( 2 )= 3,468; p =,177 p > 0.05 λ 2 ( 6 )=10,542; p=,104 p > 0.05 λ 2 ( 2 )= 4,016; p =,134 p > 0.05 λ 2 ( 6 )=12,608; p=,050 p < 0.05* λ 2 ( 4 )= 9,132; p =,058 p > 0.05 λ 2 ( 4 )= 11,592; p =,021 p < 0.05* When Table 4 is analysed, the support condition of preservice science teachers for the use of tablet PCs in Science and Technology courses does not reveal a meaningful difference in terms of gender, class, condition of having a computer and the frequency of use of computer. However, a meaningful -7-

13 Mevlana International Journal of Education (MIJE), 2(1); 1-14, June, 2012 difference between the views of the preservice science teachers was determined in terms of computer use time [λ 2 (6)=12,608; p<.05] and the purpose for computer use [λ 2 (4)= 11,592; p<.05]. The relation between the state of preservice science teachers needs for in-service training course about the use of tablet PCs in Science and Technology courses and their computer attitude scale points were analysed and it was given in Table 5 and 6. Table 5. Scale of distribution and central tendency related to computer attitudes points of preservice science teachers The conditions asking in-service training about the use of tablet PCs f X df Yes 303 3,8248,48910 No 84 3,9800,56910 No idea 33 3,6240,66913 Total 420 3,8400,52777 When Table 5 was analysed, mathematical average of total points of computer attitudes scale was determined as ( x =3,892) for preservice science teachers who participated in the study and needed an in-service training for the use of tablet PCs in Science and Technology courses,( x =3,98) for preservice science teachers who didn t feel the need for in-service training,, and ( x =3,62) for preservice science teachers who didn t express their ideas about this subject. One way ANOVA was done for the unrelated measures which aimed at whether total points of computer attitudes scale of preservice science teachers who participated in the study differentiated or not and the results were given in Table 6. Table 6. Results of One-Way ANOVA for the independent measures for the total scores of computer attitude test of pre-service science teachers Source of Variance Sum of Meaningful Squares df Mean Square F p Difference (SS) Between groups 03, ,628 Within groups 113, ,272 5,984, Total 116, Yes, 2-No, 3-No idea When Table 6 was analysed, a meaningful difference between the total points of computer attitudes scale of preservice science teachers who did not feel the need for in-service training for the use of tablet PCs in Science and Technology courses and the total points of computer attitudes scale of preservice science teachers who had no idea about it was observed, and it was in favour of preservice science teachers who did not feel the need for in-service training [F (2-417) = 5.984, p<.05]. The state of preservice science teachers for the need of in-service training for the use of tablet PCs in Science and Technology courses was analysed in terms of different variables and given in Table

14 An examination of Preservice Science Teachers views M. Uzoglu & A.E. Bozdogan Table 7. Distribution of the state of preservice science teachers for the need of in-service training for the use of tablet PCs in Science and Technology courses in terms of different variables Variables States to request in-service training Yes No No idea Meaningful Difference f % f % f % Gender λ 2 ( 2 )= 17,728; p = Male 91 60, ,7 13 8,7,000 Female , ,1 20 7,4 p < 0.05* Grade 1. grade 94 75, , ,5 2. grade 80 78, ,6 4 3,9 3. grade 80 72, ,9 10 9,0 4. grade 49 59, ,7 6 7,2 Computer ownership status Yes , ,0 23 8,5 No , ,7 10 6,7 Duration of PC use 1-4 year (university) 79 85,9 9 9,8 4 4,3 5-7 year (high school) , , , year (primary II. stage) 77 61, ,6 6 4,8 11 year and over(pri. I. stage) 15 42, ,0 6 17,1 Frequency of PC use Every day , ,2 18 7,5 Every week , ,7 14 9,2 Every month 24 88,9 2 7,4 1 3,7 Purpose of PC use Educational (homework, research etc.) , ,0 7 3,4 Social sharing (Facebook, MSN, twitter etc.) , , ,8 Others (Game, movie, music, news, shopping, 29 51, ,1 9 16,1 payments etc.) TOTAL , ,0 33 7,9 λ 2 ( 6 )=16,724; p=,010 p < 0.05* λ 2 ( 2 )= 5,116; p =,077 p > 0.05 λ 2 ( 6 )=47,022; p=,000 p < 0.05* λ 2 ( 4 )= 8,331; p =,080 p > 0.05 λ 2 ( 4 )= 20,944; p =,000 p < 0.05* When Table 7 is analysed, the state of feeling the need for in-service training by preservice science teachers for the use of tablet PCs in Science and Technology courses does not reveal a meaningful difference in terms of the state of having a computer and the frequency of computer use. However, a meaningful difference between the views of the teachers was determined in terms of gender [λ 2 (2)= 17,728; p < 0.05], class [λ 2 (6)=16,724; p < 0.05], computer use time [λ 2 (6)=47,022; p<.05] and the purpose for computer use [λ 2 (4)= 20,944; p<.05]. The views of preservice science teachers about the advantages and disadvantages of the use of tablet PCs in Science and Technology courses were analysed and the frequency values were given in Table 8 and

15 Mevlana International Journal of Education (MIJE), 2(1); 1-14, June, 2012 Table 8. Frequency distribution of the views of preservice science teachers about the advantages of the use of tablet PCs in Science and Technology courses Preservice Advantages Science Teachers f % 1.It can make Science and Technology course more fun with the visuals and ,9 animations. 2.It can increase the interest of the students in Science and Technology course ,6 3.By helping Science and Technology course be more enjoyable, it can increase ,4 the permanency (retention) of learning. 4.It can help understanding of abstract concepts easy in Science and Technology ,1 course. 5.It can provide opportunities for the students to do research and study about ,7 Science and Technology course. 6.It can increase the Students interest in scientific and technologic developments ,7 7.It can help the activities which can t be done to be displayed via animations ,2 8.It can increase the active contribution of the students in Science and Technology ,5 course. 9.It can help the students to have access to the information which the students are ,1 curious about. 10.It can increase the students ability of use of technologic tools and equipment ,0 11.It can save more time for the teachers for science activities ,1 12.Tablets can increase the use of various programs and software such as MEB ,2 vitamin in education. 13.It is easy to carry so it can save the students from the load of course books ,2 14.It can help the evaluation and assessment related to Science and Technology be 92 21,9 done more easily. 15.It can hasten the communication between the teachers and students in Science 50 11,9 and Technology course. 16.It can provide opportunities for the students to revise the subjects in Science and Technology course ,5 When Table 8 was analysed, preservice science teachers pointed out advantages about various topics such as Science and Technology course will become more fun with the visuals and animations (%76,9), the interest of the students in Science and Technology course will increase (%57,6), By providing the courses to be more fruitful, the permanency (retention) of learning will increase (%52,4), understanding abstract concepts will become easy in Science and Technology courses (%47,1), It will provide opportunities for the students to do research and study about Science and Technology course (%46,7) The Students interest in scientific and technologic developments will increase (%46,7). Table 9. Frequency distribution of the views of preservice science teachers about the disadvantages of the use of tablet PCs in Science and Technology courses Preservice Disadvantages Science Teachers f % 1.It can decrease the social interaction between the students ,3 2.The radiation of tablet PCs spread may give harm to health such as eyes ,0 3.Tablets can be used for purposes other than its purpose ,2 4.It can decrease the interaction between the teachers of Science and ,1 Technology course and the students. 5.It can encourage the students to literal knowledge in Science and Technology ,9 course. 6.It can prevent the ability of students from being realized by the teacher ,8-10-

16 An examination of Preservice Science Teachers views M. Uzoglu & A.E. Bozdogan 7.It can decrease the interest in the printed books related to science and ,6 technology. 8.The students can damage tablet PCs fast ,6 9.It can lead the Science and Technology teachers to laziness ,0 10.It can reduce the use of Science and Technology laboratories ,2 11.The break down of tablet can hinder the processing of Science and ,5 Technology course. 12.It can cause the students ability of writing to regress in Science and ,1 Technology course. 13.The individual differences between the students can lead to problems about ,6 the use of tablets in Science and Technology course. 14.It can make the class management of the teachers difficult ,9 15.It can affect the students ability of interpreting scientific events negatively ,8 16.It can be difficult to carry and protect tablet PCs ,5 When Table 9 was analysed, preservice science teachers stated that there would be some disadvantages if tablet PCs were used in Scenic and Technology courses. Some of these disadvantages can be listed as It can decrease the social interaction between the students (%54,3), The radiation the tablet PCs spread may give harm to health such as eyes (%54), Tablet PCs can be used for purposes other than its purpose (%51,2), The interaction between the teachers of Science and Technology course and the students can decrease (%47,1), It can encourage the students to literal knowledge in Science and Technology course (%46,9), and It can prevent the ability of students from being realized by the teacher (%44,8). Discussion and Conclusion The support state of preservice science teachers for the use of tablet PCs in Science and Technology courses does not reveal a meaningful difference in terms of gender, class, condition of having a computer and the frequency of computer use. However, the support state of preservice science teachers who have been using computers for years for the use of tablet PCs revealed a more meaningful difference [λ 2 (6)=12,608; p<.05] than preservice science teachers who have been using computer for a short time. The support state of preservice science teachers for tablet PCs who have been using computers rather for social sharing revealed a difference on a meaningful level of [λ 2 (4)= 11,592; p<.05] than preservice science teachers who have been using computer more for the purpose of education-teaching, and film, game, music and so on. Moreover, a meaningful relationship about the support of the use of tablet PCs between the preservice science teachers whose computer attitudes is high and whose computer attitudes is low was determined. The data gathered from other dimension of the study does not reveal a meaningful difference in terms of the state of the need preservice science teachers feel for in-service training about the use of tablet PCs in Science and Technology courses; the state of having computers; and the frequency of computer use. However, female preservice science teachers desire to have in-service training about the use of tablet PCs in Science and Technology courses showed a more meaningful difference than male preservice science teachers [λ 2 (2)= 17,728; p < 0.05], preservice science teachers who are studying in 1 st, 2 nd and 3 rd grades than preservice science teachers who are studying in 4 th grade [λ 2 (6)=16,724; p < 0.05], preservice science teachers who have been using computer for a short time than preservice science teachers who have been using computer for years [λ 2 (6)=47,022; p<.05] and preservice science teachers who mostly use computers for education-teaching than preservice science teachers who mostly use computers for the purposes of social sharing, and music, film and games [λ 2 (4)= 20,944; p<.05]. Moreover, a meaningful difference between the total points of computer attitudes scale of preservice science teachers who did not feel the need for inservice training about the use of tablet PCs in Science and Technology courses and the total points of computer attitude scale of preservice science teachers who had no idea about this subject was -11-

17 Mevlana International Journal of Education (MIJE), 2(1); 1-14, June, 2012 observed and it was in favour of preservice science teachers who did not feel the need for in-service training. Preservice science teachers listed the advantages of the use of tablet PCs in Science and Technology courses as Science and Technology course will become more fun with the visuals and animations (%76,9), it can increase the interest of the students in Science and Technology course (%57,6), By providing the courses to be more fruitful, the permanency (retention) of learning will increase (%52,4), it can make easier for the understanding of abstract concepts in Science and Technology courses (%47,1), It can provide opportunities for the students to do research and study about Science and Technology course (%46,7) and It can increase the students interest in scientific and technologic developments (%46,7). In a study which was conducted by Enriquez (2010) with university students, while the experiment group was allowed to use tablet PCs, the courses studied were teacher centred in the control group. As a result of the study, the students who used tablet PCs thought that tablet PCs provided visuals for themselves and the course was fruitful and fun. Fister and McCarty (2008) asked total 682 students who have been using a single tablet class in different courses since 2004 in Murray State University to evaluate the use of tablet PCs as an education tool. As a result of the study, the students stated that the use of tablet PCs enriched their learning environment so they benefited from the teacher s interpretations and written records and their interest in the course increased. El-Gayar, Moran & Hawkes (2011) determined in the study they conducted that the students showed positive attitude towards tablet PCs. Derting and Cox (2008) wanted to determine the effects of the use of tablet PCs on teaching in the Introduction to Organic Chemistry course. The results of the study revealed that the use of tablet PCs enriched learning environment and enhanced learning. Leber, Lombardo and Quilter (2008) found that tablet PCs were used by the students to save some notes, at the same time, they enhanced their learning. McCabe (2011) determined that by forming concept maps and flow charts with tablet PCs, abstract concepts might be reified. As it is seen, the study we conducted shows similarities to the studies conducted before. As a result of the study, preservice science teachers determined that there would be some disadvantages if tablet PCs were used in Science and Technology courses. These disadvantages were stated as It can decrease the social interaction between the students (%54,3), The radiation the tablet PCs spread may give harm to health such as eyes (%54), Tablet PCs can be used for purposes other than its purpose (%51,2), The interaction between the teachers of Science and Technology course and the students can decrease (%47,1), It can encourage the students to literal knowledge in Science and Technology course (%46,9), and It can prevent the ability of students from being realized by the teacher (%44,8). Implications for Further Study These suggestions can be made depending upon this study conducted about tablet PCs and with the previously conducted studies. 1. After tablet PCs are used in education, the process can be evaluated by conducting a similar study with the teachers and the students. 2. The effects of software such animations on the attitudes of the students and their achievements can be determined after they are being operated with tablet PCs. Limitations The sampling of the study conducted was obtained from preservice science teachers of Education Faculty in Giresun University. Collecting data from different preservice teachers studying in different Education faculties will provide benefit about the use of tablet PCs in primary education within this context. -12-

18 An examination of Preservice Science Teachers views M. Uzoglu & A.E. Bozdogan References Asan, C. (2001). Öğretmenlik Mesleğine Giriş. Eğitim, Öğretim ve Öğrenmede İlkeler, Yöntemler ve Planlama. Samsun: Kardeşler yayınları. Bindak, R., & Çelik, H.Ç. (2006). Öğretmenler için tutum ölçeğinin güvenirlik ve geçerlik çalışması. Eğitim Araştırmaları, 22, Çepni, S., & Akyıldız, S. (2010). Öğretim İlke ve Yöntemleri. Trabzon: Nobel Yayınları. Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş. Trabzon: Celepler Matbaacılık. Geliştirilmiş 3. Baskı. Demirel, Ö. & Altun, E. (2011). Öğretim Teknolojileri ve Materyal Tasarımı. Ankara: Pegem Yayıncılık. Derting, T. L. & Cox, J.R. (2008). Using a tablet pc to enhance student engagement and learning in an introductory organic chemistry course. Journal of Chemical Education. 85(12), El-Gayar, O., Moran, M., & Hawkes, M. (2011). Students' acceptance of tablet PCs and implications for educational institutions. Educational Technology & Society, 14 (2), Enriquez, A.G. (2010). Enhancing student performance using tablet computers. College Teaching, 58, Gill, T.G. (2007). Using the tablet PC for instruction. Decision Sciences Journal of Innovative Education. 5(1) Gorgievski, N., Stroud, R., Truxaw, M., & DeFranco, T. (2005). Tablet PC: A preliminary report on a tool for teaching calculus. International Journal for Technology in Mathematics Education, 12 (3), Fister, K. R., & Mccarty, M.L. (2008). Mathematics instruction and the tablet PC. International Journal of Mathematical Education in Science and Technology, 39 (3), Hançer, A. H., & Yalçın, N. (2009). Fen eğitiminde yapılandırmacı yaklaşıma dayalı bilgisayar destekli öğrenmenin problem çözme becerisine etkisi. Gazi Eğitim Fakültesi Dergisi, 29 (1), Kaptan, F. (1999). Fen Bilgisi Öğrtimi. İstanbul: Milli Eğitim Bakanlığı Yayınları. Kara, İ. (2007). The effect on retention of computer assisted ınstruction in science education. Journal of Instructional Psychology, 5 (4), Karadağ, E., Sağlam, H., & Baloğlu, N. (2008). Bilgisayar destekli eğitim (BDE): İlköğretim okulu yöneticilerinin tutumlarına ilişkin bir araştırma. Uluslararası Sosyal Araştırmalar Dergisi, 1 (3), Kıncal, R. Y. (2009). Eğitim Bilimine Giriş. Ankara: Nobel Yayınları. Le Ber, J. M., Lombardo, N.T. & Quilter, J. (2008). Tablet pc use enhances teaching and student learning. Journal of Electronic Resources in Medical Libraries, 5(1), Mccabe, B. (2011). An integrated approach to the use of complementary visual learning tools in an undergraduate microbiology class. Journal of Biological Education, 45 (4), MEB (2011). [fatihprojesi.meb.gov.tr/icerikincele.php?id=6] adresinden tarihinde edinilmiştir. MEB. (2006). İlköğretim fen ve teknoloji dersi 6. sınıf öğretim programı. Talim ve Terbiye Kurlu Başkanlığı, Ankara. Owusu, K.A., Monney, K.A., Appiah, J.Y. & Wilmot, E.M. (2010). Effects of computer-assisted instruction on performance of senior high school biology students in Ghana. Computers & Education, 55, Serin, O. (2011). The effects of the computer-based instruction on the achievement and problem solving skills. The Turkish Online Journal of Educational Technology, 10 (1), Tekbıyık, A., & Akdeniz, A.R. (2010). A meta-analytical investigation of the influence of computer assisted instruction on achievement in science. Asia-Pacific Forum on Science Learning and Teaching, 11(2), -13-

19 Mevlana International Journal of Education (MIJE), 2(1); 1-14, June, Wekesa, D. W., Wekesa, E.W., Mualuko, N.J. & Julius, M. (2008). Students reactions to the use of computers in science education in selected Kenyan secondary schools. Problems of Education in the 21st Century. 9, tarihinde edinilmiştir. Haftalık bilgi toplumu teknolojileri gazetesi, tarihinde edinilmiştir. Yalın, H. İ. (2010). Öğretim Teknolojileri ve Materyal Geliştirme. Ankara: Nobel Yayınları -14-

20 Mevlana International Journal of Education (MIJE) Vol. 2(1), pp.15-24, 30 June, 2012 Available online at Article history Received: 09 November 2011 Change initiatives in English in action intervened primary schools in Bangladesh Received in revised form: 08 March 2012 Accepted: 16 March 2012 Key words: English In Action (EIA), Primary school teachers, Bangladesh, Classroom practice Kh. Atikur Rahman * Researcher, (EIA-DU-OU,UK Research Collaboration Programme) Institute of Education and Research, Dhaka University, Bangladesh Md. Fazlur Rahman Associate Professor, Department of Language Education Institute of Education and Research, Dhaka University, Bangladesh This article presents the findings of a mixed approach study carried out in seven Bangladeshi primary schools under English In Action (EIA) intervention programme which aims to bring about changes in classroom practices of English teachers. Through teacher training, activity guides and other teaching aids for each grade, EIA prescribes idealized teaching practices for the teachers. This study explores how these teachers implement such practices in their actual classrooms. In order to find out if there is any change in their classroom practice because of the intervention, three different data sources i.e. classroom observations, semistructured interviews with teachers and Focus Group Discussions (FGD) with students have been used. Data have been analyzed under different themes. The findings show teachers are able to implement EIA principles and practices and thereby bring about changes in their traditional classroom practice. They, however, also admit that because of various situational constraints, implementation of these practices is not simple. Introduction In Bangladesh, students are learning English language as a compulsory subject from the 'earliest grade possible' i.e from Class/Grade 1 till Grade 12, and later at the tertiary level. (Hamid & Baldauf, 2008, p.16; Yasmin, 2005 & 2007). Yet the proficiency level of the students is far below the average. Consequently, in the 1990s Communicative Language Teaching (CLT) has been imported as a methodology/approach to develop learners communicative competence. (NCTB, 2003; Yasmin, 2009; Rahman et al., 2009; Roshid, 2009). It was expected that CLT would 'revitalize' the weak learners proficiency in English by improving the standard of teaching and learning English at different levels of formal education (NCTB, 2003; Hamid & Baldauf, 2008, p.16; Roshid, 2009). But improvement in the proficiency level of the students is still 'far from satisfactory' (Roshid, 2009 ; Hamid & Baldauf, 2008 ; Rahman, 1999 & 1991). Among others, one crucially obvious reason is not implementing CLT principles in the classrooms, although teachers are supposed to do so (Yasmin 2009; Roshid, 2009; Hamid & Baldauf, 2008). A massive effort of capturing what is happening in the English classrooms of primary and secondary levels in Bangladesh done by EIA in their Baseline Study-3 where 252 classrooms were observed further supplements the validity of the above reality. The study shows...most lessons observed did not encourage a communicative approach...the use of teaching aids (other than the textbook) was infrequently observed: in 2% to 6% of classes at any of the times sampled. Similarly, there were few occasions when individual students or groups were encouraged to speak in English: from 2% to 4% of * Corresponding Author: Kh. Atikur Rahman, Researcher, (EIA-DU-OU,UK Research Collaboration Programme) Department of Language Education, Institute of Education and Research, Dhaka University, Bangladesh, [email protected]

21 Mevlana International Journal of Education (MIJE), 2(1); 15-24, June, 2012 classes at any of the times sampled. More frequently, teachers gave instructions for student activities (from 5% to 8% at any of the times sampled) or listened to students as they read aloud from the textbook (from 2% to 8% at any of the times sampled). Only infrequently did teachers explain something in English (from 0% to 5% at any of the times sampled). (EIA, 2008, p. i) So it is obvious that although the Ministry of Education has been trying to implement CLT approach in Bangladesh for more than a decade through teacher training and textbook writing projects like English Language Teaching Improvement Project (ELTIP), and others, there is hardly any improvement in English teaching-learning process. Under such circumstances, EIA was introduced in 2008 in response to an appeal from the government of Bangladesh for international support to augment the proficiency in the use of English language of the people of the country. English in Action (EIA) EIA is an international English language proficiency development programme for the people of Bangladesh. It is being financed by a budget from the UK s Department for International Development (DFID) and implemented by the government of Bangladesh. It is being delivered by a partnership which includes the Open University, UK and the BBC World Service Trust. As a part of the planned intervention, EIA is working for English language teacher development at primary and secondary sectors of Bangladesh so that these teachers can implement CLT principles in their classrooms and thereby develop 'communicative competence' (Hyme 1971, 1966) of the students. Teachers Professional Development By EIA As Sato and Kleinsasser (1999) and Thompson (1996) put it if teachers are not properly oriented to the use of CLT, they rarely practice it in the classroom and follow traditional Grammar- Translation method, which failed to develop the four language skills. The same is applicable to the English teachers of Bangladesh. (see Yasmin 2009; Roshid, 2009; Rahman et al., 2009; Hamid & Baldauf, 2008). Considering this certainly crucial point, EIA in their pilot phase ( ) has trained primary school teachers of 22 pilot Upazilas of Bangladesh for more than a year so that they can be properly exposed to the principles and techniques of CLT and use them in their classroom practice. Teacher training provided by EIA targets to bring pedagogical change in the classroom. It is enabling teachers to use new technologies and materials so that they can teach English in a more participatory and communicative way. Teachers are given media-players (ipods) which are preloaded with video and audio language learning resources, along with speakers (namely Blockrockers, Logitech) for using in the classroom as teaching aids and to support the practice of listening and speaking skills. They are provided with flash-cards, figurines and posters. Besides these, they are also handed over a planned Activity Guide for each grade so that they can prepare themselves lesson-wise and can take each lesson in a planned and disciplined way. On the other hand, for teacher training and development a blended support system for teachers has been developed which includes an orientation workshop, cluster meetings of teachers once a month, a pair of EIA teachers from each school, school visits from EIA trainers giving feedback, and technical assistance (Shohel & Banks, 2010, p. 5485). The Objectives of the Study The study has been conducted to explore changes, if there is any, in the classroom practices of the primary school teachers because of -16-

22 Change Initiatives in English in Action Intervened A. Rahman & F. Rahman the intervention offered by EIA. the extent to which these teachers are implementing such practices in their actual classrooms. the challenges they are facing in this regard. Method This is a mixed approach research with both qualitative and quantitative data. The major tool used in this study was classroom observation. Seven out of ten EIA intervened schools in Laxmipur upazilla were visited. In total, thirteen lessons of thirteen different English teachers were observed. Lessons are either from Grade 1 or Grade 3. The reason for such choice is at the very beginning of the intervention these teachers were provided with teaching aids like Activity Guide, poster, flash cards, figurines and audio materials based on Grade 1 and 3 textbooks. Data have also derived from thirteen semi-structured interviews with the teachers and seven FGDs with students. The above three sources of data were analyzed following grounded theory procedures to identify recurring and salient themes (Strauss & Corbin, 1998). Analysis and Findings I) Classroom-observations The observations were done applying a timed observation schedule which helped in providing information on the frequency of English usage, classroom interaction, the frequency of the use of methods and materials in the classroom, classroom-management etc. The duration of the lessons observed had variety ranging from 24 minutes to 36 minutes. Total duration of all 13 lessons was 327 minutes. So the average duration of the lessons was slightly more than 25 minutes. a) Findings from Classroom-Observations As mentioned above, EIA has adopted CLT approach to develop language skills of the learners. Accordingly, teachers under EIA intervention have been instructed to use CLT principles in the classroom. In the areas like using various activities, engaging students, reducing teacher-talk, using more English than L1 (Bangla) and audio-visual materials to aid teaching-learning in the classroom, considerable improvement has been noticed within a short period of time measured against the English In Action Baseline Study 3 (2008) and other related studies. (See Yasmin 2009; Roshid, 2009; Rahman et al., 2009; Hamid & Baldauf, 2008). The findings are pretty similar to those of the study done by Shohel and Banks (2010) in the EIA intervened secondary schools (UCEP schools). i) Activities done in the Classrooms: It was observed that following the principles of CLT, the teachers tried different activities in the classrooms so that engagement of students could be maximised in all the four areas of language skills. The activities include pair-works, group-works, responding in chorus etc. Students were also seen to answer individually to teachers questions in some cases. The table below shows the frequency of using different activities in the classroom. -17-

23 Number of Lessons observed Mevlana International Journal of Education (MIJE), 2(1); 15-24, June, 2012 Table 1: Frequency of Using Different Activities Total Duration of Activities/Areas All Lessons min Frequency of Use Pair work 19 Group work 4 Working in Chorus 86 Working Individually 80 Reading 11 Writing 12 Listening to audio 48 Different games like bingo game, using tennis ball to play a kind of game were also found to be used to make lessons lively and to ensure participation of students. The ever new skill that is now in practice as observed is listening skill (using ipod). All thirteen lessons started with either Good-morning song or Hello-song and ended with Good-bye song along with lesson related listening activities when and where applicable. The frequency of trying listening skill is also very impressive as it can be seen from the above table. ii) Ratio of Teacher-Student Talk: No classroom showed traditional teacher-centredness. In fact, student-talk greatly outweighs teacher-talk. Timed observation schedule indicates the duration of student-talk was nearly 70%. Furthermore, most teacher-talk was related to presenting lessons and organizing the class. However, asking questions to teachers by the students was rarely observed, although teacher-students relationship was friendly and supportive. iii) Use of English in the classroom: Improvement in the variable like using English was also observed satisfactory. But code-switching (from English to Bangla) during pair-works and groupworks was commonly seen which conforms to a study done by Kojima and Sato (2007) in Japan. All but one teacher used Bangla when they perceived that students were failing to understand what they meant. That single teacher used English all the time in the classroom although it was obvious that many a time students could not follow her. However, during interview with her after the lesson she admitted that she used Bangla when students failed to follow her, but because of the presence of the researcher (an outsider) in the classroom, she used all English and no Bangla. One commonly notable thing was that most teachers used a word or phrase in place of complete sentence and so did the students. And in most cases, the answers to the questions were one-worded, the reason of which may be incompetency to use complete sentence and weakness in English. iv) Use of Audio-Visual Materials: Moving from most traditional classrooms where nothing but textbooks, blackboard and chalk were used as teaching-learning materials, (Yasmin, 2007; EIA Baseline Study 3, 2008) all 13 lessons used audio and/or visual materials of different types developed and provided by EIA. The contents of the audio were either songs Good-morning song, Hello-song, Good-bye song or lesson-related activities. The visual materials included posters, flashcards, figurines or others. The table below shows the audio-visual (AV) materials used and duration of their use in all 13 lessons. -18-

24 Change Initiatives in English in Action Intervened A. Rahman & F. Rahman Table 2: AV materials used and Duration of their use No. of Lessons Total Duration of All Lessons AV materials used Duration of Use (Minutes) minutes Textbook 63 Blackboard 28 Poster 82 Flash-cards 15 Figurines 6 ipod 89 Others 44 The table shows that the duration of using ipod, poster and textbooks was pretty note-worthy. However, in one lesson students sitting at the back benches could hardly see the characters and activities in the poster. And in another lesson, though it was suggested in the Activity Guide that audio would be played, when the teacher attempted to play it, she found that it ran out of charge. v) Classroom Management and Monitoring Students' Activities: The area where all but two teachers from two schools struggled most was classroom management. Other than two schools where in each class there were students ranging from 24 to 33, all the schools had classrooms with highly densed student population ranging from 53 to 130. Consequently, teachers of these schools had to spend more time in classroom management. Moreover, the students were kids only. As a result, teachers had to spend more time in presenting and organizing the class. Where total duration of all 13 lessons was 327 minutes, teachers' engagement in such area was 164 times which is obviously pretty high. For the same reason i.e. unusually large class-size, most teachers were observed facing challenges in monitoring the activities of all the students and as such were unable to check writing tasks of majority of the students. b) Findings from Teachers' Interviews In the interviews, all 13 teachers shared several positive opinions along with the challenges they face now while trying to properly implement the relatively new techniques and practices they have to do. All but one teacher informed that after getting involved in the EIA intervention, their ways and techniques of teaching English had changed. The ways they apply now were never done earlier in their teaching career. As one teacher said, The way I conducted the class today, I never did it earlier. Teachers were seen to do different activities in the class. But all activities are not equally important. Again all teachers do not consider the same things as the most important things. During interviews, different things/activities were spoken out by the teachers as their important classroom practice. The idea which almost all teachers expressed relating to their most important things about their classroom practice is that they try to make sure the participation of their students in classroom activities. As another teacher said, The most important thing about my classroom practice I must say that... I try to engage my students in the activities done in my class. -19-

25 Mevlana International Journal of Education (MIJE), 2(1); 15-24, June, 2012 Others informed that the strong thing about their classroom practice is that they use different activities like pair work, group work, role play and demonstration, responding in chorus (Harmer, 2007) etc during the class which makes the class more participatory and effective. In the words of a teacher, I try to make my lesson interactive by doing pair work, group work, role play etc. They are in the opinion that their students feel motivated to try out such activities in the classrooms. Regarding students responses to the changes made in the classroom, teachers reported that the attention of students got attracted by new practices and their responses were very positive and enthusiastic. A teacher quoted, I notice tremendous change among my students. Now they wait for the English class, especially for my class and for listening to the songs. Regarding teacher-students and student-student interaction they reported that now their lessons are more 'vibrant' and 'lively'. They also reported that they tried to use more and more English in the class. Most of the teachers informed that before getting involved in EIA intervention, they frequently used Bangla, though they were taking English lessons, but now they use Bangla only when they find that their students cannot follow them. To put this in the words of teachers, At first, I explain lessons in English as much as I can. If the students can understand, I continue. If they do not, I use gesture also. Even after this if the students cannot understand, only then I use Bangla... Now I think students can follow my instructions in English. Surely, my use of English has changed considerably I give instructions in English and try to communicate in English in the class which I would hardly do before However, six teachers who were taking English lessons in Grade 1 informed that as their students had just been admitted into the school, they could hardly understand if they used only English and no Bangla. So they had to use Bangla frequently so that the students could understand the lessons. When the teachers were asked about the audio-visual materials provided by EIA, all appreciated these very much. They informed that after getting involved in EIA and having received training from cluster meetings, all of them had got accustomed to using poster, flash cards, ipod, and block rockers. They felt very 'happy' and 'lucky' getting these materials. All of them informed that these materials were very 'helpful' and 'effective' in facilitating the lessons. Seven of them reported that because of these materials, particularly ipod and speakers, students felt 'delighted' and 'enthusiastic'. A teacher expressed, I use poster, flashcard. I also use ipod, block rockers to play songs and conduct other classroom activities which I believe make my lesson more effective. Most teachers also believe that a change in their perception about teaching has occurred after getting involved in EIA intervention. All of them now consider teaching a 'two way communication' and it is all about facilitation, participation and enjoyment. As they said, I have come to know that teaching is a two way communication. I have realised that teaching is basically facilitating learning and making learning enjoyable to the students. They were also in the notion that all the lessons should be planned, of which previously they had no such strong perception. Because of taking part in EIA, now I try to take the lesson according to the lesson plan and step by step. Now I can take a well planned English class. There is also a change in teachers motivation. Their own words validate the truth. To quote two of them, Yes, my motivation has been changed to teach and learn English. After having learnt communicative techniques and methods of teaching English language, now teaching English seems -20-

26 Change Initiatives in English in Action Intervened A. Rahman & F. Rahman to me an easier task than ever before. Previously I created pressure on the students to learn English but now I make them motivated I think about my students and try to develop my own English also. Problems in implementing EIA practices: Teachers, however, also reported problems in introducing EIA materials and practices in their context. The first and common problem mentioned by almost all teachers is heavy work-loads. Most of the teachers have to take 5-7 lessons each day. So they cannot prepare themselves properly. One female teacher said, I take 6 lessons everyday. Even some days when a teacher is on leave or absent, I get no off-period. So, I hardly get any time for preparation. At home, I have a family. As a mother, as wife I have many responsibilities. Consequently, I cannot manage time at home even. Others said that using ipod is time-consuming. In relation to this, a teacher puts, One of the problems I face in introducing EIA practices is that it is time-consuming to use ipod. Others reported difficulties in using ipod, block rocker and logitech. I face problem in playing ipod, in Logitech electricity could not be supplied. ipod does not get connected with Logitech, even if it happens, in a while it gets disconnected and the like. Two teachers from a school told in rather a complaining tone that just after using ipod and speakers for a few days, these tools stopped working. So they were sent for repairing to EIA but it took 3-4 months to return to them. So they could hardly use these. Besides, two schools did not have provision of electricity. So the teachers had to struggle in charging these devices. One of the problems I face with introducing EIA practices is that our school has no electricity supply. In reply to the question whether playing ipod in the classroom disturbed other classes of the schools, nine of them told that it created problems for them. From the interviews one very common reply came from the teachers of all but two (2) schools and that was teachers' struggle in organizing the class, which was also obvious during the period of classroom-observations by the researcher. Because of unusually large size of the classes, it appeared difficult for those teachers to carry on lessons and maintain interests of the students in the activities. Using new materials also posed difficulties in controlling the class, as one teacher said in the interview. The major problem I face with introducing EIA practices is that class management becomes difficult because all become curious while watching flash cards, figurines. One teacher even went to such extreme that she was not interested to be a part of the intervention. In her words, I do not want to continue. It is very tiresome and difficult job for me. And as you have observed I had 103 students in one class. I also informed the headteacher that I did not want to go for it. c) Findings from Students' FGD For FGDs there were seven groups of students from seven schools. Each group consisted of six students of which three were girls and rests three were boys. During FGDs all the students stated that they liked to learn English. As reasons some common and similar responses emerged. Except a few, majority of the students said that they liked to learn English. As one student says, Yes, I like learning English. Because in the English class we listen to songs, play games, read poems and story. Every group informed that they did different activities like pair-work, group-work, language-related games, reading, writing, listening to ipod etc in their English class. -21-

27 Mevlana International Journal of Education (MIJE), 2(1); 15-24, June, 2012 Teacher told us to look at posters to see some words with picture and we did it. Then we were asked to work in pairs. Teacher gave us some reading tasks and we did it. We read a story on 'Hare & Tortoise' from the book. He asked us to work in pairs. We were to read the words and spellings of 1-20 (numbers). Teacher used poster and textbooks for this. These students do different kinds of activities in their English class. But all these do not appear to them enjoyable. They mentioned some very common activities they considered best for learning English. They said, The best kind of activity for learning English is songs The best kinds of activities are group work, pair works and songs, because they make our lesson interesting. The best kinds of activities for learning English are using games, cards, and songs. Many students said that they like to work with their friends i.e. classmates. As reason they informed that in such case they could share lesson with one another. If one did not know the answer, others could help him/her and it was a great fun for them. However, from two groups, three students said that they preferred working of their own to working with others. When asked the reasons for this, they could not give any explanation, just told that they prefer working individually. Among the materials used by their teachers in the classrooms, they like ipod most. They like Goodmorning song, Hello-song and Good-bye song very much. When they were asked if they liked lessons in the ipod, they replied in the affirmative that they also liked those. Another material they liked a lot was figurines. However, regarding teachers language use, the respondents gave mixed reply. According to them, teachers mostly spoke in English in the classroom but frequently used Bangla (L1) also. Responses of two students are given below. He spoke in both English and Bangla. Mostly he spoke in English. Thus the study has found that in spite of several situational and contextual challenges faced by both teachers and students, the overall scenario is really encouraging and stimulating. Scope of Further Research: One very crucial factor which did not, however, come into play in case of these teachers' classroom practice is public examinations which greatly affect the implementation of CLT in Bangladesh, because, in these examinations the question format for English (as a subject) includes assessment of only two skills, namely reading and writing. Other two skills- speaking and listening are totally excluded. So, teachers, students and guardians all focus on developing reading and writing skills. Eventually, the classroom practice of the teachers also revolves round these two skills with the target of better preparing the students for the said examinations, as Quader (2001) argues that the main source of resistance against CLT is the lack of a concordance between the examination, the syllabus, their notions about the process of learning, and the teaching method. (p. 19). But it is mentioned earlier that lessons observed in the study were either from Grade 1 and Grade 3 and the students of these grades do not have to sit for public examinations. They sit for only internal school examinations. So the teachers of these levels do not have to worry much about public examinations. As a result, it is easier for them to try to implement CLT principles in the classrooms. Consequently, the findings of the study are very positive and encouraging. But the crucial question is: does their classroom practice change as they move to teaching students of Grade 5 who have to -22-

28 Change Initiatives in English in Action Intervened A. Rahman & F. Rahman sit for public examination? It would be more interesting and ever encouraging if similar findings could be observed from a future study on changes in classroom practice of English teachers teaching in Grade 5 also. Conclusion: The findings of this study, that there are considerable pedagogical changes in the classroom practices as it have been aimed by EIA (EIA, 2011), will certainly help ease the tension that prevails among the ELT community in Bangladesh. The reasons behind such changes as the teachers themselves informed are frequent school visits/monitoring by EIA staffs, planned Activity Guide, exciting teaching aids etc. More positive outcomes, however, will envolve if the following recommendations can be maintained. For instances, i) class-size should be reduced to manageable figure so that teachers do not have to waste time in organizing and managing the students, ii) follow-up visits to schools should be continued, iii) changes in the assessment system should be made, iv) work-loads of the teachers should be reduced, v) the size of the posters for large classrooms should be bigger so that students at the back can see them clearly and vi) as the visual materials will not be provided over and over again, these should be made durable enough. Last but not the least, teachers should be motivated more so that they continue following the new practice and uphold the change initiative. Acknowledgement: We would like to thank DfID (UK) for funding the EIA programme. We also thank EIA and the school authorities to allow us carry out the research. We are not least thankful to the students and teachers who took part in the research activities. References: English In Action. (2008). An observation study of English lessons in primary and secondary schools in Bangladesh (Baseline Study 3), p.1. Retrieved from English In Action. (2011). Accessed on April 6, Hamid, M.O. & Baldauf, R.B., Jr. (2008). Will CLT bail out the bogged down ELT in Bangladesh?English Today, 24(3), doi: /s Harmer, J. (2007). How to teach English. Essex: Pearson. Kojima, Y., & Sato, K. (2007). Elementary to secondary English articulation: Challenging teacher beliefs. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT 2007 Conference Proceedings. Tokyo: JALT. NCTB. (2003). Project proforma (PP) for English Language Teaching Improvement Project (ELTIP): Phase-2. Dhaka: NCTB. Quader, D.A. (2001). Reaction to innovation in language teaching: A project in Bangladesh. Journal of the Institute of Modern Languages, June 2001, Rahman, M. F., Begum, M., & Zinnah, M. A. (2009). Exploring EFL teaching strategy for ethnic children at secondary level of education in Bangladesh. Teacher's World, 33-34, 1-7. Rahman, A. (1991). English within the national curriculum: A review. Dhaka University Studies, 48(1), Rahman, A. (1999). Educational innovation and cultural change. Dhaka University Studies, 56(1), Rahman, A. M. M. H. (1999). English language teaching in Bangladesh: Didactics on the pragmatics of a language teaching policy. In T. Hunter (Ed.), Collected papers of the international conference on National and Regional Issues in English Language Teaching: International Perspectives (5 32). Dhaka: British Council. -23-

29 Mevlana International Journal of Education (MIJE), 2(1); 15-24, June, 2012 Roshid, M.M. (2009). Performance of teachers in implementing the communicative approach in English classes at the secondary level : An evaluative study. Teacher's World, 33-34, Sato, K., & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): Practical understandings. The Modern Language Journal, 83(4), doi: / Shohel, M.M.C., & Banks, F. (2010). Teachers professional development through the English in Action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools. Procedia Social and Behavioral Sciences, 2 (2010), doi: /j.sbspro Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Grounded theory, procedures and techniques. Newbury Park, CA: Sage. Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal, 50(1), doi: /elt/ Yasmin, F. (2005). The Critical Period Hypothesis and age issue in Bangladeshi ELT. Dhaka University Studies, 62(1), Yasmin, F. (2009). Attitude of Bangladeshi students towards communicative language teaching (CLT) and their English textbook. Teacher's World, 33-34,

30 Mevlana International Journal of Education (MIJE) Vol. 2(1), pp , 30 June, 2012 Available online at Pathways to cultural rapprochement in schools: becoming a global teacher through the use of the Educational Cultural Convergence (ECCO) model Article history Received: 02 January 2011 Received in revised form: 21 March 2012 Accepted: 30 March 2012 Key words: Educational cultural convergence, Cultural diversity, Intercultural dialogue, Intercultural citizenship, Rapprochement of cultures John McKeown, FHEA, OCT* Ibrahim KURT Faculty of Education, Mevlana University, Konya, Turkey The authors propose a pathway to cultural rapprochement through educational cultural convergence (ECCO) which was described conceptually in a previous study (McKeown & Diboll, 2011) and present for discussion an ECCO model for use by teachers. The model is intended for practical use in classroom environments to assess existing cultural gaps and to assist teachers with social inclusion (McKeown & Kurt, 2011). It is meant to support teachers in their efforts to develop intercultural competence with, and between, students which transgresses a current cultural identity and assists in creating a viable new one. Rather than teaching citizenship or social interdependence as a stand-alone curriculum, the ECCO model is intended for independent teacher use. The authors demonstrate the development and potentiality of the model where students learn by doing and manifest their learning through what they produce, with an appreciation of the contributions of various perspectives. A significant aspect of this mutuality is cross-cultural communication (Giles, 1979) which increases positive inter-cultural relations, minimizes the creation of out-groups, and ensures that the teacher is part of the in-group. Through the process of exposure to otherness and diversity, ECCO promotes the process of intercultural dialogue, and the development of educators with a global perspective. Background Building on the development of educational cultural convergence (Diboll & McKeown, 2011; McKeown & Kurt, 2011), the authors demonstrate the practicalization of the ECCO concept as a pathway to cultural rapprochement as a working model of social inclusion for teachers in classrooms specifically targeted at those European classrooms whose outreach includes significant immigrant populations of non-european ethnicity. The intention, to use the ECCO model in Turkish schools, will be discussed at a later point in this paper. The ECCO model is based on an assumption that intercultural citizenship gives symbolic power, which proceeds political power, and further, that intercultural competence is a way to address cultural anxiety. Cultural Rapprochement is referential to the 2010 International Year of the Rapprochement of Cultures (UNESCO, 2010a) celebrated world-wide through the activities of the United Nations. The central aim of the year was the fostering of cultural diversity and its corollary, dialogue (UNESCO, 2010b). There are four major themes of cultural rapprochement: (i) promoting reciprocal knowledge of cultural, ethnic, linguistic, and religious diversity ; (ii) building a framework for commonly shared values; (iii) the building of intercultural competencies; and (iv) fostering dialogue for sustainable development (2010b). The ECCO model directly addresses these * Correspondence: Mevlana University, Konya, Turkey [email protected]

31 Mevlana International Journal of Education (MIJE), 2(1); 25-35, June, 2012 themes of rapprochement. Educational Cultural Convergence, Cultural Diversity, and Intercultural Dialogue Educational Cultural Convergence (ECCO) can be summarized as a multi-dimensional process emphasizing the teacher's role in facilitating optimal cultural convergence within the community of learning practice involving both 'wider society' linguistic, cultural and social factors and the evolving cultural context that is specific to each learning encounter or each specific community of learners (McKeown & Diboll, 2011: 47). Cultural diversity is intended quite simply as what is to be shared in order to be a member of the culture, and intercultural dialogue is the process of exposure to other-ness. The impetus for a practicalization of an ECCO model originates from three sources. The first as indicated in a previous study (McKeown & Kurt, 2011) is a response to educators who wanted to move a cultural dialogue forward in the classroom environment (see EUCU Network, 2011) more independently. The second is based on the authors combined professional experience and collegial interactions with educators in state-sector K-12 schools, and educational reform initiatives, in Azerbaijan, Bahrain, Qatar, Abu Dhabi, Turkey, Scotland and Canada, where they discovered that cultural competence was an essential aspect of classroom harmonious relations. The third is found in the Charter of Fundamental Human Rights of the European Union (EU- 2007/C 303/01) adopted by EU Member States in 2007, wherein the proposition that the peoples of Europe are resolved to share a peaceful future based on common values is definitively stated. The EU is concerned with contributing to the preservation and to the development of these common values while respecting the diversity of cultures and traditions (Charter: Preamble 1). The Charter elucidates further, conscious of its spiritual and moral heritage, the European Union is founded on the indivisible, universal values of human dignity, freedom, equality and solidarity; it is based on the principles of democracy and the rule of law and places the individual at the heart of its activities, by establishing the citizenship of the Union and by creating an area of freedom, security and justice (Charter: Preamble 1). Given such a clear mandate, there are various enterprises currently dedicated to fostering a climate of intercultural dialogue. The European Union Children s Universities (EUCU.net, 2011) initiative is one such example of the way in which EU States are striving to offer an inclusive environment. Another example is Human Rights Education Associates (HREAa, 2012), an international nongovernmental organization that supports human rights learning, the development of educational materials and programming, and community-building through on-line technologies. HREA is dedicated to quality education and training to promote understanding, attitudes and actions to protect human rights, and to foster the development of peaceable, free and just communities (HREAa, 2012). However, what we deemed as still necessary and currently lacking, was a tool for classroom teachers to use toward the same end. Review of related literature Conceptually, ECCO is derived from three areas: sociolinguistics and Communication Theory; educational reform; and, Cross-cultural Communication. Howard Giles Communication Accommodation Theory ( CAT ; 1978, 1991) provides a starting point for ECCO and is described in a previous study (Diboll & McKeown, 2011). Educational reform literature is taken particularly from reports and data associated with the Organization for Economic and Cooperative Development (OECD, 2005; Çinoğlu, 2009), with issues related to the changing demographics of teachers and learners globally, and with data compiled from the Program -26-

32 Pathways to cultural rapprochement in schools: Becoming J. McKeown & I KURT of International Student Assessment PISA (OECD, 2010). Educational reform - the core engine of change Education develops the capacities and potential of the individual so as to prepare that individual to be successful in a specific society or culture. From this perspective, education is serving primarily an individual development function. However, education simultaneously enhances society at large through the development of human capital. In terms of the model, teaching is not only a means to an end but an end in itself: it is the purposeful direction and management of the learning process. Teaching is not only delivering knowledge or skills to students it is the process of providing opportunities for students to produce relatively permanent change through their engagement in experiences provided by the teacher. Given this century s democratization of knowledge, there is a concurrent change in teaching via the liberation of information that is based on access to vast amounts of available information and data. Globally, a variety of e-tools and social media provide multi-modal learning experiences for learners. Certainly, increased participatory access to knowledge has made learning more relevant to learners and created an expanding schoolhouse where informal learning may have an equal or greater impact than was traditionally found within the formal schoolhouse. Furthermore, teaching is altering radically. Knowledge and information are keys to social inclusion and productivity and a key resource of economic growth. The teacher today is coming to be more and more considered as a co-learner, a creator of knowledge, and as a change agent. Linguistic Convergence Linguistic convergence is a key factor in effective and positive cross-cultural communication. Sociolinguist Howard Giles points out that convergent communicative acts reduce interpersonal differences creating an atmosphere conducive to co-operation across cultures and language groups, while divergent acts in which speakers accentuate speech and non-verbal differences, can be used as a defensive mechanism to reinforce an us and them dichotomy that inhibits effective communication (1991, 7-9). The emphasis on communication is significant when we consider that classroom teachers are on the front-line for changing attitudes, using positive models and creating activities for students that demonstrate intercultural dialogue in the most ordinary of classroom lessons and circumstances. Cultural convergence Giles and Smith (1979) cite a number of factors that influence the effectiveness of crosscultural communication: similarity attraction, the more similar are attitudes and beliefs are to certain others, the more likely it is we will be attracted to them (47); the social exchange process, the rewards attending a convergent act, that is an increase in attraction or approval (48); causal attribution, where we interpret other people s behaviour, and evaluate persons in themselves, in terms of the motivations and intentions that we attribute as the cause of their behavior (50); intergroup distinctiveness, wherein members of different groups, when they are in contact compare themselves on dimensions that are important to them (52). Building positive inter-cultural relations and effective communication depends on aligning these factors to achieve optimal convergence leading to positive inter-evaluation (53-4). Wenger (1998) considers communities of practice to be groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. In this sense, classrooms are cross-cultural communities of practice, in each of which a unique social meaning is constructed in the interactions between students and teacher, and, perhaps more -27-

33 Mevlana International Journal of Education (MIJE), 2(1); 25-35, June, 2012 significantly, between the learners themselves. The use of sensitive, relevant curriculum materials can have a positive impact on this reciprocal development. EU teachers have access to teaching materials through the Council of Europe, in particular, from the Human Rights and Service- Learning: Lesson Plans and Projects (HREAb, 2007) and, of course, these resources are available online to any interested party. Method ECCO design The paucity of literature on a model similar to educational cultural convergence and a lack of corresponding frameworks to use for intercultural dialogue provided a starting point to begin an exploration. We wanted to find related frameworks that could possibly serve as a tool for teachers developing cultural competency and that could be used quickly and easily in a classroom environment with immediate applicability, without excessive preparation or extensive curriculum development. Our intention was to place the teacher at the center of this change in practice wherein the teacher would make knowledge-sharing a priority, and in the process encourage a shift in a teacher-learner cultural perspective. In this way, a teacher might more successfully expand cultural learning with benefit specific to a particular set of learners and within the exact social milieu of a particular classroom. We believe that situated cultural learning can change the individual and the context simultaneously (Fullan, 2001: 126) based on the premise that what is gained as a group must be shared as a group (2001:132). Knowledge is people and information becomes knowledge only when it takes on a social life (Brown & Duguid, 2000). Given this situated social/cultural learning and a constructivist perspective, we looked for possible models in use at the present time. Foremost amongst various options was found in the International Baccalaureate Primary Years Programme (PYP-IBO, 2012). We particularly focused on the transdisciplinary matrix whereby the learner constructs meaning from a variety of experiences based on an interaction between inquiry, attitudes, skills and action. The PYP trans-disciplinary inquiry is structured on six organizing themes. First, who we are, that is, the nature of the self, beliefs and values, community culture, and what it means to be human. Next is situational, where we are in time and place that addresses personal histories, local and global perspectives, homes and journeys, migrations and explorations, along with the contributions of individual and civilizations. The third theme how we express ourselves examines the ways in which we discover and express ideas, feelings, beliefs, and values through language and the arts. Fourth, how we organize ourselves is a look into human systems and communities, the world of work, its nature and its value. How we share the planet deals with rights and responsibilities in sharing finite resources with other people and with other living things, and communities and relationships within and between them. The sixth organizing theme is how the work works, an exploration into the physical world and science and technology. Our intention is at the teacher is able to assess cultural gaps, or in other words, to find ways that are available to empower a teacher to make the attitudes and attributes of a hidden curriculum explicit. This process we liken to the use of the Johari Window (Ingham & Luft, 1955), a simple tool used to improve self-awareness, and mutual understanding between individuals. The Johari Window can also be used to assess and improve a group's relationship with other groups. The tool is especially relevant to the development of ECCO due to its emphasis on behaviour, empathy, cooperation, inter-group development and interpersonal development. The tool is embedded in the model. Attitudes are explicitly stated in the PYP (appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect, and tolerance), as are their respective descriptors (accepting responsibility; respecting others, cooperating; resolving conflict; group decision making; and, adapting a variety of group roles). Additionally, aspects of -28-

34 Pathways to cultural rapprochement in schools: Becoming J. McKeown & I KURT PYP communication skills (non-verbal communication) and self-management skills (codes of behavior and informed choice), we considered to be of potential benefit to teachers who do not have access to the IB frameworks and who are not trained as PYP educators. What was noteworthy for ECCO inclusion was that the PYP trans-disciplinary matrix culminates in action which both enhances learning and provides service. Through a mix of cognitive and affective aspects, ECCO is a dialogical process that incorporates teacher responsiveness, modeling, and active listening. Cranton (1996) describes the dialogical process as collaborative learning, where individuals interact to better understand themselves, each other, and their social world. In this type of group learning, meaning-making is shared and the group collectively constructs new knowledge. To make this aspect more practical, we turned to a group development model (Blanchard, 2004a; 2004b) to locate more specific techniques that a teacher could adapt to the needs of individual students and classroom situations. We specifically wanted to incorporate aspects of four leadership styles (directing, coaching, supporting and delegating) (Blanchard, et al., 2004a) along with the four identified stages of group development ( storming - orientation, forming - dissatisfaction, performing - integration, and norming production ) (Blanchard, et al., 2004b). It is our belief that by incorporating the above sources, that the proposed ECCO model can provide a suitable and appropriate start for a teacher to develop cultural competency and inter-cultural dialogue without a theoretical under-pinning and without an extensive background knowledge of the model that were included in the above-described design process. The ECCO model and intended use In the ECCO model, reciprocal learning is essential: students are responsible not only for learning what is taught but also for helping other students to learn. The goal is to create an atmosphere of achievement with shared goals. Students are encouraged to use their own unique backgrounds, experience and language within the elements of co-operative learning (Kagan,1993). Rather than teaching cooperation or social interdependence as concepts, students manifest this learning through what they produce and come to appreciate the contributions of various perspectives and cultural backgrounds, recognizing that group members share a common outcome. Figure 1. The ECCO Model -29-

35 Mevlana International Journal of Education (MIJE), 2(1); 25-35, June, 2012 Figure 2. The student world The student is situated at the center of the model, bounded in their world often by both the existing possibilities and constraints of family, school and the teacher within the classroom. Figure 3. The curriculum cycle and the classroom environment We understand in practical terms that the curriculum adapts to changing circumstances, and that no single stakeholder may lay claim to it. Furthermore, given that teachers and students live in a world that doesn t belong exclusively to any group in particular, we argue that there exists the capacity to shift from one environment to another without betraying one s loyalties; and, that it is possible to -30-

36 Pathways to cultural rapprochement in schools: Becoming J. McKeown & I KURT adopt a position of holding multiple identities simultaneously. The teacher works in a cycle that allows for a dynamic process of evaluating, organizing, implementing and planning. I. Evaluation The teacher evaluates the context of the learner environment much like the process used to conduct action research. Evaluation actually begins the process in which teachers assess cultural gaps in the class between learner and learner, or between teacher and learner. Students experience informal modes of education via social networking, cultural organizations, and the media and these are not always tangible to the teacher, hence the gap. Often within school environments, there is an emphasis on formal schooling and with it a lack of acknowledgement of the multiple learning spaces available through a hidden curriculum, and through the transmission of local and indigenous knowledge and values. Families can provide a basis for values and attitudes that remain considerably outside the intended norms and curriculum of state-sector schools. This part of the ECCO model, much like the Johari Window, is meant to recognize and uncover sources of informal student education, and to expose and include them as part of a cultural dialogue. II. Organizing To add more substantive ideas and put them into action with suitable activities and discussion, the classroom teacher needs to locate resources and activities that meet learner needs. Available online to teachers are links from EU sites with lessons ready for classroom use (HREAc, 2004). With appropriate materials, teachers can create a welcoming classroom environment, access prior knowledge of their learners, and plan a direction for classroom integration. Incorporating elements of Cooperative Learning is particularly useful when organizing learning activities. These include interpersonal skills, group decisions and processing, face-to-face interactions, group decision-making, positive interdependence, personal and group accountability (Kagan, 1993). This part of the model is meant to initiate the teacher into the process of finding suitable materials to encourage cross-cultural dialogue. Determining the level of group development is another aspect conducted at this stage. III. Planning The teacher sets appropriate content goals throughout the subject areas of the curriculum searching for cultural clichés and stereotypes whether within resources or student behaviours. Planning for intercultural competence means that the teacher learns to recognize cultural in-groups, and introduces behaviors that address attitudes of empathy, respect and appreciation. IV. Implementing The teacher monitors the process between students and self-checks teacher behaviours that either inhibit or promote dialogue. There are many additional resources for the classroom teacher available online (HREAc, 2004). Sustained use of the model we maintain will lower isolation, encourage participation and build community through shared practice (McKeown, 2009). -31-

37 Mevlana International Journal of Education (MIJE), 2(1); 25-35, June, 2012 Figure 4. The school and community context The six context elements in Figure Four above include administration, cultural communication, community environment, informal schooling, the Charter of Fundamental Human Rights of the European Union, and service to community. Each may have a significant effect on the teaching and learning environment, or in combination. It is crucial that the teacher gains an awareness of these factors practical interactions with the school community and by gaining a thorough knowledge of the learners. Informal schooling includes aspects that touch students daily lives such as social networking, cultural organizations, and the media. Cultural communication refers to instances where messages about the value and efficacy of formal schooling are shared and modeled at home, both with peers and in the wider community. These may include aspects of access to (and value of) education, social mobility, and socio-economic background. A pertinent example is the EU Charter of Fundamental Human Rights, a recent document which may not be familiar to all constituent communities. School administration and the wider municipal administrative sector play a significant role in the direction in which schools and cities are headed. These environments may influence the ways in which the ECCO model can be applied. Given recent events in various cities of Europe where there has been rioting and social upheaval, there is evidence of an awakening spirit of entitlement and participatory citizenship. Of course, the unfortunate violent acts against particular ethnic and religious groups seen in other cities across Europe are a painful reminder of the negative direction in which individuals can proceed, with disastrous consequences. It is the interaction of the above six elements that contribute to a lively cultural dialogue if approached sensitively through, for example, journals, anecdotes, surveys, and class discussions. It ought to be remembered that the ECCO model is intended as a pathway, not as a roadmap; although that development is a possibility, and a continuing dialogue which the authors would welcome enthusiastically. -32-

38 Pathways to cultural rapprochement in schools: Becoming J. McKeown & I KURT Discussion While we have outlined the development of the ECCO model, primarily from the point of view of potential use in European classrooms with diverse student populations, the intention is for the model to be effectively used also in Turkey to promote intercultural dialogue, cultural awareness, and to avoid the use of stereotypes. Our aim is to put ECCO into practice, simply and without additional curriculum support; in classrooms that are either homogeneous or heterogeneous. It is through an implementation period that the utility and efficacy of ECCO will be more clearly demonstrated as a tool for practical use, particularly in Turkish classrooms. The proposed next stage of our investigation is to pilot the use of ECCO with selected teachers in state-sector Anatolian schools to determine the ease with which it can be used, and the benefits it may bring to both teacher and learner, and the change in teacher practice it encourages and if that that change moves a class toward the development of shared community and shared practice. Our particular interest is in reaching those classrooms that would be otherwise without this type of support, and to illustrate clearly both the availability and accessibility of an ECCO model. To this end, we whole-heartedly invite educators to participate in this endeavor whether in European schools or in Turkey, or elsewhere. The ongoing study will gather data evidence from both teachers and learners. We have questions, lots of questions, on the ECCO journey that we plan to answer within a larger frame of reference. How will ECCO support other areas of pedagogy development within classrooms aiming to integrate curriculum areas? To what extent can ECCO lead to further aspects of cultural rapprochement? Will teachers need further detailed support or will the model serve as an adequate starting point for assessing cultural gaps? Will the simplicity of the ECCO model be a hindrance or serve as a benefit to educators? We eagerly await input from other researchers As teachers and learners adapt to changing environments in a globalized world, our firmly held belief is that ECCO is a very encouraging pathway forward wherein learners and teachers mutually adjust an individualized perspective to a more broadly encompassing set of beliefs wherein they may be able to hold disparate points of view congruently. In this reconstructing of cultural identity, both learner and teacher demonstrate mutual acceptance. ECCO is a contributing step from a live and let live attitude of tolerance, to a progressive leap indicated in the proverb, live and learn. It is through the experience and interaction of learners, and learners with teachers, that simultaneously-held multiple identities can fuel a positive learning change within an individual, a class and a school. Conclusions The ECCO model is intended as a process by which both students and tutors are encouraged to accept, to respect, to find mutual benefit, and thereby avoid the use of stereotypes. The goal is to successfully manage interactions with cultural others. That is, to talk explicitly about even that which is normally taken for granted and unstated, and in so doing, to avoid cultural clichés and expose existing cultural gaps. ECCO is a dialogical process that makes the unknown known, and in the process builds a community of shared practice. ECCO is recognition and acknowledgement of the multiple learning spaces available to learners. Students are responsible not only for learning what is taught but also for helping other students to learn, thereby creating an atmosphere of achievement. Students use their own unique background, experience and language within elements of cooperative learning. Rather than teaching cooperation or social interdependence as concepts, students manifest this -33-

39 Mevlana International Journal of Education (MIJE), 2(1); 25-35, June, 2012 learning through what they produce and come to appreciate the contributions of various perspectives and cultural backgrounds, recognizing that group members share a common outcome. In conclusion, the ECCO model for classroom allows teachers to access a realistic and practical pathway to intercultural competence and assists them in creating create a space for intercultural dialogue that is context specific and may lead to revised cultural identity, that is simultaneous, multiple and reflective for the learner and which can enable the teacher expand their world-view. Through the use of the model, teachers may uncover stereotypes and break down cultural clichés and in so doing, lower isolation and encourage participation, thereby building community through shared practice. The authors encourage other educators to join in the ECCO dialogue as part of a wider cultural interaction. Bibliography Berger, C. Beyond Initial Interaction: Uncertainty, Understanding, and the Development of Interpersonal Relationships in Giles, H and St. Clair, R. Language and Social Psychology. Blanchard, K., Carew, D. & Carew, E. (2004a) The One Minute Manager builds high performing teams. London: Harper-Collins. Blanchard, K., Carew, D. & Carew, E. (2004b) Leadership and the One Minute Manager. London: Harper-Collins. Brown, J.S. & Duguid, P. (2000) The Social Life of Information. Boston: Harvard University Press. Çınoğlu, M. (2009) What does the PISA 2003 mean for Turkey? Elazığ: Fırat University Journal of Social Science. 19 (1) Crose, B. (2011) Internationalization of the Higher Education Classroom: Strategies to Facilitate Intercultural Learning and Academic Success. International Journal of Teaching and Learning in Higher Education, 23 (3) Cranton, P. (1996) Types of group learning. In S. Imel (Ed.) Learning in groups: exploring fundamental principles, new uses, and emerging opportunities, San Francisco: Jossey-Bass. European Union Children s Universities (2011) Information and services accessed February 8, 2012 at the EUCU.net web site Fullan, M. (2001) Leading in a culture of change. San Francisco: Jossey-Bass. Giles, H. (ed.) (1991) Contexts of Accommodation: Developments in Sociolinguistics. Cambridge, UK: CUP. Giles, H. and Smith, P. (1979) Accommodation Theory: Optimal Levels of Convergence in Giles, H. and St. Clair, R., Language and Social Psychology. Oxford, UK: Blackwell. Gudykunst, W.B. (2005) Theorizing about Intercultural Communication. Thousand Oaks, CA: Sage. Hampden-Turner, C. & Trompenaars, F. (2004) Managing People Across Cultures. Chichester: Capstone. Hofstede, Geert. (2001) Culture's Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. Thousand Oaks CA: Sage. HREAa - Human Rights Education Associates. (2012) Accessed at the HREA web site 27 January 2012: HREAb - Human Rights Education Associates: Service learning materials. (2007) Accessed at the HREA web site 27 January 2012: ServiceLearning.pdf HREAc - Human Rights Education Associates: European Convention on Human Rights: Starting points for teachers. (2004) Human Rights and Service-Learning: Lesson Plans and Projects. Accessed at the HREA web site 27 January 2012: _id=6&category_type=3&group= -34-

40 Pathways to cultural rapprochement in schools: Becoming J. McKeown & I KURT International Baccaleureate Organization Primary Years Programme Curriculum (PYP). (2012) Accessed at the PYP web site 29 February 2012: Kagan, S. (1993) Cooperative Learning. San Clement, DA: Kagan Publishing. Luft, J.& Ingham, H. (1955) The Johari Window: a graphic model for interpersonal relations. University of California: Western Training Lab. Accessed 10 March 2012 at the ChangingMinds.org web site Martins, I.F. (2008) Learning to Live Together: the contribution of intercultural education. European Journal of Education (43) McKeown, J. (2009) The more we get together, the happier we ll be : promoting shared practice through curriculum initiatives. Contemporary Language Studies: Orientations in Language Learning and Translation. Oman: Al Falaj Press. McKeown, J. and Kurt, İ. (2011) Pathways to Cultural Rapprochement in Schools: Educational Cultural Convergence (ECCO). Plenary presentation at the European Children s University Network, Ankara University, November McKeown, J. & Diboll, M. (2011) Building a community of shared practice through educational cultural convergence (ECCO). Languages for Specific Purposes in Theory and Practice. UK: Cambridge Scholars Press. OECD (2010) PISA 2009 at a Glance. Organization for Economic and Cooperative Development. OECD Publishing. Accessed at the OECD web site 27 January 2012: OECD (2005) Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Organization for Economic and Cooperative Development. OECD Publishing. Accessed at the OECD web site 27 January 2012: United Nations Educational, Scientific, and Cultural Organization. International Year for the Rapprochement of Cultures. (2010a) Accessed 27 January 2012 at the UNESCO web site: United Nations Educational, Scientific, and Cultural Organization. Overview leaflet for the International Year for the Rapprochement of Cultures. (2010b) Accessed 27 January 2012 at UNESCO web site Wenger, E. (1998) Communities of Practice: learning, meaning and identity. New York: CUP. -35-

41 Mevlana International Journal of Education (MIJE) Vol. 2(1), pp , 30 June, 2012 Available online at The Role of Needs Analysis in Language Program Renewal Process Adem Soruc* Faculty of Education, Yeditepe University, Istanbul, Turkey Article history Received: 04 February 2012 Received in revised form: 26 April 2012 Accepted: 30 April 2012 Key words: Needs assessment, curriculum development, language program evaluation Periodically evaluating and revising existing language programs is of great value for stakeholders in a language school as the ongoing program evaluation paves the way for developing curricula effectively. The present research study aims to investigate the context and program of an English preparatory school in Istanbul and to suggest new ways and rationale for making curricular decisions. The study used a needs assessment survey and interviews with a number of EFL learners at school. The results showed that the program proved sufficient for learners language skills. Furthermore, language levels (e.g A1, A2, B1, B2) were found to have an important impact on the extent to which learners perceive their competence in skills. Learners responded positively in the questionnaire about materials, methods, and assessment but they criticized the inefficacy of teachers in the interviews. This study revealed that needs analysis plays an important role in making curricular decisions or renewing language programs. To this end, several suggestions to language teaching schools and curriculum designers are offered. 1. Introduction Over the past two decades, the amount of research looking into students needs, beliefs, and attitudes towards learning English has substantially increased. The reasons for this growing body of research on learner needs can be attested to the fact that needs assessment lays the foundations of curricular decisions. Specifically speaking, as students see English per se as a prerequisite for the progress up to the ladder of a high quality education, thus causing non-native speakers of English to outnumber native speakers three to one all over the world (Crystal, 1997) and as they have varying proficiency levels and language backgrounds, with varying needs, attitudes, and beliefs, then, of course, research aiming to meet these changing needs of EFL students should also increase. In addition, what makes needs assessment so ubiquitous is that it helps curriculum developers to compartmentalize learners needs to the rank of importance (Elisha-Primo, Sandler, Goldfrad, Ferenz, & Perpignan, 2010). For instance, thanks to a needs assessment survey, Basturkmen (1998) explored students needs and attitudes in Kuwait University and argued that needs analysis is a useful tool to collect data about students expectations. Furthermore, Richards (2001) suggests that designating needs, setting goals and objectives, incorporating them into curriculum, implementing and evaluating are sine qua non for curriculum renewal process in language teaching schools. However, it is germane to bear in mind that needs are not static; but rather, changeable. Therefore, to bridge the gap that is likely to happen between school curriculum and students needs, curriculum designers must evaluate curriculum occasionally to decide whether it still meets the needs of students at school. Jackson (2005: 294) clearly supported the benefits of periodically evaluating and revising existing ESP programs. Brown (1989: 235) argued that the ongoing * Correspondence: Yeditepe University, Faculty of Education, Department of English Language Teaching, 26 Agustos Campus, Kayisdagi St Kayisdagi- Istanbul/ Turkey,

42 The Role of Needs Analysis in Language A. Soruç program evaluation is the glue that connects and holds all of the elements together. Brown also suggests if elements forming the curriculum are isolated, any of them may become pointless. Seen in this light, the fundamental precept of renewing the curriculum is to unite needs assessment and curriculum development process. Doing needs assessment on health students at university, Lepetit and Cichocki (2002) claim needs analysis is of central importance for developing curriculum. Grier (2005) suggests that curriculum developers must have tenable information which will provide them a basis to ensconce their curricular decisions. If needs assessments are united with curriculum goals and objectives, students will not be in an either-or situation but rather can select options that benefit both the learners and society (Grier, 2005: 60). Belcher states that needs assessment should be the bedrock on which all decisions are based and lists the roles of ESP professionals as needs assessors first and foremost, then designers and implementers of specialized curricula in response to identified needs (2006: 135). Looking into students voices should make us gain some important insights underpinning effective or ineffective language programs in preparatory schools. Hutchinson and Waters succinctly summarize that tell me what you need English for and I will tell you the English that you need (1987: 8). To wit, English varies in accordance with students needs. Hence, needs assessment is essential for the practice of specific-purpose teaching (Hutchinson & Waters, 1987); in other words, it guides teachers to delineate what specific language students need to succeed in their courses (Johns, 1991). Furthermore, it helps teachers to evaluate and ameliorate students existing problems and weakness and to empower their strengths and competencies (Dudley-Evans & St John, 1998) Prior studies in Turkey Although much has already been learned about Turkish students attitudes, beliefs and needs in Turkey (Erdem, 1999; Gerede, 2005; Erdoğan, 2005; Tunç, 2010; Kırkgöz, 2009; Akyel & Ozek, 2010), so much more still lies undiscovered. Evaluating the effectiveness of English language curriculum of METU Foundation High School and collecting data through questionnaires, interviews and observations, Erdem (1999) found out that the existing curriculum was not student centered but teacher centered and that teachers needed in-service teacher training. Erdoğan (2005) investigated the perceptions of both teachers and students at 4 th and 5 th grade in primary state schools. Data were collected through questionnaires given to both teachers and students and through semi-structured interviews only with students. Analysis showed that both teachers and students needed some changes to be carried out by considering their views. With respect to the prep school program evaluation studies, firstly, Gerede (2005) evaluated two different programs in prep school and compared two groups of students: first year graduates of a prep school s old program in academic years and first year graduates of the renewed program in academic years. Data came from questionnaires at two different times. The main analysis indicated that the renewed program was significantly better in meeting students needs. However, since the departments were constrained only to five academic departments at both times, the results of the study may not be generalized to other disciplines. Secondly, Tunç (2010) evaluated an English language teaching program at a public University using CIPP model (context, input, process and product). The English program of the prep school was based on A, B and C level. Tunç, in this study, evaluated students perceived skill competencies across many background variables and examined students opinions concerning materials, methods, assessment and teachers. Data came from questionnaire, interviews and written documents. While students thought that four skills were emphasized by the program, teachers thought that more time should be allocated to speaking and listening skills. -37-

43 Mevlana International Journal of Education (MIJE), 2(1); 36-47, June, 2012 Besides, performing a multi-dimensional needs analysis at a University in Turkey, Kırkgöz (2009) suggested that five major innovative changes need to be ensconced to the new program. Kırkgöz set the goals and objectives which were implemented and evaluated. Kırkgöz obtained positive results, which were attributed to the new program after the needs assessment. Additionally, Akyel and Ozek (2010) investigated students needs for the innovation of preparatory school at a University in Turkey. Questionnaire and interviews showed that speaking abilities of learners were ignored by language teaching schools and that teachers were central in language classes The present study The school curriculum was based on the premise of Common European Framework (CEF). It consisted of A1, A2, B1, and B2 levels. At the beginning of academic year, to place learners into the levels, students took Michigan placement test. Each level lasted for two months, thus allowing students to graduate after eight months on condition that they did not fail. If they failed, they had to attend to summer classes. This research study initially aimed to explore whether learners were properly placed to levels (A1, A2, B1, and B2) after the Michigan Placement test. However, when the researcher negotiated the aim of the research with stakeholders, the administrators admitted that they were already aware that students were not placed in accordance with the premises of Common European Framework. Besides, coordinators did not select textbooks by considering the actual levels of CEF and some textbooks, which in fact need to be taught in B2 level, were being used in B1 level. But, when students applied to Erasmus programs, they were assumed to know English at the degree of B2 level of CEF. Prior to the evaluation process, all these issues meant that the research was going to provide untenable information to the stakeholders about the school s language program. Therefore, administrators requested the researcher to explore learners needs, strengths and weaknesses so that they could use data to innovate the curriculum of the following year. When administrators and coordinators wanted a needs assessment to ameliorate the existing curriculum, the main aim of the research changed. As a result, the study has tried to answer the following questions: 1. How much does the EFL preparatory school program pay attention to language skills, vocabulary and grammar teaching? 2. Do levels have any impact on EFL students perceived success in English language skills? 3. Do academic disciplines have any impact on EFL students perceived success in English language skills? 4. What do EFL students think about teaching materials, teaching methods and assessment system of the prep school? 5. What do EFL students feel about the curriculum in the prep school? 6. What do EFL teachers feel about the curriculum in the prep school? 2. Methodology 2.1. Participants This study was carried out at a preparatory school of an English medium University in Turkey in the second semester of academic years. At the time of the research, there were 52 classes in the school including nearly 1040 EFL students, out of whom 105 participants were randomly selected. Forty nine of the students were males (46.7%); fifty six were females (53.3%). Twenty academic departments were represented, which were listed in two areas: social sciences (72,4%): Psychology, History, Language and Literature, Geography, Sociology, Economy, -38-

44 The Role of Needs Analysis in Language A. Soruç Philosophy, Management, International Relations, Political Science and Public Administration, Law; Natural and Applied sciences (27,6%): Computer Engineering, Genetics and Bioengineering, Environmental Engineering, Industrial Engineering, Electrical and Electronics Engineering, Mathematics, Chemistry, Biology and Physics. This study included students from all levels: A1 (n=15, 14.3%), A2 (n=51, 48.6%), B1 (n=24, 22.9%), B2 (n=15, 14.3%). The number of the participants from A2 was the highest of all, because at the time of the research half of the students were in that level Instruments The research design embodied both quantitative and qualitative research paradigms, because they are complementary rather than as rival camps (Jick, 1984: 135). Data were collected from both questionnaire and interviews. The former was used for descriptive and inferential statistics, whereas the latter was used for the collection of more in-depth and emergent data. The questionnaire, based on the items of the research study by Tunç (2010), was piloted both to uncover any problems and to address them before the main study was carried out. After data collection process was completed, coefficient alpha was used for the items in the questionnaire to assess the internal consistency reliability. The coefficient alpha of 0.90 suggests that the questions comprising the questionnaire are internally consistent. Three parts formed the questionnaire: background information; students self-assessment in language skills; their opinions about teaching materials, methods, assessment and teachers. The background information section asked students age, gender, department, and level (A1, A2, B1, and B2). In the self-assessment section, students addressed how much school paid attention to skills, vocabulary and grammar teaching. The third section elicited students opinions about teaching materials, teaching methods and the school s assessment system. Once students responded the items in the questionnaire, in order to investigate situations that are not directly observable or to elicit students self-reported perceptions, interviews were held with randomly selected twenty students. The interviews asked students about the CEF system, exams and their teachers attitudes. To search for the rival explanation, interviews were performed with randomly selected twenty teachers, as well. They were asked about the curriculum, exams, students and administration of the school. Interviews for both groups were analyzed by pattern coding, because coding represents an attempt to reduce a complex, messy, context-laden and quantification resistant reality to a matrix of numbers (Orwin, 1994: 140). Inter-coder reliability was 85%. The conflicts were solved through discussions between coders Procedure The researcher and one of administrators randomly selected 105 students from 52 classes in the school (two students from each class; only three students from one class) and invited students for the study. So, the evaluation started. All students voluntarily participated. Soon after the questionnaire, both randomly selected students and teachers were interviewed in tandem. 3. Results Descriptive and inferential statistics were used to analyze data coming from questionnaire. Descriptive statistics yielded a simple summary or overview of the data; inferential statistics or a set of MANOVA analyses provided better understanding of whether language levels and skills significantly differ. The results derived from SPSS 15.0 program are as follows: -39-

45 Mevlana International Journal of Education (MIJE), 2(1); 36-47, June, 2012 RQ1: How much does the EFL preparatory school program pay attention to language skills, vocabulary and grammar teaching? Descriptive statistics showed that mean scores of students were close to each other (M=2,60, SD=0,61; M=2,46, SD=0,75; M=2,25, SD=0,74; M=2,49, SD=0,75; M=2,70, SD=0,57; M=2,75, SD=0,53 for writing, reading, listening, speaking, grammar and vocabulary, respectively. Nearly all students were prone to always (1 seldom, 2 sometimes, 3 always). The program in the school by and large emphasized four skills, grammar and vocabulary teaching. The percentages also confirmed that most students overvalued the program in the school (see Table 1). Table 1: Percentages of students thinking how much the program in the school gives emphasis to four skills, grammar and vocabulary Always (%) Sometimes (%) Seldom (%) Total Writing 66,70 26,70 6, Reading 61,00 23,80 15, Listening 42,90 39,00 18, Speaking 63,80 21,00 15, Grammar 75,20 19,00 5, Vocabulary 80,00 15,20 4, skills? RQ2: Do levels have any impact on EFL students perceived success in English language A large majority of students felt quite sufficient in skills. To understand whether there is a significant difference between levels and skills, a set of MANOVA analyses were conducted. For this purpose, first, students total perceived sufficiency scores for each skill was collected (6, Not sufficient; 12, a little Sufficient; 18, quite sufficient). The results are as follows: A1 level students (M=13.07, SD= 3.432; M=14.40, SD=2.414; M=12.73, SD= 3.081; M=12.07, SD= 3.218) and A2 levels students (M=14.51, SD= 2.587; M=15.14, SD= 2.569; M=12.92, SD= 3.193; M=14.22, SD= 2.708) felt quite sufficient for Writing, Reading, Listening and Speaking skills, respectively. Students in B1 level (M=15.33, SD= 2.180; M=15.38, SD= 2.060; M=13.46, SD= 2.167; M=15.33, SD= 2.461) and in B2 level (M=15.93, SD= 1.831; M=17, SD= 1.512; M=16.33, SD= 1.952; M=15.60, SD= 1.549) also thought quite sufficient for Writing, Reading, Listening and Speaking skills, respectively. According to these results, all levels are quite sufficient in language skills. Second, to find out whether levels have an impact on students perceived skill competencies, Multivariate Tests were conducted (Table 2). The results showed that levels had significant effect on perceived skill competency of students [Pillai s trace=, 327, F (4,105) = 3,058, p<.05]. Table 2: The results of MANOVA analyses for the effect of Levels on Skills Effect Value F Hypothesisdf Error df Sig. (p) Levels Pillai's Trace,327 3,058 12, ,000,000 In table 3, Tests of Between-Subjects Effects also indicated that levels had significant effect on writing [F (3,105) =3,814, p>.05], on reading [F (3,105) = 3,527, p>.05], on listening [F (3,105) = 6,128, p>.05], on speaking skills [F (3,105) = 6,185, p<.05]. -40-

46 The Role of Needs Analysis in Language A. Soruç Table 3: The results of MANOVA analyses for the effect of Levels on Writing, Reading, Listening, and Speaking Source Dependent Variable Type III Sum of Squares Df Mean Square F Sig. (p) Levels Writing 74, ,768 3,814,012 Reading 56, ,899 3,527,018 Listening 146, ,779 6,128,001 Speaking 125, ,918 6,185,001 In order to determine which levels differed from one another, post-hoc sheffe tests were also performed. The results showed that A1 level and B2 level were significantly different in four of the four skills from each other (p<.05). A2 and B1 level significantly differed from B2 level in listening skill (p<.05); A1 and B1 significantly differed from each other in speaking skill (p<.05). Although students stated the program gave much emphasis to four skills, grammar and vocabulary teaching (see table 1), post-hoc sheffe test results indicated that each of the levels was significantly different from each other on language skills. The main analyses revealed that although all A1 level students (M=13.07, SD= 3.432; M=14.40, SD=2.414; M=12.73, SD= 3.081; M=12.07, SD= 3.218) and all students in B2 level (M=15.93, SD= 1.831; M=17, SD= 1.512; M=16.33, SD= 1.952; M=15.60, SD= 1.549) were quite sufficient for Writing, Reading, Listening and Speaking skills, respectively, Table 4 demonstrates that A1 level students did not perceive as sufficient as B2 level students did in all skills (p<.05). Though there is no significant difference between A2 and B1 level students on listening skill in perceived competency level, post-hoc sheffe test results (Table 4) showed that A2 levels students (M=12.92, SD= 3.193) and students in B1 level (M=13.46, SD= 2.167) thought less sufficient than B2 level students (M=16.33, SD= 1.952) on listening skill (p<.05). Although the previous tests proved that all levels felt quite competent in four skills, Table 4 shows that there was a significant difference between A1 level students (M=12.07, SD= 3.218) and B1 level students (M=15.33, SD= 2.461) on speaking skill (p<.05). Table 4: Mean differences of students perceived competencies with regard to levels Dependent variables (I) Mean Difference (I-J) Std. Error Sig. Levels (J) Levels Writing A1 A2-1,44,749,300 B1-2,27,839,069 B2-2,87(*),931,028 A2 A1 1,44,749,300 B1 -,82,631,637 B2-1,42,749,312 B1 A1 2,27,839,069 A2,82,631,637 B2 -,60,839,916 B2 A1 2,87(*),931,028 A2 1,42,749,312 B1,60,839,916 Reading A1 A2 -,74,680,759 B1 -,98,762,652 B2-2,60(*),845,028 A2 A1,74,680,759 B1 -,24,573,

47 Mevlana International Journal of Education (MIJE), 2(1); 36-47, June, 2012 B2-1,86,680,064 B1 A1,98,762,652 A2,24,573,982 B2-1,63,762,215 B2 A1 2,60(*),845,028 A2 1,86,680,064 B1 1,63,762,215 Listening A1 A2 -,19,829,997 B1 -,73,929,894 B2-3,60(*) 1,030,009 A2 A1,19,829,997 B1 -,54,698,898 B2-3,41(*),829,001 B1 A1,73,929,894 A2,54,698,898 B2-2,88(*),929,027 B2 A1 3,60(*) 1,030,009 A2 3,41(*),829,001 B1 2,88(*),929,027 Speaking A1 A2-2,15,765,054 B1-3,27(*),857,003 B2-3,53(*),951,005 A2 A1 2,15,765,054 B1-1,12,644,395 B2-1,38,765,356 B1 A1 3,27(*),857,003 A2 1,12,644,395 B2 -,27,857,992 B2 A1 3,53(*),951,005 A2 1,38,765,356 B1,27,857,992 * The mean difference is significant at,05 level. RQ3: Do academic disciplines have any impact on EFL students perceived success in English language skills? As for the effect of the disciplines on language skills, first, total perceived sufficiency scores of the students for each skill in both disciplines were collected (6, Not sufficient; 12, a little Sufficient; 18, quite sufficient). The results are as follows: students in the Social studies group (M=14.67, SD=2.754; M=15.37, SD=2.405; M=13.46, SD=3.096; M=14.36, SD=2.906) and students in the Natural and Applied sciences (M=14.76, SD=2.400; M=15.31, SD=2.422; M=13.62, SD=2.871; M=14.38, SD=2.513) were quite sufficient for Writing, Reading, Listening and Speaking skills, respectively (see Table 5). According to these results, all students in both disciplines were quite sufficient in four of the four language skills. Table 5: Means, Standard Deviations and total sum scores of the disciplines perceived competency in language skills Disciplines Writing Reading Listening Speaking Social Mean Studies 14,67 15,37 13,46 14,36 N

48 The Role of Needs Analysis in Language A. Soruç Natural and Applied Sciences Std. Deviation % of Total Sum Mean 2,754 2,405 3,096 2,906 72,3% 72,5% 72,1% 72,3% 14,76 15,31 13,62 14,38 N Std. Deviation 2,400 2,422 2,871 2,513 % of Total Sum 27,7% 27,5% 27,9% 27,7% Total Mean 14,70 15,35 13,50 14,36 N Std. Deviation % of Total Sum 2,650 2,398 3,023 2, ,0% 100,0% 100,0% 100,0% To learn whether disciplines had statistically significant effect on students perceived skill competencies, Multivariate Tests were conducted. The results showed that disciplines had no significant effect on students perceived sufficiency in language skills [Pillai s trace=, 002, F (4,105) =, 045, p>.05]. Table 6: The results of MANOVA analyses for the effect of disciplines on skills Effect Value F Hypothesisdf Error df Sig. (p) Disciplines Pillai's Trace,002,045(a) 4, ,000,996 Tests of Between-Subjects Effects in Table 7 revealed that disciplines had no significant effect on writing [F(1,105)=,023, p>.05], on reading [F(1,105)=,012, p>.05], on listening [F(1,105)=,058, p>.05], on speaking [F(1,105)=,002, p>.05]. Table 7: The results of MANOVA analyses for the effect of Disciplines on Writing, Reading, Listening, and Speaking Type III Source Dependent Variable Sum of Squares Df Mean Square F Sig. Disciplines Writing,161 1,161,023,881 Reading,071 1,071,012,912 Listening,538 1,538,058,810 Speaking,012 1,012,002,969 RQ4: What do EFL students think about teaching materials, teaching methods and assessment system of the prep school? A large number of students agreed that materials for reading (77, 1%), listening (56, 2%), writing skills (55, 2%), grammar (73, 3%) and authentic materials (43, 8%) were quite sufficient. On the other hand, some of the students thought speaking materials (27, 6%) were insufficient. Most students stated that methods such as asking questions, group work, lecturing, pair work, and eliciting were always used throughout classes. However, students agreed that Role plays (41, 9%), -43-

49 Mevlana International Journal of Education (MIJE), 2(1); 36-47, June, 2012 Discussions (33, 3%), Presentations (49, 5%) were rarely preferred in classes. Students also expressed that exams reflected the content (83, 8%), exams had positive washback effects (66, 7%), participation notes were beneficial (53, 3%), and portfolio helped them to learn better (55, 2%). On the other hand, 33, 3% of the students agreed that difficulty of exams was inconsistent and 36, 2% stated that the number of exams was very much. RQ5: What do EFL students feel about the curriculum in the prep school? Interviews held with randomly selected twenty students provided a lot of information on portfolio system, teachers, school s library, and exams. For instance, although 55, 2% of the students stated that portfolio helps them learn better, almost all of them in the interviews suggested that portfolio be done once a fortnight on the weeks when exams are not held. The students clarified that they could not study for their portfolio presentations and did not usually get into classes only to make up for portfolio presentations, notably during the exam weeks. Another interesting finding, which is a bitter pill to swallow, is that all students stated that teachers should be more serious about classes, more talented, interested, active, dominant, and considerate. What s more, students expressed that teachers were not experienced and that they were, in fact, junior lecturers. One of the students stated that I do not like my English class, since our teacher is inexperienced and he threats us with giving lower grades. I do not want to attend to classes. Another student stated that Teachers are not prepared for classes; they do not teach well In addition, students revealed that the preparatory school did not have its own library or library facilities to get advantage for studying. One student expressed that Teachers always tell us to read books, but there is no suitable room for us to read in school. Another suggested that reading clubs should be founded and competitions should be organized to encourage students in school. RQ6: What do EFL teachers think about the curriculum in the prep school? Randomly selected twenty teachers were involved in interviews to search for rival explanation. Nearly all teachers agreed with students. They were also concerned about the benefits of portfolio in the school. Furthermore, teachers admitted that for portfolio assessment there was no objective grading system or grading training, notably for novice teachers; therefore, their grades were inconsistent with one another. In addition, teachers were allowed to get into Master/PhD programs. Many teachers started any other graduate program and thus did not give much priority to teaching in preparatory school. These teachers were also busier with their academic programs. As a result, they could not be prepared for classes well. Neither could they seem as interested, active, serious and dominant as students wanted. Teachers also thought that textbooks were selected by administrators and that their opinions were not asked. One of them, for example, stated that Although we are teaching, nobody asks our ideas about anything. At the end of the year, there is no meeting about what we have done during the whole year. None of us is awarded because of our good efforts in teaching. Another expressed that There is no team spirit towards teaching among teachers. The school administration does not care about inservice training. Hence, most of the teachers do not perform much more than they can. -44-

50 The Role of Needs Analysis in Language A. Soruç 4. Discussion The aim of the present research was to find out learners and teachers needs for the innovation of the program followed in a preparatory school at an English medium University in Turkey. The students generally thought that the program emphasized four skills, grammar and vocabulary teaching. MANOVA analyses were conducted to find out if there is a significant difference between independent variables (levels and disciplines) and language skills. The analyses indicated that whereas the levels had significant effect on four language skills, disciplines did not. With regard to the differences between levels, post-hoc sheffe tests revealed that A1 level students seemed less sufficient than B2 level students in four skills. In addition, post-hoc sheffe tests demonstrated that A2 and B1 level students insufficiency were more than that of B2 level students in listening skill. For speaking skill, A1 level students were less sufficient in speaking than B1 level students. In short, levels had different needs and sufficiency scores, though all students thought that they were quite sufficient in skills. The results also revealed that a higher percentage of students were positive to the materials, methods, assessment and interaction with teachers. However, students found speaking materials, role-play, discussion, and presentation activities insufficient. Interviews with students and teachers yielded interesting results, as well. While students complained about the inefficacy of teachers, teachers complained about the lack of in-service training and negotiation with administration. Students stated that teachers were junior lecturers and inexperienced. On the other hand, teachers complained about the lack of team spirit in the school. This may be because the administration permitted teachers to get into any Master/PhD program. But teachers interestingly did not master on English language teaching programs but on different disciplines such as sociology, international relations, or etc. 5. Suggestions The present study found some important results to innovate the language curriculum of an English Preparatory School. These results helped school administrators and curriculum developers lay the foundations of their curricular decisions and syllabi. Syllabus is important, because it is a document which says what will (or at least what should) be learnt (Hutchinson & Waters, 1987: 80). However, what is essential point is that needs of the students and syllabus design should be united in preparatory schools. There are some suggestions for practice as follows: Although plenty of students considered that the program gave emphasis to four skills, and although they perceived their competence in skills quite sufficient, levels had different needs from each other. For example, A1 level students speaking competency was less sufficient than that of both B1 and B2 level students. The fact that only 36, 2% of the students felt speaking materials quite sufficient also confirmed this need, more specifically for A1 level students. To enrich classroom activities, especially speaking, role-play, discussion and presentation activities should be prepared for the new program. Since teachers can be inexperienced, in-service teacher training programs should be started in the school, particularly for the junior lecturers. Almost all teachers were permitted to get into any Master/PhD programs, which caused them not to be prepared for their English classes and teaching well. The school administration should let them; at least, get into the English language teaching programs so that they can develop their content and pedagogical knowledge a lot better. -45-

51 Mevlana International Journal of Education (MIJE), 2(1); 36-47, June, 2012 Teachers and administrators should negotiate with each other. As teachers may want to be involved in every process of teaching, they should be asked about which textbook should be followed. At the end of every academic year, teachers and school administration should meet and evaluate whether the aims and objectives of the program are reached. Teachers with higher level performance should be awarded. To provide objective grading for both portfolio and writing assessments, teachers should be trained and a grading sheet should be prepared by the negotiation of all teachers. Students, specifically in interviews, stated that portfolios and exams in the same week made them feel too tired and nervous to perform better. Portfolios should not be performed, at least, during the exam weeks. 44, 8% of the students agreed that difficulty of the exams is inconsistent. Interviews also confirmed this end. Many of them stated that although they studied hard, they could not get high grades because of the items in the tests. This could be attributed to the lack of a testing center in the school. Testing center should be established in language schools and items on the tests should be analyzed. 6. Limitations of the study This study selected all students randomly, but nevertheless, it has some limitations that suggest a need for caution concerning the results. Firstly, the questionnaire was only given to students, not teachers. Second, prolonged observations would have yielded much more tenable results in the long run. Finally, the number of teachers who were interviewed in the study was also limited. In future studies, more teachers should be involved. 7. Conclusion The present study has provided some important findings for a better curriculum. One should bear in mind that needs are changeable; thus, needs assessments should be frequently repeated. This study has revealed that levels have significant effect on learners perceived competencies in language skills and that in-service training programs should be organized in every preparatory school to meet the changing needs of teachers as well. Permitting lecturers for master or PhD in any discipline other than language teaching programs may bear some adverse conditions for language teaching organizations. In short, all these suggestions can be considered to renew their curricular decisions. References Akyel, A. S. and Ozek, Y. (2010). A language needs analysis research at an English medium university in Turkey. Procedia Social and Behavioral Sciences 2, Belcher, D. D., (2006). English for specific purposes: teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly 40 (1), Basturkmen, H. (1998). Refining procedures: A needs analysis project at Kuwait University. English Teaching Forum, 36 (4), pp Brown, J. (1989). Language Program Evaluation: A Synthesis of Existing Possibilities. In R. K. Johnson (Ed.), The Second Language Curriculum (pp ) Cambridge: Cambridge University Press. Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press. Dudley-Evans, T., St John, M. J., (1998). Developments in English for Specific Purposes: A Multi- Disciplinary Approach. Cambridge University Press, Cambridge. Erdem, H. E. (1999). Evaluating the English language curriculum at a private school in Ankara: A case study. Unpublished doctoral dissertation, Middle East Technical University, Ankara. -46-

52 The Role of Needs Analysis in Language A. Soruç Erdoğan, V. (2005). An evaluation of the English curriculum implemented at the 4 th and 5 th grade primary state schools: The views of the teachers and the students. Unpublished master s thesis, Mersin University, Mersin. Gerede, D. (2005). A curriculum evaluation through needs analysis: Perceptions of intensive English program graduates at Anadolu University. Unpublished master s thesis, Anadolu University, Eskisehir. Grier, A. S. (2005). Integrating needs assessment into career and technical curriculum development. Journal of Industrial Teacher Education, 42(1), pp Hutchinson, T. and Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press. Jackson, J. (2005). An Inter-university, cross-disciplinary analysis of business education: Perceptions of business faculty in Hong Kong. English for Specific Purposes, 24(3), Jick, T. (1984). Mixing qualitative and quantitative methods: Triangulation in action. In J. Van Maanen (Ed.), Qualitative Methodology (pp ). Beverly Hills: Sage. Johns, A. M. (1991). English for specific purposes (ESP): Its history and contributions. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp ). Boston: Heinle & Heinle. Kırkgöz, Y. (2009). The challenge of developing and maintaining curriculum innovation at higher education. Procedia Social and Behavioral Sciences 1, Lepetit and Cichocki, (2005). Teaching languages to future health professionals: A needs assessment study. In H. M. Long (Ed.) Second language needs analysis. Cambridge University Press, UK. Orwin, R. G. (1994). Evaluating coding decisions. In H. Cooper & L. V. Hedges (Eds.), The Handbook of research synthesis (pp ). New York: Russell Sage Foundation. Primo, I. E, Sandler, S., Goldfrad, K., Ferenz, O., & Perpignan, H. (2010). Listening to students voices: A curriculum renewal project for an EFL graduate academic program. System, 38, Richards, J. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press. Tunç, F. (2010). Evaluation of an English language teaching program at a public university using CIPP model. Unpublished master s thesis, Ankara University, Ankara. -47-

53 Mevlana International Journal of Education (MIJE) Vol. 2(1), pp , 30 June, 2012 Available online at Assessment of professional teaching knowledge courses taught at faculties of education according to teachers opinions Bayram Ozer Recep Kahramanoglu* Mustafa Kemal University, Faculty of Education, Hatay, Turkey Article history Received: 04 January 2012 Received in revised form: 16 May 2012 Accepted: 20 May 2012 Key words: Teaching Profession, Professional Teaching Knowledge Courses, Teacher Training, Faculties of Education The basic aim of this study is to assess the professional teaching knowledge (PTK) courses and teachers opinions about them. For this reason, a professional skills evaluative questionnaire was developed to determine teachers suggestions as to the content of PTK courses, their applicability in teaching life, studying the courses at university, the problems encountered in PTK courses and how to make these courses more effective. The sample of the study is comprised of 315 teachers, graduated from faculty of education, at 20 primary schools in Antakya, Hatay. Pearson correlation coefficient, frequencies and means have been used for the analysis of the data. Qualitative data have been assessed using content analysis. At the end of the research, it was largely agreed that the content of PTK courses are related to the teaching profession and informs teacher candidates about the teaching profession. Most of the teachers have stated that the content of PTK courses should not be prepared just only for schools which have sufficient financial and physical facilities. 1. Introduction Development of countries is in same line with the number of educated individuals. The most important element in the realization of functions of education whose importance is increasing more and more in our present conditions is doubtlessly teachers as teachers are in a position to put educational policies developed into practice and to affect these policies (Varış, 1973). Also, a teacher is an interceder for learning, a facilitator, an information guide and a captain determining the route of information. A teacher is a trusted person, representative of parents, student advisers and community involvers (Balcı, 1991). Therefore, teachers build the future of a country. Those producing engineers, doctors, teachers, policemen, soldiers, drivers, in short the manpower serving in all parts of the society, are always teachers. As Kaya (1984) states, teachers represent a significant capital and their contributions are the most important factor in terms of development. In other words, a good level of education and social utility will be attained or not depending on the quality and number of teachers educated. So, teachers should be adequate in terms of professional formation as well as knowledge, capabilities and attitudes While teachers provide students information and capabilities in the classroom environment, they affect them through their behaviors. Teachers should have plenty of general knowledge besides * Correspondence: Mustafa Kemal University, Faculty of Education, Department of Educational Sciences, [email protected]

54 Assessment of professional teaching knowledge B. Ozer & R. Kahramanoglu being equipped with knowledge and abilities in teaching to realize this duty successfully. Although the fact that teachers know their subjects well or their general knowledge is adequate as a prerequisite of teaching, it is not enough for successful teaching. Teachers also should know how to teach what they know. No matter how well teachers know their subject matter, they cannot be regarded as successful unless they know how to teach it. So, teachers should have teaching abilities. Teachers attain this ability thanks to professional teaching knowledge courses in the teacher training programs (Erden, 2007:153). Generally, all the courses are responding to the questions how and where to teach whom and providing the necessary information, abilities and behaviors known as professional formation (Adıgüzel, 1999). As Küçükahmet expresses (1989), the understanding that the one who knows teaches is not a valid slogan. has gained importance currently. The one who knows should know how to teach in an organized way as well. This is possible through studying professional teaching knowledge courses effectively. That is, the most important aspect distinguishing a mathematics teacher from a mathematician is that a teacher has a good level of general knowledge and knowledge of the field. There are a number of vocational qualities sought in teachers. Çelikten (2005: 228) states those as follows: Using teaching periods effectively Organizing participatory learning environment Following students development (moral, cognitive, social etc. developments of students) Planning teaching process Providing variety of teaching Teachers attain these qualities thanks to PTK courses which have been included in all teacher training institutions from the foundation of the republic to the present but in different names and credits. From the past to the present, when some teacher training schools PTK courses are compared, the following results shown in table 1 have been obtained. Table1: Comparison of Some Teacher Training Schools Professional Teaching Knowledge Courses Schools General graduation credits Number of Courses Village Institutes (1943) Teacher Training Schools for Primary Education ( ) 3 years Teacher Training Schools for Primary Education ( ) 4 years 2-yearEducational Institutes ( ) 3-year Educational Institutes ( ) Educational High School ( ) 2 years Professional teaching knowledge credits Percentage of professional teaching knowledge courses Number of professional teaching knowledge courses * * 17% % % % % %

55 Mevlana International Journal of Education (MIJE), 2(1); 48-63, June, 2012 Educational High % School ( ) 4 years Faculty of Education % ( ) 4 years Faculty of Education % ( ) 4 years Reference: (Ada, 2001: 6) (*) symbol has been used as the credits of the courses at Village Institutes are unknown. However, there were 44 hours lesson in a week, 22 of which were Culture, 11 of which were Agriculture and 11 of which were Technical Education. Professional Teaching Knowledge (PTK) courses were in the Culture courses (Ada, 2001: 6). Research about professional teaching knowledge in the faculty of education states that in total, one fourth of the program should be allocated to the courses in this category (Çetin, 2009: 59). It is thought that one fourth of the courses taught in the program (25%) should be PTK courses for teacher candidates in a teacher training program in order to be adequate as having teaching abilities. It is quite important that the percentage of these courses should not be less than one fifth of the program (20%), (Küçükahmet, 2000: 4-10). Based on this data, it can be seen from table 1 that the percentage of PTK courses is at 2-year Educational Institutes (38%) at most and, then, at 4-year Educational High Schools (27%) and at 4 years ( ) Faculty of Education (%26). It is seen that these three institutions have an expected rate of PTK courses to train qualified teachers. The fact that Faculties of Education have the expected rate is seen in table 1. Some of the institutions among the teacher training institutions have been closed because they are not getting desired results, while the titles of some others have just been changed. It is seen that these institutions provide source for new programs although their titles have been changed. Faculties of Education have been exposed to various changes since they were founded and the Board of Higher Education handled pedagogic formation, that is professional teaching knowledge, before initiating all teaching programs. The Board determined the pedagogic formation program as in table 2, regarding the decisions of XI. National Education Council in 1982 (Kavak, Aydın & Akbaba Altun, 2007). Table 2: Professional Teaching Knowledge (Pedagogic Formation) Program (19 November 1982) Name of the Course Weekly Hour Term Introduction to Education 3 I Educational Sociology 3 II Educational Psychology 3 III Principles and Methods of Teaching 3 IV Measurement and Evaluation 3 V Educational Technology 3 VI Guidance 3 VII Special Teaching Methods 3 VII Educational Administration 3 VIII Special Teaching Practices 30 days VIII Total 27 hours + Practice Reference: (Kavak, Aydın & Akbaba Altun, 2007: 41) Just 3 years after the regulation in 1982, The Ministry of National Education stated that the pedagogic formation program should be re-organized in a formal letter upon which The Board of Higher Education responded by revising the program in question and made new amendments which was decided on and numbered According to the letter dated 3 October 1985 sent to Ministry of National Education and universities, it was decided that -50-

56 Assessment of professional teaching knowledge B. Ozer & R. Kahramanoglu Pedagogic formation courses should be credits, The courses in question should be taken between the third and eighth terms, One of the courses in the elective courses list, apart from the required courses enclosed, should be taken as an elective, School experience lasting 8 weeks should be compulsory These practices should be in operation starting from educational year (Kavak, Aydın ve Akbaba Altun, 2007: 42). Courses set forth in the program are shown in table 3. Table 3: Professional Teaching Knowledge (pedagogic formation) Program (27 September 1985) Name of the Course Weekly Hour Introduction to Pedagogics 3 Educational Sociology 2 Educational Psychology 3 General Teaching Programs 3 Measurement and Evaluation 3 Special Teaching Methods 3 Elective course 2 Total 19 Reference: (Kavak, Aydın & Akbaba Altun, 2007: 42) When the regulations are examined in general, it is seen that the first regulation is more comprehensive and it gives more emphasis on practice than the second one. According to this, in the second regulation, hours of credit were changed from 27 to and educational technology and guidance courses were excluded. This practice continued without modifications till 1997and a pedagogic formation program was discussed, re- organized and the The Guidance course was included in the program again in that year. In accordance to this regulation, PTK courses and credits are presented in table 4: Table 4: Courses and Credits of Professional Teaching Knowledge Re-Organized in Courses Credits Introduction to Teaching Profession 3 School Experience I 3 Development and Learning 3 Planning and Assessment in Teaching 4 Teaching Technologies and Material Development 3 Classroom Management 3 School Experience II 3 Special Teaching Methods I 3 Special Teaching Methods II 3 Guidance 3 Teaching Practice 5 Total 36 About 8 years after the re-organization it was realized in 1997 regarding teacher training, a new arrangement was made to update the programs and non-thesis master s degrees. In this changed program, credits and percentages of PTK courses were not changed, but just their titles were changed. Likewise, the ratio of PTK courses to general courses was adjusted to 25-30%. Its difference from the previous arrangements was just the increase in the elective course opportunities (Kavak, Aydın & Akbaba Altun, 2007: 64). PTK courses taught at present are shown in table

57 Mevlana International Journal of Education (MIJE), 2(1); 48-63, June, 2012 Table 5: PTK courses and credits reorganized in Courses Credits Introduction to Pedagogics 3 Teaching Technologies and Material Development 3 Classroom Management 2 Principles and Methods of Teaching 3 Educational Psychology 3 Special Teaching Methods I, II 3 School Experience 3 Special Education 2 Measurement and Evaluation 3 Guidance 3 Teaching Practice I, II 5 Turkish Educational System and School Administration 2 Total 35 Reference: (ÖSYM, ) When the programs are analyzed, the following points stand out related to the professional teaching knowledge courses: There were some changes in the professional teaching knowledge courses. Credits of some courses were changed. Generally, the number of courses and their credits were the same, but because of the problems encountered in finding schools to the teaching practice, teaching practice hours were reduced which was in line with the demands of the dean s offices of Faculties of Education. Educational Psychology and History of Education courses about the fundamentals of education became compulsory and Philosophy of Education and Sociology of Education became elective courses. Introduction to Pedagogics, Development and Learning, Planning and Assessing Teaching courses were removed. Introduction to Pedagogics, Educational Psychology, Principles and Methods of Teaching, Measurement and Evaluation, Turkish Education System and School Administration courses were added. Moreover, an elective course was added. One or two elective course(s) was/were added to the program for professional teaching knowledge courses(board of Higher Education, 2006) Titles, numbers, scope, credits and hours of the courses were re-organized in order to make teacher candidates in higher education institutions raising teachers with the new practice more competent especially in terms of particularly professional teaching knowledge and skills and general knowledge. In this regard, twenty-five percent of the power was given to faculties to determine some courses. Previously, The Ministry of National Education stipulated that every teacher candidate should take professional teaching knowledge courses of 36 credits in order to be assigned as a teacher. With the new practice, it was aimed that teacher candidates could observe and practice more at schools with the newly-added courses in the programs for better equipped teachers. Thus, it was aimed to have integration between the theory and practice (Şişman, 2008: 197). Problem It is necessary for teachers to have had good education in terms of professional teaching knowledge to know how they will be more successful, how they will teach, how and where they will use the most suitable tools, how effectively they will use suitable methods, know students with their personal characteristics and how to teach them. For this reason, this research was started to -52-

58 Assessment of professional teaching knowledge B. Ozer & R. Kahramanoglu determine teachers opinions about professional teaching knowledge and to develop some suggestions about the issue Problem Statement What are teachers opinions about professional teaching knowledge courses taught in education department? 1.3. Sub-problems What are teachers opinions according to the content dimension of professional teaching knowledge (PTK) courses assessment questionnaire? What are teachers opinions about the content of professional teaching knowledge (PTK) courses? What are teachers opinions according to applicability dimension of professional teaching knowledge (PTK) courses assessment questionnaire? What are teachers opinions about the applicability of (PTK) courses in teaching life? What are teachers opinions according to the applicability dimension of professional teaching knowledge (PTK) courses assessment questionnaire in university? Is there a relationship among teachers opinions about how professional teaching knowledge courses are taught at university, their applicability and content? 1.4. Significance and Reasons of the Study Professional teaching training is the combination of all the courses offering information, skills and behaviors necessitated by the teaching profession. What needs to be emphasized here is not only to know the subject matter but also knowing how to teach it in an organized way, which is possible through taking professional teaching knowledge courses. In this study, it is aimed to determine how effectively professional teaching knowledge courses are taught at faculties of education and how useful and effective they are in the teaching profession. In line with this aim it is envisaged to determine positive, negative, useful and effective points of professional teaching courses, contributions to the teacher and related literature and to present it. 2. Methodology The methodology, population, sample, data collection tools and data analysis of the research have been explained in this section Research Model With this research, assessing the content of the professional teaching knowledge courses taught at faculties of education, their applicability in the teaching life, the way they are studied at faculties, the problems encountered in PTK courses are examined. Also suggestions from teachers were considered for the teacher candidates to prepare them better for the teaching profession and for this reason, the researcher tried to illustrate the current situation and conditions using the selected method. With this aim, the opinions of the teachers who graduated from the faculty of education and who were teaching in primary schools in the educational year were gathered Population and the Sample 53 primary schools teachers working in Antakya, Hatay in the educational year, comprised the working population of the study. As the population was large, a sampling method was used. The schools to represent the population were chosen using the Cluster Sampling Method -53-

59 Mevlana International Journal of Education (MIJE), 2(1); 48-63, June, 2012 among Random Sampling Methods by complying with the objectivity principle, which is the basis of choosing the sample. A research was carried out involving 315 teachers in 20 primary schools which comprised the samples Data Collection Tool A two-part professional skill Evaluative Questionnaire of Professional Teaching Knowledge Courses was used as the data collection tool. The first part consists of 5-likert type closed-ended questions to determine the teachers opinions as to how professional teaching knowledge courses are studied at university, their content and applicability in the teaching profession. Then, in the second part, there are open-ended questions to determine the teachers opinions and suggestions about the contents of the courses, their applicability in the teaching profession, problems encountered most during lessons and preparing teacher candidates better for the teaching profession. The closed and open-ended questions in the questionnaire were prepared based on the theoretical information obtained from the related literature and the data collection tools used in the related research. Necessary adjustments were made in terms of clarity, comprehensibility and scope by taking the opinions of experts in Educational Sciences, Primary Education and Turkish Education into consideration. Later on, the questionnaire was administered to 132 teachers and a factor analysis was done depending on the results obtained from the first application. Two items factor loads were below 0.35 were removed from the scale (Büyüköztürk, 2002), and the questionnaire was finalized. Then, the Cronbach-Alpha coefficient of the 31-item questionnaire was calculated as In the questionnaire including closed and open-ended questions, the closed-ended items were rated as 1. Totally disagree ( ), 2. Disagree ( ), 3. Neutral ( ), 4. Agree ( ) and 5. Totally agree ( ) in 5-likert type Analysis of the data Analysis of the data has been made and commented using the arithmetic means, standard deviations, Pearson correlation coefficient and frequencies in accordance with the sub-problems of the study. Statistical means and standard deviations have been used in the assessment of closedended data and frequencies were used for open-ended questions. Statistical means and standard deviation have been provided and commented for the closed-ended questions which comprised of three dimensions separately. Besides, simple correlation was carried out to check whether there is a relationship among the dimensions of the questionnaire. Content analysis method was used in the analysis of the open-ended questions. Content analysis is expressed as bringing similar data together within the framework of certain concepts and themes (Yıldırım and Şimşek, 2005). First of all, responses to the open-ended questions were given certain codes. The more the number of codes increased the more different responses were provided for the research question. The same procedure was followed for four open-ended questions and an X mark was allocated for each repeated code in the same question. These codes were put into a table by bringing together and they were commented by giving their frequencies. 3. Findings Findings obtained at the end of the study are provided in this part. Explanations are made based on the findings obtained. Findings are presented according to 8 sub-problems. -54-

60 Assessment of professional teaching knowledge B. Ozer & R. Kahramanoglu 3.1. Finding based on the First sub-problem The results of the teachers responses to the items in the content dimension of the questionnaire are shown in Table 6 and Table 7. Table 6: Teachers Opinions about the Positive Questions in the Content Dimension of the Questionnaire Item Nr Questionnaire Items x ss 20 PTK courses are related to the teaching profession in terms of content. 3,56 0,97 22 PTK courses informed students about the teaching profession. 3,47 0,92 26 I had sufficient information about the features of learning theories in the PTK course. 3,07 1,09 21 PTK courses increased my desire to become a teacher. 2,94 1,11 27 Measurement and evaluation methods that I learned in PTK courses were 2,93 1,05 informative enough. 7 The content of PTK courses was adequate to become an influential and effective teacher. 2,73 1,08 8 PTK courses took the teacher candidates interests, demands and needs into account 2,64 1,07 enough. Total 21,37 4,74 According to table 6, it is seen that teachers mostly agree that the content of PTK courses is related to the teaching profession ( X =3,56) and informs students about it ( X =3,47). Table 7: Teachers Opinions about the Negative Questions in the Content Dimension Item Nr Opinions of the teachers f 1 Courses were just taught theoretically 85 2 I think the content is insufficient 61 3 There is a great difference between the content of the courses and the curriculum of The 36 Ministry of National Education 4 I think the content is sufficient 19 5 Teacher s experience should be made use of in terms of content 15 According to Table 7, while teachers agree with the idea that PTK courses are not associated with the real life enough ( X = 3,49), they disagree with the idea that PTK courses did not arouse their interests ( X = 2,46) Finding based on the Second sub-problem Frequency values of the responses given by the teachers to the open-ended questions as to the content of PTK courses are given in Table 8 Table 8: Frequency Values About Teachers Opinions About The Content Of Professional Teaching Knowledge Courses Item Nr Questionnaire Items X ss 11 PTK courses are not associated with the real life enough. 3,49 1,10 9 PTK courses were not enough to practise the teaching profession. 3,33 1,13 12 The aims of PTK courses were not clear. 2,97 0,99 13 There was no integration among PTK courses. 2,91 1,00 2 PTK courses did not arouse my interest. 2,46 1,14 Total 15,17 3,49-55-

61 Mevlana International Journal of Education (MIJE), 2(1); 48-63, June, 2012 According to Table 8 teachers are in the opinion that the courses are theorical, the content is insufficient and there is no coherence between courses and the curriculum of The Ministry of National Education Finding based on the Third sub-problem Results of the responses given by the teachers to the items in the applicability dimension of the questionnaire are shown in Table 9. Table 9: Teachers Opinions about the Applicability of Professional Teaching Knowledge courses Item Questionnaire Items x ss Nr 16 PTK courses have had a positive impact on my attitude towards the 3,30 1,03 teaching profession. 28 PTK courses have enabled me to have a health communication with my 3,26 0,98 students. 10 I have been applying the information that I learned in PTK courses in my 3,20 1,16 teaching life. 25 PTK course enabled me to teach by taking students characteristics into 3,19 1,07 consideration. 23 PTK courses have had a positive impact on my preparing materials 3,16 1,07 according to the students developmental levels. 29 PTK courses have helped me about how to guide students. 3,14 1,00 24 PTK courses have helped me organize the learning environments according 3,12 1,06 to students levels. 6 PTK courses have prepared me psychologically for the teaching profession. 3,09 1,18 31 I can manage the classroom more effectively thanks to PTK courses. 2,99 1,05 17 PTK courses have ensured my establishing effective education in the 2,85 1,07 classroom. 15 Practice teaching serves its goal. 2,69 1,10 Total 37,29 9,22 When Table 9 is analyzed, it shows that teachers are neutral about whether the PTK courses have had a positive impact on their attitudes towards the teaching profession. ( X =3,30), PTK courses have enabled them to have a health communication with their students ( X = 3,26), they have been applying the methods and the techniques( X = 3,22), they have been applying the information that they learned in PTK courses in their teaching lives ( X =3,20) and PTK courses enabled them to teach by taking students mental development characteristics ( X = 3,19) in terms of applicability Finding based on the Fourth sub-problem Frequency values of teachers responses towards open-ended questions are given Table 10 in order to determine the applicability of PTK courses in teaching profession. Table 10: Teachers opinions about the applicability of Professional teaching knowledge courses Nr Teachers opinions f 1 There is a problem in practice as the classroom and school environments vary 102 depending on the regions. 2 I have used most of the information I have acquired They have not contributed to my teaching career The courses taught are partially applicable Teaching is a profession which is learned with experience. 11 According to Table 10, most of the teachers state that they have a problem in practice as the classroom and school environments vary depending on the regions (f=102); they also state that not having necessary traits such as the number of the students in class, physical qualities, materials, -56-

62 Assessment of professional teaching knowledge B. Ozer & R. Kahramanoglu there is a decrease on applicability of the courses and they have not contributed to their teaching career (f=27). It has been seen that some teachers haven t used most of the information they acquired from PTK courses in their teaching career (f=28) Finding based on the Fifth sub-problem Results of the responses given by the teachers to the items in the dimension of how PTK courses are taught are shown in Table 11 and 12. Table11: Positive opinions regarding how courses are studied Item Nr Questionnaire Items x ss 3 The people specializing in their subject matters taught PTK courses 3,33 1,20 4 The instructors teaching PTK courses were qualified enough. 3,24 1,10 14 The time allocated for the practice teaching was sufficient. 2,62 1,17 Total 9,20 2,60 When Table 11 is analyzed, it is seen that teachers are neutral about how PTK courses are taught at universities. It is seen that teachers are neutral in the test items PTK courses were taught by the people specializing in their subject matters ( X = 3,33), the instructors teaching PTK courses were qualified enough ( X = 3,24) and the time allocated for the practice teaching was sufficient ( X = 2,62). Table 12: Negative opinions regarding how courses are studied Item Nr Questionnaire Items X ss 5 PTK course hours were insufficient for preparing teacher candidates for the 3,37 1,17 teaching practice. 19 PTK course instructors guidance about the teaching profession was not sufficient. 3,34 1,10 1 Teaching methods used in PTK courses were not useful 3,09 1,12 30 The way PTK courses are studied make students turn people against the teaching 2,88 1,10 profession. Total 12,69 3,06 When Table 12 is analyzed, it is seen that teachers are neutral about the items PTK course hours were insufficient for preparing teacher candidates for the teaching practice. ( X = 3,37), PTK course instructors guidance about the teaching profession was not sufficient (X = 3,34), PTK courses were not useful because of the teaching methods that the instructors used (X = 3,09) and The way PTK courses are studied make students turn people against the teaching profession ( X = 2,88) Finding based on the Sixth sub-problem The correlation among teachers opinions as to how professional teaching knowledge courses are studied, their applicability and content are shown in Table 13. Table 13: The Correlation among How PTK Courses are Studied, Their Applicability and Content in the PTK Courses Assessment Questionnaire. Dimensions B1 B2 B3 B1 (How PTK courses are studied) 1 B2 (applicability) 0,621* 1 B3 ( content) 0,680* 0,806* 1 N=315, *p 0.01 (2-tailed) According to Table 15, there is a positive, meaningful correlation at moderate level between how PTK courses are studied and their applicability in the teaching career (r= 0,621). Also, how PTK courses are studied and their content have a positive and meaningful correlation at moderate -57-

63 Mevlana International Journal of Education (MIJE), 2(1); 48-63, June, 2012 level (r= 0,680). Finally, there is a positive correlation at high level between the content of PTK courses and their applicability in the teaching career (0,806). 4. Conclusions, Discussions and Comments Findings and conclusions obtained at the end of the research are discussed in this part. Teachers are generally neutral according to their responses to the question in the PTK courses assessment questionnaire. There can be 3 reasons for this: They may have forgotten the education they undertook at faculties of education in the following years, They may not have paid enough attention to PTK courses when they studied and not have learned much about their content, Teachers may have given an average response to the questionnaire items rather than extreme answers, either positive or negative. Additionally, most of the teachers have kept the first open-ended question of the questionnaire what do you think about the content of PTK courses? blank. However, it is seen that they agree with the item that the contents of PTK courses are related to the teaching profession. According to this result, the content of PTK courses reflect the teaching profession as aimed. Next, it has been determined that, in order to see whether PTK courses draw teachers interest or not, teachers disagree with the idea that PTK courses did not draw my interest. According to these conclusions PTK courses do not draw teachers interest. Teachers are neutral about the other test item that The content of PTK courses was adequate to become an influential and effective teacher. The study carried out by Akpınar and Özer (2004) in the technical education faculty on the last grade teachers has a similar result with that. Candidate teachers agree with the judgment that PTK courses are adequate to train an influential and effective teacher. at the moderate level. Next, teachers agree with the opinion that PTK courses are not associated with real life enough. According to the answers given to this questionnaire item, teachers think that PTK courses are not associated with the real life enough. Also, the responses given to open-ended question support this finding. When teachers were asked their opinions about the content, most of them emphasized that the content should not be prepared only according to central schools. However, multi-grade classes are present in our country and this can be seen in various schools. Most newly-graduated teachers encounter this practice in their first years of their career. It takes 1-2 year(s) to get accustomed to this system so as to create a real education activity. Both teachers and students are negatively affected by this situation. There is a Multi-grade Classroom Teaching course in the primary school programs training primary school teachers at faculties of education. Teachers being insufficient in this department stems not from the program, but it can be from the application method of the program. Some of the responses teachers provided to the open-ended questions pertaining to the content dimension of the program are as follows: Teacher A: I think that the content is improper and it lacks something in practice in multi-grade class in Suluçem Village of Doğubeyazıt in Ağrı,.I haven t been able to implement anything that I learned in PTK courses taught at university. What I have learned was through my experience. That is, anything that we learn at university is useless... Teacher B: The content of the courses does not cover or reflect the issues needed in practice. Situations that can be encountered in practice and precaution that can be taken should be focused on rather than storing information. -58-

64 Assessment of professional teaching knowledge B. Ozer & R. Kahramanoglu As the teachers mentioned, there are problems related to the content. These problems may stem not from the topic in the content but not taking needs of the regions, students and schools during the practice of these topics into consideration. Furthermore, the information given theoretically cannot be applied enough. The teachers stated that there is a great difference between the content of PTK courses and the curriculum of the Ministry of National Education. What teachers in the study generally think is that there is no connection between the Board of Higher Education and the Ministry of National Education. Teachers stated this issue about the problems in both the applicability of the courses and in PTK courses. The indication of this issue in more than one situation by the teachers shows that there is really such a problem or they are unaware of the cooperation between the Board of Higher Education and the Ministry of National Education. Most of the teachers indication about the disconnection between The Board of Higher Education and The Ministry of National Education shows the existence of such a problem. The responses given by two teachers partly explain this issue. Teacher C: Had the courses offered during the undergraduate program been integrated with the curriculum of the Ministry of National Education, it would have been better. E.g. while teaching 4- digit numbers in mathematics lesson, those methods could be used. Teacher D: PTK courses offered at faculties of education are only theoretical. They do not have much to do with the real life. The courses taught at universities are certainly not sufficient for the teaching experience as the connection between the Ministry of National Education and universities is broken. Teachers really pointed out a serious issue. One of teachers duties is to put the curricula into practice at schools. Teachers implementing the program should be prepared for the program before putting it into effect. In other words, the programs of teacher-producing institutions should be changed first. Candidate teachers should be prepared in line with that program so that they can keep up with the changing program and the program can be conducted without any problem after they are graduated. What is important here is to ensure preparing teachers to implement the program rather than directly practicing them at schools. Some of the teachers stated that the topics in the content of PTK courses are not practicable and comprehensible. In the study conducted by Kızılçelik ve Eser (2000), it was found out that % 49,5 of instructors use lecture method. Aydın (2005), refers to the findings that students want the courses to be more enjoyable. Accordingly, instructors should not only teach by presenting it, but also research various methods of teaching and improve themselves all the time. It is known that presentation has a poorer impact on the academic achievements of students than other modern teaching methods. Teachers stated that they have problems in practice as PTK courses are mostly theoretical or remain abstract. Likewise, not being able to turn theoretical information into practice is seen as the problem encountered mostly in PTK courses. In a study by Okçabol et al (2003), just 30 % of teachers regard PTK courses sufficient in terms of practice. Aydın (2005) mentions that the greatest problem of teacher trainer is the inconsistency between theory and practice and teaching methods are excessively theoretical as for in the way teaching methods are explained. Methodology which is tried to be taught based on theory does not change teacher candidates behaviors. Since they cannot lead to behavioral changes, problems are experienced in practice teaching. This could be because of instructors use of presentation while teaching PTK courses. A teacher made such a comment about -59-

65 Mevlana International Journal of Education (MIJE), 2(1); 48-63, June, 2012 this topic: Teacher E: PTK courses are just theoretical. As they are not put into practice, they are not sufficient. The significance can be attributed to practice teaching in the program prepared by the Board of Higher Education and the Ministry of National Education, put into effect in 1997 and re-organized in 2006 was enhanced. Final year students used to have one-month practice teaching up to that grade. The new program projects 3-term observation, examination and practice at schools with the courses entitled teaching practice I-II and school experience. Thus, it was aimed to bridge the gap between the theoretical courses and practice and train students better. Nonetheless, the findings explained that this duration according to teachers opinions is not used effectively. Because some teachers stated as a suggestion that applied teaching and practice teaching periods should be increased. The views of teachers participating into research about this issue are as follows: Teacher F: A youngster studying at university is not so much aware of becoming a teacher. So, s/he does not take courses seriously and does not pay enough attention. What should be done is to start practice teaching in the earlier grades and to make them conscious of their becoming a teacher. In a study by Akpınar and Özer (2004), it is seen that teacher candidates adopt the attitude that PTK courses about practice teaching achieves their goal a little. So, there is a parallelism between the findings. These views show that the benefit expected from practice teaching is not obtained. Next, another problem expressed by teachers is that PTK courses are not taught by instructors who specialize in their fields. The researchers conducted by Dikici, Yavuzer ve Gündoğdu (2006), Akpınar and Özer (2004) and Yanpar-Yelken et al (2007) support this finding. Dikici, Yavuzer ve Gündoğdu, researched the views of graduates of the faculty of education about educational courses and, when their results about the courses from which students cannot benefit are analysed, it was found that the courses should be given by the experts and instructors who are specialists in their fields. Akpınar and Özer studied the assessment of PTK courses according to students views and students who took part in the study agree a little with the idea that instructors teaching PTK courses master the subject enough. Yanpar Yelken took the views of teacher candidates that the professional qualities that instructors should have and stated that 66 % of teacher candidates should be experts / master the field. Usage of materials during lessons expands an instructor s role and shows his/her quality. Usage of teaching materials realizes active and effective learning by providing motivation and creativity for students. Yet, according to Rıza (200), education in Turkish schools is generally carried out without using materials and using oral; what is a presentation method. One of the reasons is the way teachers are trained at universities. So, teacher-training higher education institutions are also responsible for this problem of teachers. In addition, Özden (1999) states that the way of teacher candidates use teaching materials in classroom and having enough information is certainly under the responsibility of teacher-training instutions. It can therefore be concluded in the studies conducted Duhaney, 2001; Betrus, 2000; Brennan, 2000; Cuckle and Jenkins. 2000; Duran, 2000,734) that teacher candidates should be trained well in terms of the use of technology and materials. Sime and Priestley (2005) also took teacher candidates views about the use of information and communication technologies where they stated stated that ICT (Information and Communication Technologies) change the nature of the relations in classrooms as a new form of learning and teaching. They mentioned that they adopt the use of ICT in classrooms as a modern means of teaching, however this process has several challenges as well. -60-

66 Assessment of professional teaching knowledge B. Ozer & R. Kahramanoglu Regarding this issue in this study, it was observed that one of the problems encountered in PTK courses is the inefficiency in using teaching and learning materials. The reasons for this problem could be that instructors do not take responsibility in this respect, that is, teaching the subject just using the presentation method or they do not have enough information about the use of materials. The study by Akpınar and Özer (2004), also supports this comment. Akpınar and Özer requested the opinion of teacher candidates regarding the comment that PTK courses are taught and supported by educational materials and found out that they support his view to a certain extent. In the study carried out by Temizkan (2008), it is seen that 39,75 % of teacher candidates will have difficulty in preparing tools and materials about the topics to be studied. To conclude, practice teaching should be organised in a way that is suitable in any place and condition of the country. If a teacher is trained, she/he should be well-equipped. So, either the conditions at schools should be improved or teacher training policies should be revised. 5. Suggestions Results reached based on the findings obtained in the study and suggestions put forward in line with the follows: Professional teaching courses studied at education faculties should be offered with an emphasis on teaching practice. During the teaching practice of PTK courses teacher candidates should be well behaved and should be observed and guided at schools. Teaching practice should be prepared by taking rural-city conditions into account. The content of PTK courses should be integrated with the present life. Use of educational materials should be increased in PTK courses and teachers lack of information and skills should be improved. The disconnection between PTK courses and the curriculum of the Ministry of National Education should be improved. PTK courses should be taught using modern methods such as discussion, demonstration rather than using traditional methods such as merely oral presentation. The content of PTK courses should be arranged in such a way that it is applicable and it responds to the current needs. Classrooms at faculties of education should be equipped with technological materials and these materials should be made use of a lot during having lessons. It should be ensured that PTK courses taught by experts in their fields. Instructors should prepare teacher candidates psychologically for the teaching profession. Suggestions to researchers: The study conducted on teachers as the working group can be implemented and different data can be obtained about the content of the courses. The difference between the teachers graduated from the education faculty and other faculties can be studied in depth so as to determine the efficacy and effectiveness of PTK courses in the teaching profession. The correlation between points of views of the first-year teacher candidates and final year teacher candidates have taken all PTK courses about teaching profession at faculties of education can be researched. -61-

67 References Mevlana International Journal of Education (MIJE), 2(1); 48-63, June, 2012 Ada, S. (2001). The place of professional teaching knowledge in the program in schools training classroom teacher, M.U.Journal of Educational Sciences in Educational Faculty of Ankara, 14, 1-10 Adıgüzel, A. (1999). Importance of pedagogic formation in teacher trainin, Journal of Köprü, Fall, 68. Akpınar, B., & Özer, B. (2004). The evaluation of professional teaching knowledge courses of technical training faculty according to students opinions, Journal of Social Sciences in Fırat University, 14, 2, , Elazığ. Aydın, E. (2005). How can teaching practice course be made more efficient? The Conference of Good Examples in Education, Sabancı University, İstanbul Balcı, E. (1991). Öğretmenlerin Rolleri (Teachers roles), Ankara: Educational Sociology. Betrus, A. (2000). The content and emphasis of the introductory technology course for undergraduate pre-service teachers. Unpublished doctoral dissertation, Indiana University, Indiana Brennan, J. (2000). Preservice teachers and administrators perceptions of instructional technology infusion. Unpublished doctoral dissertation, TheUniversity of Southern Mississipi. Büyüköztürk, Ş. (2002). Sosyal Bilimler için Veri Analizi El Kitabı (Data analysis guidebook for social sciences), Ankara: Pegem A Media. Cuckle,P., & Jenkins, I. (2000). Students information and communications technology skills and their use during teacher training. Journal of Information Technology for Teacher Education, 9(1), Çelikten, M., Şanal, M. & Yeni, Y. (2005). Teaching profession and characteristics, Kayseri: Journal of Social Sciences Instuition in Erciyes University, 19, 2005/2 ( Çetin, F. (2009). Educational faculty students attitudes towards to Professional teaching knowledge courses, Journal of Educational Faculty Industrial Arts in Gazi University, Ankara, 25, Dikici, A., Yavuzer, Y., & Gündoğdu, R. (2006). Opinions of educational faculty graduated students related to educational sciences courses, Journal of National Education, 172, Ankara. Duhaney, D. (2001). Teacher education: Preparing teachers to integrate technology. International Journal of Instructional Media, 28(1), Duran, M. (2000). Examination of technology integration into an elementary teacher education program: One university s experience. Education, 121(4), Erden, M. (2007). Eğitim Bilimlerine Giriş (Introduction to educatinal sciences), Ankara: Arkadaş Media. Kavak, Y., Aydın, A., & Akbaba Altun, S. (2007). Training teacher and educational faculties, Media of Higher Education Council , Ankara. Kaya, Y. K. (1984). Our programme of training people: Policy / Education / Progress. Updated 4. Edition. Ankara: Circulating Capital Enterprise of Social Sciences in Hacettepe University. Kızılçelik, S. & Eser, M. (2000). Trainer s role in our program of teacher training, Researches of Education, October 2000, Küçükahmet, L. (1989). Teaching principles and methods, Publications of Gazi University, 137( 3), Ankara. Küçükahmet, L. (2000). Öğretmenlik Mesleğine Giriş (Introduction to teaching profession), Ankara: Nobel Publications. Okçabol, R., Akpınar, Y., Caner, A., Erktin, E., Gök, F. & Ünlühisarcıklı, Ö. (2003). Research of Teacher Training, Ankara: Eğitim Sen Publication. ÖSYM, (2010). Higher Education Statistics of Academic Year

68 Assessment of professional teaching knowledge B. Ozer & R. Kahramanoglu Özden, Y. (1999). Transformation in education and new values in education, Pegem A Media, Ankara. Rıza, E.T. (2000). Eğitim Teknolojisi Uygulamaları ve Materyal Geliştirme (Practice of educational technology and materials development), Ankara. Distrubition of Nobel Media. Sime, D., & Priestley, M. (2005). Student Teachers First Reflections On İnformation And Communication Technology And Classroom Learnimg: İmplications For İnitial Teacher Education. Journal of Computer Assisted Learning, 21(2), Şişman, M. (2008). Eğitim Bilimlerine Giriş ( Introduction to education science), Ankara: Pegem A Academy, 197. Temizkan, M. (2008). Research of Turkish student teachers attitudes towards to teaching profession, Journal of Turkish Educational Sciences, Ankara. Pages: Yanpar-Yelken, T., Çelikkaleli, Ö. & Çapri, B. (2007). Student teachers opinions towards to defining quality standarts of educational faculty (Example of Mersin University), Journal of Educational Sciences in Mersin University, Mersin. Edition 3, Issue 2, December 2007, Yıldırım, A., & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (Qualitative research methods in social sciences), Ankara: Seçkin Media. YÖK, (2006). s.4 // yeni_programlar. htm. İt is downloaded from this website February 22 th 2010 Varış, F. (1973). It is attributed to fiftieth anniversary of teacher training, Media of Educational Faculty in Ankara University, Ankara. -63-

69 Mevlana International Journal of Education (MIJE) Vol. 2(1), pp , 30 June, 2012 Available online at Analysis of PISA 2009 Exam according to some variables Murat Yalcin* Director of Education Research and Development Directorate(ERDD), Ankara, TURKEY Sevda Aslan Department of Educational Sciences, Kirikkale University, Kirikkale, TURKEY Ertugrul Usta Department of Computer& Instructional Technology, Mevlana University, Konya, TURKEY Article history Received: 16 March 2012 Received in revised form: 23 May 2012 Accepted: 28 May 2012 Key words: Within this research, maths, reading and science skills of the students at the age group 15 were aimed to be examined according to some variables in the scope of the Programme for International Student Assessment (PISA) Research was carried out with 4,996 students at the age group 15 and is patterned in screening model. One-way analysis of variance was used in data analysis. According to the research findings, a significant difference was obtained in students maths, reading and science skills with regard to their having quality time at home with their parents. In the comparison made by taking into account Parents education level and socio-economic status, a significant difference in the students maths, reading and science skills was found as well. PISA 2009, Mathematics Skills, Reading Skills, Science skills Introduction Individuals ensure their personal developments and keep up with the world via education. With respect to this, international exams are important indicators in the evaluation of an education system of a country. Programme for International Student Assessment (PISA), is one of the widest and biggest educational researches organized by Organization for Economic Co-Operation and Development (OECD). Within this research carried out once in three years since 2000, students (age group 15) acquisition level of skills which are necessary for taking place in the modern society have been assessed in OECD member states and the other participant states (nearly 90% of world economics). Additionally, the basic skills such as motivation and problem solving are accepted as criteria that establish the ground for self-guided learning and individual and independent study (EARGED, 2010). In the PISA project, the students who are at age group 15 and arrive in the end of their compulsory education have been subjects of PISA projects, not only their learning levels but also their * Correspondence: Ministry of National Education(MoNE), Education Research and Development Directorate(ERDD)Directorate. [email protected]

70 Analysis of PISA 2009 Exam M. Yalcin, S. Aslan & E. Usta competences in applying their learning outcomes in school life and out of school life, understanding the future conditions they will face, solving the problems, making estimations in unknown issues and benefitting from their knowledge and skills so as to make a judgement aimed to be determined (EARGED, 2010). PISA results is used for comparing students knowledge and skills with other countries including Turkey participating to this educational research, establishing standards for increasing educational level by means of average scores gained by countries and educational outputs, determining capacities to provide the highest level of equality of educational opportunities and the strengths and weaknesses of educational systems. Theoretical Framework When the literacy about PISA is examined, Berberoğlu ve Kalender (2005); have demonstrated that there are differences in regard school types rather than regional differences. Students need to be helped for using basic skills in their daily life. Anıl (2009); within PISA 2006, considering 15 age group students in Turkey; their success in science education stated that the most predictive variable was the fathers education. About being successful in PISA, Eraslan (2009) stated that we should focus on some factors such as teacher development program, traditional school life, cultural perspective to teaching as a profession, in-service teacher training. Sarıer (2010) showed that there are differences in regards to gender and regions according to PISA results. Examining equality of cross-cultural structure of survey questions for the field of science in PISA 2006, Çetin (2010) determined that parameters between cultures or countries have been changed. Turmo (2004) showed that there is a relationship between socio-economic status of families and students science literacy in his research. Ceylan (2009) revealed that high performing students have higher socio economic status when compared to high performing schools with low performing schools in PISA Ho (2010) showed that in his study differences in success arising from socioeconomic levels of students is being less in Hong Kong. Güzel and Berberoğlu (2010) used mathematic literacy to show the importance of effective parameters explaining students academic performance. When compared to the students in other countries, it has been determined that Turkish students have positive attitudes towards mathematics but the relation between these positive attitudes and better academic performance in education system has not been established. Akyüz and Pala (2010) have revealed that mathematics literacy has positive effects on problem solving skills. It has been found a positive relation between students attitudes towards mathematics and mathematics literacy. Among teachers representing Turkey and Greece, it has been found a negative significant relationship between teachers interests about students and mathematics literacy. In addition, it was determined that class discipline has positive effects on mathematics literacy in Turkey and Greece. Anagün (2011) regarding PISA 2006; has found that students selfperception for science learning and attitudes during teaching-learning process has no effect on science literacy. On the other hand, Aşkar and Olkun (2005) using PISA 2003 data, it was shown that access to computers in Turkey is below normal comparing OECD countries. Students who can access to computer in school have higher scores of solving mathematics and problems when compared to the students who have no access. Also students having computer in their house have higher scores of solving mathematics and problems when compared to the students who have no computer. PISA 2009 is the first application for reading skills as main area for Turkey. At the same time, student surveys of social, cultural, economic and educational issues have been applied in PISA In this study it is aimed to find out student s mathematics, reading and science literacy according to these situations: case of having time together with mother, case of having time together with father, status of mother s mandatory education and secondary education, status of -65-

71 Mevlana International Journal of Education (MIJE), 2(1); 64-71, June, 2012 father s mandatory education and secondary education, status of mother s graduation, status of father s graduation, status of mother s employment, status of father s employment. Methodology Researches aiming to describe the facts in the past or present as it is, are organized researches regarding descriptive model (Karasar, 2003). In this study it is revealed social, cultural, economic and educational student existing performance issues. Accordingly, this research is a study patterned descriptive model. Working Group The information used in this research is obtained from Turkish Ministry of National Education. The selection of the working group is determined by random selection from 170 schools via stratification of 12 statistical territorial unit grouped by 56 province and school types. The working group of the research is constituted by 4996 students currently studying in Primary, General High School, science school, Anatolian Teacher High School, Anatolian Fine Arts High School, Vocational High School, Anatolian Vocational High School, Technical High School, Anatolian Technical High School and Multi-Program High School of the students in the working group (48,9%, average of age =20,58, SD=1,57) are girls and the rest 2551 (%51.1, average of age=21.53, SD=1.62) are boys. Data Collection Instruments In this study students answers to PISA 2009 questionnaire are used. PISA 2009 student questionnaire contains a lot of information about students general properties (class, age, gender, etc ), students family infrastructure (case of spending time with mother/ father, status of parent s mandatory education and secondary education, status of mother s/ father s graduation, status of having computer for school lessons, having educational computer program, number of books). Furthermore this questionnaire contains questions about student s mathematics, reading and science literacy. Data Analysis In the statistical analysis of the data one-way analysis of variance techniques are used. In the case of the value of F was found significant, Scheffe test was used so as to determine the cause of the difference. Findings Below, students maths, reading skills and science average scores, and results are given in the circumstances of such as having time with mother at home, having time with father at home, mothers compulsory education and secondary education level, mother s graduation from a university, father s graduation from a university, mother s employment situation and father s employment situation. Tablo 1. Standard Deviation Distributions and Averages of Maths, Reading and Science skill points of the students. Graduation N Mean Sd. Maths Reading Science After examining the Table 1, it is found that the highest average score is for Reading skills whilst -66-

72 Analysis of PISA 2009 Exam M. Yalcin, S. Aslan & E. Usta the lowest average score is for Maths skills (446,91). Scores of students skills in relation to having time together with parents at home. Table 2. The averages, standard deviations and f values of the students skill scores in relation to the students having time together with their mothers at home. Having time with mother n=4130 Not having time with mother n=708 X S X S F p Mathematics ** Reading ** Science ** *p<.05, **p<.01 After examining Table 2, a significant difference was determined between the averages of maths, reading and science scores of the students depending upon their having time together with their mothers. Table 2. The averages, standard deviations and f values of the students skill scores in relation to the students having time together with their fathers at home. Having time with father n=3865 Not having time with father n=876 X S X S F p Mathematics ** Reading ** Science ** *p<.05, **p<.01 After examining Table 3, a significant difference was determined between the averages of maths, reading and science scores of the students depending upon their having time together with their fathers. Scores of students skills in relation to parents education level Table 4. The averages, standard deviations and f values of the students skill scores in relation to the students mothers education levels. Non Graduate Graduate of Graduate of Graduate of Graduate of F p n=655 Primary n=2369 Secondary High School High School n=849 (3B) n=31 (3A) n=867 X S X S X S X S X S Maths ** Reading ** Science ** *p<.05, **p<.01 After examining the Table 4, a significant difference is found between the students average scores in the case of the students mothers education level (compulsory and secondary education). According to the Scheffe test results which was done by taking into account the students mothers education level (compulsory and secondary education) in order to determine in which groups the difference between the maths scores exists, it is determined that the average of the mothers who are not graduate (x=404,25) from any of the schools; higher than the average of primary school graduates (x=438,47), secondary school graduates (x=448.58), high school graduates (3B) (x=396.09) and high school graduates (3A) (x=515.10). According to the results of Scheffe test results which was done in order to determine in which -67-

73 Mevlana International Journal of Education (MIJE), 2(1); 64-71, June, 2012 groups the difference between the reading skills scores exists, it is determined that the average of mothers who are primary school graduates (x=468,45), secondary school graduates (x=467.05), high school graduates (3B) (x=415.84) and high school graduates (3A) (x=525.61) are higher than mothers who are not graduate (x=425,62) from any of the schools. According to the results of Scheffe test results which was done in order to determine in which groups the difference between the science skills scores exists, it is determined that the average of mothers who are not graduates of any schools (x=426.80) is higher than primary school graduates (x=449.20), secondary school graduates (x=450.69), high school graduates (3B) (x= ) and high school graduates (3A) (x=510.74) Table 5. The averages, standard deviations and f values of the students skill scores in relation to the students mothers education levels. Non Graduate n=202 Graduate of Primary n=1667 Graduate of Secondary n=1178 Graduate of High School (3B) n=89 Graduate of High School (3A) n=1610 X S X S X S X S X S Maths ** Reading ** Science ** *p<.05, **p<.01 After examining the Table 5, a significant difference is found between the students average scores in mathematics, reading and science skills in the case of the students fathers education level (compulsory and secondary education). According to the Scheffe test results which was done by taking into account the students fathers education level (compulsory and secondary education) in order to determine in which groups the difference between the maths scores exists, it is determined that the average of the fathers graduates of primary school (x=426.34), secondary school (x=425.69), high school (3B) (x=435.76) and high school (3A) (x=496.96) higher than the average of who are not graduate from any of the schools (x=389.43). According to the results of Scheffe test results which was done in order to determine in which groups the difference between the reading skills scores exists, it is determined that the average of the fathers who are graduates of primary school (x=451.46), secondary school (x=454.19), high school (3B) (x=468.10) and high school (3A) (x=515.18) higher than the average of who are not graduate from any of the schools (x=400.34) As for science scores, it is determined that the average of the fathers who are graduates of primary school (x=439.91), secondary school (x=439.28), high school (3B) (x=443.05) and high school (3A) (x=495.06) higher than the average of who are not graduate from any of the schools (x=406.02) Scores of students skills in relation to parents graduation situations from a University Table 6. The averages, standard deviations and f values of the students skill scores in relation to the students mothers graduation situation from a University. Mother is a Graduate of a University n=238 Mother is not a Graduate of a University n=3975 X S X S F p Mathematics ** Reading ** Science ** *p<.05, **p<.01 F p -68-

74 Analysis of PISA 2009 Exam M. Yalcin, S. Aslan & E. Usta After examining Table 6, a significant difference can be seen between the averages of maths, reading and science scores of the students depending upon their mothers graduation situation from a University. Tablo 7. The averages, standard deviations and f values of the students skill scores in relation to the students fathers graduation situation from a University. Father is a university graduate n=611 Father is not a university graduate n=3586 X S X S F p Mathematics ** Reading ** Science ** *p<.05, **p<.01 After examining Table 7, a significant difference can be seen between the averages of maths, reading and science scores of the students depending upon their having time together with their mothers. Scores of students skills in relation to parents employment situation Table 8. The averages, standard deviations and f values of the students skill scores in relation to the students mothers employement situations. Unemployed n=3934 Looking for a job n=174 Part-time Job n=102 Full-time Job n=502 X S X S X S X S F p Mathematics ** Reading ** Science ** *p<.05, **p<.01 A significant difference can be seen between the averages of mathematics, reading and science skills scores of the students according to their mothers employment status (unemployed, looking for a job, part-time and full time) Table 8. The averages, standard deviations and f values of the students skill scores in relation to the students fathers employment situations. Unemployed n=1125 Looking for a job n=400 Part-time Job n=427 Full time Job n=2716 X S X S X S X S Mathematics ** Reading ** Science ** *p<.05, **p<.01 A significant difference is determined between the averages of mathematics, reading and science skills points of the students according to their fathers employment status (unemployed, looking for a job, part-time and full time) Discussion One of the findings from this research is skill score of mathematics, reading and science in PISA 2009 regarding time spending with mother/father shows significant difference. For a child, most important people within first social environment are his/her parents. As the child grows up and understands human relationships, s/he experiences sense of recognizing him/herself (Crow and Graham, 1973). In this way, s/he becomes more independent from him/her parent. Since increasing -69-

75 Mevlana International Journal of Education (MIJE), 2(1); 64-71, June, 2012 emotionally independency from parents is related more academic conformity, this was in accordance with the finding of this research. (Hoffman, 1984). According to parental educational status, parents not graduated from any school comparing parents graduated elementary, secondary, high school 3A-3B showed significant differences for skill score of mathematics, reading and science in PISA At the same time, according to parents graduating status from university, significant differences are found for skill score of mathematics, reading and science in PISA In general view as the level of education raises, skill score of mathematics, reading and science increases. Papanastasiou (2008) has determined that situation of parents education level is directly related with school performance. On the other hand, Anıl (2009) has revealed that father s education rather than mother s education is more predictive for the PISA result. This result of the study can be repeated with another study designed with qualitative research methods. On the other hand, according to parents employment situation, significant differences are determined for skill score of mathematics, reading and science. Also it is found that there is a significant relationship between student s socio-economical status and test results. (Ceylan, 2009; Ho, 2010; Turmo, 2004; White, 1982; White, Reynolds, Thomas ve Gitzlaff, 1993). It is convenient to think that as parents socio-economical status get better their children gets higher marks form exams. PISA 2009 is the first application for reading skills as main area for Turkey. Therefore there isn t any detailed comparison with past PISA applications. At the same time, showing little improvement for PISA 2009 is related effect of gradually changing between years for Turkey. In the light of the results of this research some suggestions are given below: In order to compensate the disadvantages deriving from the weak socio-economic working conditions of students parents, the educational possibilities and facilities of the students whose parents have better socio-economic conditions have to be clearly determined. Psychological Counselling and Guidance Services have to inform the students and raise their awareness about having more time with their parents. In the scope of Psychological Counselling and Guidance Services, organizing family meetings which explain parents contribution and support to the students development of maths, reading and science skills. References Akyüz, G. ve Pala, N. M. (2010). PISA 2003 sonuçlarına göre öğrenci ve sınıf özelliklerinin matematik okuryazarlığına ve problem çözme becerilerine etkisi [The effect of student and class characteristics on mathematics literacy and problem solving in PISA 2003]. İlkoğretim Online, 9(2), , Anagün, Ş. S. (2011). PISA 2006 sonuçlarına göre öğretme-öğrenme süreci değişkenlerinin öğrencilerin fen okuryazarlıklarına etkisi [The impact of teaching-learning process variables to the students scientific literacy levels based on PISA 2006 results]. Eğitim ve Bilim [Education and Science], 36(162), Anıl, D. (2009). Uluslararası Öğrenci Başarılarını Değerlendirme Programı nda (PISA) Türkiye deki Öğrencilerin Fen Bilimleri Başarılarını Etkileyen Faktörler [Factors effecting science achievement of science students in programme for International Students Achievement (PISA) in Turkey]. Eğitim ve Bilim, 34(152), Aşkar, P. ve Olkun, S. (2005). PISA 2003 sonuçları açısından bilgi ve iletişim teknolojileri kullanımı [The use of ICT in schools based on PISA 2003 data]. Eurasian Journal of Educational Research, 19,

76 Analysis of PISA 2009 Exam M. Yalcin, S. Aslan & E. Usta Berberoğlu, G. ve Kalender, İ. (2005). Öğrenci başarısının yıllara, okul trülerine, bölgelere göre incelenmesi: ÖSS ve PISA analizi [Investigation of student achievement across years, school types and regions: The SSE and PISA analyses]. Eğitim Bilimleri ve Uygulama [The Journal of Educational Sciences and Practice], 4(7), Büyüköztürk, Ş. (2005). Sosyal Bilimler için Veri Analizi El Kitabı. Beşinci Baskı. Ankara: Pegem A Yayıncılık. Ceylan, E. (2009). PISA 2006 sonuçlarına göre Türkiye de fen okuryazarlığında düşük ve yüksek performans gösteren okullar arasındaki farklar [Differences between low-and highperforming schools in scientific literacy based on PISA 2006 results in Turkey]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi [ Yuzuncu Yıl University Journal of Education Faculty], 4(2), Çetin, B. (2010). Cross-cultural structural parameter invariance on PISA 2006 student questionnaries. Eurasian Journal of Educational Research, 38, EARGED, PISA (Programme for International Student Assessment) 2009 Ulusal Nihai Rapor (National Final Report) 5 6 (2010), MoNE, Educational Research and Development Directorate (ERDD), Ankara. Eraslan, A. (2009). Finlandiya nın PISA daki başarısının nedenleri: Türkiye için alınacak dersler [Reasons behind the success of Finland in Pisa: Lessons for Turkey]. Necatibey Eğitim Fakültesi Fen ve Matematik Eğitimi Dergisi [Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education], 3(2), Crow, L. D. ve Graham, T. F. (1973). Human Development and Adjustment. New Jersey: Littlefield, Adams & Co. Ho, S. C. (2010) Assessing the Quality and Equality of Hong Kong Basic Education Results from PISA to PISA Frontier in Education, 5 (2), Hoffman, J. A. (1984). Psychological separation of late adolescents from their parents. Journal of Counseling Psychology, 31(2), İş Güzel, Ç. ve Berberoğlu, G. (2010). Students affective characteristics and their relation to mathematical literacy measures in the Programme for International Student Assessment (PISA) Eurasian Journal of Educational Research, 40, Karasar, Niyazi (2003). Bilimsel araştırma yöntemi-kavramlar, ilkeler, teknikler [Scientific research method-concepts, principles, technique]. 12. Baskı. Ankara: Nobel Yayın Dağıtım. Özenç, B. ve Arslanhan, S. (2010). PISA 2009 sonuçlarına ilişkin bir değerlendirme [Evaluation regarding PISA 2009 results]. Türkiye Ekonomi Politikaları Araştırma Vakfı Değerlendirme Notu. Papanastasiou, C. (2008). A residual analysis of effective schools and effective teaching in mathematics. Studies in Educational Evaluation, 34, Sarıer, Y. (2010). Ortaöğretime giriş sınavları (OKS-SBS) ve PISA sonuçları ışığında eğitimde fırsat eşitliğinin değerlendirilmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi [Ahi Evran University Journal of Education Faculty], 11(3), Turmo, A. (2004). Scientific literacy and socio-economic background among 15-year-olds: A Nordic perspective. Scandinavian Journal of Educational Research, 48(3), White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91,, White, S. W., Reynolds, P. D., Thomas, M. M. ve Gitzlaff, N. J. (1993). Socioeconomic status and achievement revisited. Urban Education, 28,

77 Mevlana International Journal of Education (MIJE) Vol. 2(1), pp , 30 June, 2012 Available online at The examination of the Public Personnel Selection Examination (PPSE) in the of light pre-service teachers opinions Sema ALTUN YALCIN* Department of Science Education, Erzincan University, Erzincan, Turkey Meryem OZTURAN SAGIRLI Department of Math Education, Erzincan University, Erzincan, Turkey Sinan YALCIN Science Institute, Ataturk University, Erzurum, Turkey Pasa YALCIN Department of Science Education, Erzincan University, Erzincan, Turkey Article history Received: 17 May 2012 Received in revised form: 01 June 2012 Accepted: 06 June 2012 The study was based on a qualitative research approach, and included a case study and content analysis. The study was conducted on a total of 131 students who studied Mathematic Education and Science Teaching, Department of Primary Education, Faculty of Education, Erzincan University, during the spring term of the educational year The purpose of this study is to evaluate the Public Personnel Selection Examination (PPSE) with all its dimensions in accordance with students opinions. An analysis was made of the 5 open-ended questions addressed to the students. It was concluded that the PPSE has certain limitations. Key words: The PPSE (KPSS), Pre-Service Teachers, Mathematic Education, Science Education Introduction There is measurement and evaluation at every stage of educational activities as there should be. Otherwise, it would not be possible to determine whether an educational activity is sufficient or whether or not it achieves its aim. Educational measurement provides the opportunity to determine the degree of readiness of students, to follow their development process, to give feedback, to determine the adequacy of education and training activities, to identify the sufficiency shortcomings of the curriculum, and to obtain data about the future. Various methods are used to measure student achievement in Turkey. At the end of each stage of education, the state holds central exams to measure students achievement and to place them in an * Correspondence: Sema ALTUN YALÇIN, Erzincan University, Department of Science Education, Erzincan, Turkey, [email protected]

78 The examination of the PPSE S.Altun Yalcin, M.Ozturan Sagirli, S.Yalcin & P.Yalcin appropriate section according to their score (Tümkaya, Aybek and Çelik, 2007). During the academic life, the grades obtained from these exams are considered an indicator of students competence. The students of faculties of education as well have obtained the right of education at that faculty through various central exams at earlier stages of their education. However, this series of exams do not end here and pre-service teachers have to sit for another examination to become teachers. Education is very important in creating a future vision for countries. As individuals who practice educational activities that are so important in the development of societies, teachers should have the knowledge, skills, equipment and capabilities required by their profession. The appointment of applicants with lower qualifications as teachers would disrupt educational activities and lead to the failure in achieving the short-term and long-term objectives of education. Occupations are exalted with experts. The profession of teaching gains its meaning thanks to those who have the qualifications in teaching. The training of pre-service teachers and the appointment process have been carried out in different ways throughout time depending on the conditions of Turkey (Kuru and Uzun, 2008). Some of these practices were the Reserve Officers Teacher Practice (1960), Substitute Teachers (1961), Initial Teacher Training (1970), Correspondence Teacher Education (1974), Accelerated Teacher Training Program (1975), Serving Military Service as Teachers (1987), mass appointment of anyone with a higher degree as teachers without further requirements (1996), and Distant English Education and Pre-School Teacher Training (1999) (Eraslan, 2004: 6; Açıl, 2010). Today, the appointment of teachers requires a selection process. The method applied in the selection of pre-service teachers is a series of multiple-choice exams. However, it would be right to points out that this system is towards screening rather than selection as these exams measure one or few aspects of the candidates and they do not use a grading system based on the quota or available positions (Bulut and Doğar, 2006; Kuru and Uzun, 2008). The examinations for the selection of pre-service teachers in Turkey are as follows: Teacher Proficiency Exam: A preliminary-selection exam organized between 1985 and 1991 by the Ministry of National Education for the appointment of teachers. Civil Service Exam: A central preliminary and selection examination held by the state in 1999 for appointment to any kind of state institution (including teacher appointments) (Gündoğdu et al., 2008). Public Professional Exam: A central selection examination held by the Student Selection and Placement Center (SSPC) in 2001 for appointment to any kind of state institution (including teacher appointments). It replaced the Civil Service Exam (Yüksel, 2003). Public Personnel Selection Examination: A central selection examination held for the selection of the individuals to be appointed to public service for the first time and for the pre-screening of the individuals who will later sit for a competitive examination to be appointed to professions at public institutions and organizations (The Official Gazette, 2002). This exam consists of two parts, namely, group A and group B. The Public Personnel Selection Examination (PPSE) is a central examination that selects the individuals who will be accepted to the entrance examination organized by institutions according to their own legislation for the positions in group (A), and determines the scores to be used for the placement of the individuals into the positions in group (B) (Official Gazette, 2002). The PPSE is a central examination held by the SSPC and used for determining the people who will be assigned as civil servants for the first time. Civil servant candidates can begin their professional career depending on the scores they get from this exam. Pre-service teachers who will be appointed -73-

79 Mevlana International Journal of Education (MIJE), 2(1); 72-87, June, 2012 for the first time as well can become a teacher after having sat for the PPSE. For the pre-service teachers, the PPSE is held in two sessions on Saturday morning and Saturday afternoon. The session on Saturday morning is composed of the General Ability and General Knowledge tests, and the Saturday afternoon session is composed of the Educational Sciences test. Those who obtain the minimum scores to be determined after the examination have the right to apply for the quota determined by the Ministry of National Education (Baştürk, 2007: 164). The PPSE is highly significant for pre-service teachers from a psychological, economic and social perspective. It is not the teacher but the state central examination system that decides the region of appointment, the capacity of the class and the circumstances under which s/he will work. In addition, what worries pre-service teachers more is to be appointed as a permanent staff or on contract as soon as possible, and passing successfully the PPSE to this end (Özsarı, 2008). For a teacher candidate, not being able to begin his/her professional career at an educational institution signifies, from an economic perspective, not earning money for at least one academic term; from a psychological perspective, failure at the end of a long and laborious educational life, and from a social perspective, lack of insurance or being considered from outsiders as an unemployed person despite his/her university (Üstüner, 2004). The pre-service teachers who do not want to go through all these negative experiences are enrolled to courses in order to pass the PPSE, postpone pursuing their interests, limit their social life, reduce the time spent with friends and put a significant effort in getting high scores from the PPSE. However, what needs to be done is not over with these efforts; the pre-service teachers need to obtain above a certain score to be appointed and they should make it to the quota in the ranking. The content and validity of the PPSE are questioned by many institutions and individuals. With this examination system, the appointment to some fields of study requires very high scores, while some others very low scores. In the end, the teachers appointed through these two groups of appointments are evaluated in the same category and the pre-service teachers chances either increase or decrease according to their fields of study. Due to all these aspects, the PPSE serves as a preliminary examination rather than a measurement exam. Despite its negative aspects, shortcomings, and criticism, the PPSE is still held (Yılmaz, 2010) and the employment of the teachers by the Ministry of National Education is based on the results of this examination (HEC, 2007). On 10 and 11 July 2010, the PPSE was held but the validity of the exam was called into question due to the claims about cheating and wangling of the questions. The SSPC stated through an online press release that the necessary investigations were carried out by the Police Department in some provinces and later it was decided to repeat the examination only partially, and the Educational Sciences Section of the examination was repeated on 26 September, 2010 (SSPC, 2010). With these developments, issues regarding the validity and reliability of the examination were raised again and debated, and the idea of a new exam was put forward. The authorities reported that there would be changes in the exam format but an official statement has not been made yet. This study aims to be informative about the possible changes in terms of content, format, method and timing towards alternative practices to the PPSE, and by taking students opinions as a reference, to examine this highly debated and criticized exam through its aspects that are adopted and non-adopted, functioning and nonfunctional, and its shortcomings. Purpose of the Study The purpose of this study is to evaluate all aspects of the Public Personnel Selection Examination through the opinions of pre-service teachers. These general purpose line; sub-goals of this study are: -74-

80 The examination of the PPSE S.Altun Yalcin, M.Ozturan Sagirli, S.Yalcin & P.Yalcin 1. Do pre-service teachers think an examination like the PPSE is necessary for teacher appointments, and why? 2. Do pre-service teachers think there could be a practice for the appointment of teachers instead of the PPSE? If you think so, could you explain the contents of this practice? 3. Do pre-service teachers think the PPSE measures the qualifications required by your field of study? 4. Do pre-service teachers think the PPSE is a fair examination? 5. Did what pre-service teachers heard about the 2010 PPSE in the media influence you? Method This study was conducted in accordance with the qualitative research approach, case study method was used (McMillan and Schumer, 2006) and content analysis was conducted. Case study takes place in an everyday environment such as a classroom, a neighborhood or an organization and aims at the holistic interpretation of the environment or events that are subject of the study. Content analysis aims at the conceptualization of the data collected, the organization of the data in a logical way according to the emerging concepts and the determination of the themes that explain the data according to this (Yıldırım and Şimşek, 2004: 227, 277). Participants of the Study The participants of this study were 131 pre-service teachers enrolled to the Educational Faculty Department of Elementary Education, Mathematics and Science Education during the spring semester of the academic year at a university in a medium-sized city in Turkey. 40 pre-service teachers from the department of mathematics education and 91 pre-service teachers from the department of science education participated in the study. Data Collection In this study, the students were asked to fill in a form, prepared in advance and composed of five open-ended questions, within a specific period of time. After the forms were collected, the students expressed their opinions and the unreadable and incomprehensible responses and the unanswered questions were excluded from the evaluation. The five open-ended questions in the study were prepared through interviews with students, news in the written and visual media, reading and examining scientific documents, and expert opinion in line with the purpose of the study. In order to ensure the content validity of the open-ended questions, the questions were examined by three experts in the relevant field and the necessary changes and corrections were made. In addition, a pilot study of the open-ended document was conducted with three students to determine the sequence and the format of the questions. Yıldırım and Şimşek (2006; 265) stressed that in qualitative studies, validity is assured through expert view, participant confirmation, and detailed descriptive methods, and reliability is achieved through consistency and confirmation analyses. In order to assure the validity of the current study, the findings were confirmed by three participants in the study group. In order to assure the reliability, the raw data collected in the study were provided to an expert, and the findings, evaluations and the suggestions were compared and contrasted with the expert s findings, evaluations and suggestions. Moreover, the findings of the study included the quotations which would reflect the general nature of the responses provided in the related theme, and every effort has been made to improve the quality of the study. -75-

81 Mevlana International Journal of Education (MIJE), 2(1); 72-87, June, 2012 Data Analysis This study obtained student opinions through five open-ended questions prepared in advance and the unreadable and incomprehensible responses and non-responses were excluded from the evaluation. The data were analyzed through content analysis, and similar data were grouped together with certain concepts and themes. This was done separately by three experts and the codes were later compared by the experts together to determine the consistency of the codes. It was observed that the codes were similar to a great extent. Together with the three experts, the excerpts at the bottom of each code were assessed one by one and the final version of the codes was prepared. The data were organized and interpreted according to the final version of the analysis. Results This section evaluates the answers given by the pre-service teachers during the semistructured interview question by question. Question 1: Do you think an examination like the PPSE is necessary for teacher appointments, and why? The pre-service teachers responses to this question were groups into three: positive (necessary), negative (unnecessary), and both positive and negative (both necessary and unnecessary). One teacher candidate did not respond the question and the non-response was excluded from the assessment. The categories and codes are presented in Table 1 below. Table 1. The Analysis of the Answers Given to Question 1 by Pre-service teachers Categories Codes Positive Screening Overcoming Proof Justice No Reason Answers inadequacies Frequency Negative An exam is not Limiting the It does not It should be Tired of No Answers necessary for quota measure teacher an applied examinations reason appointment proficiency examination Frequency Both Positive This exam should be held but it needs changes and Negative Answers Frequency 20 The positive response category was grouped under 5 codes. The response with the highest frequency in this group was screening with 40 responses. The pre-service teachers whose responses led to this code stated that an examination such as the PPSE is necessary due to the difference between the vacancies and the number of graduates, and furthermore, as the exam selects the best ones with the knowledge on the field of study and pedagogical training. Among the preservice teachers that formed the code screening, the teacher candidate with the code S21 told that such an exam is compulsory as it chooses the best candidates in terms of pedagogical knowledge and motivation, while the teacher candidate M29 state that the economic conditions in Turkey and the problems in the staff of institutions make such an exam necessary. 4 responses in the category of positive responses made up the code overcoming inadequacies. The pre-service teachers that formed this code staid that they were able to obtain the knowledge they could not get from the university or partially obtained from the university especially in the field of educational sciences through studying for the PPSE. The teacher candidate S35 reported that s/he could complete the subjects that s/he thought to be partial by studying for the exam. In this category, the responses of two pre-service teachers made up the code proof, while the responses of other two the code justice. The pre-service teachers thought such an exam is necessary to prove their skills and knowledge in the code proof and to ensure equity and balance between the candidates to be appointed in the code justice. -76-

82 The examination of the PPSE S.Altun Yalcin, M.Ozturan Sagirli, S.Yalcin & P.Yalcin In this category, one teacher candidate expressed the necessity of the exam without explaining the reason. The category of negative responses was made up by the responses of the pre-service teachers who thought that the PPSE is not necessary. The code an exam is not necessary for appointment had the highest frequency in this category with 17 responses. The pre-service teachers who formed this code stated that their aim in studying at faculties of education is to profess teaching in the future, so they studied in order to become teachers and received training for this purpose. Moreover, they said that their graduating from the university depends on whether they are successful or not at the end of this process, and thus, an extra examination is unnecessary. The pre-service teachers S32 and S62 whose responses made up this code stated that holding such an examination signifies distrust in university education and the teacher candidate M41 stated that the question whether the state trusts in the teachers it raises comes to mind. The code with the second highest frequency in this category was limiting the quota. The common aspect of 10 responses that made up this code was that the number of pre-service teachers at faculties of education is high and introducing a measure to limit the quota would abolish the need for such an exam. In the category of negative responses, 17 pre-service teachers made up the code there should be questions about the field of study. These pre-service teachers stated that there should be an examination in line with their education, that is, an exam composed of questions about their fields of study. In addition, they underlined that the questions in the PPSE are about subjects that would not be helpful in their professional lives. These pre-service teachers added that losing time for studying about the subjects they will not encounter in their future professional lives is unjust. The teacher candidate S24 explained this injustice as: As a science teacher candidate, I am evaluated by an examination that is not related to my own field of study. But for a social science teacher candidate, the exam is at least partially about the subjects s/he is trained in. The teacher candidate S16 states that this examination does not contribute to the knowledge to be used in the professional lives of teachers. In the category of negative responses, the responses of 6 pre-service teachers made up the code it does not measure teacher proficiency. This code was in general shaped by the idea that the PPSE does not measure the professional knowledge, and basic knowledge regarding the field of study and skills a teacher should have. The teacher candidate S57 expressed that the few questions that make up the PPSE are not sufficient to evaluate pre-service teachers. In addition, the teacher candidate S23 emphasized that as the exam is based on rote-learning, it cannot measure the teacher proficiency. The responses of three pre-service teachers in this category formed the code it should be an applied examination. These pre-service teachers stated that the exam should be able to measure both the knowledge and skills required by the profession of teaching. In this category, the responses by three pre-service teachers made up the code tired of examinations. They explained that they are constantly subject to a marathon of exams throughout their educational life, which makes them get tired, and that every phase of their lives should not consist of exams. The pre-service teachers S40 and S47 stated that the appointment could be made according to the students success level at the university and that this exam is not necessary in any case. In this category, 3 pre-service teachers underlined that the examination is not necessary, but did not give any reason. -77-

83 Mevlana International Journal of Education (MIJE), 2(1); 72-87, June, 2012 The category of both positive and negative responses was formed by the responses of the preservice teachers who considered the PPSE both necessary and unnecessary. The code with the highest frequency was this exam should be held but it needs changes with 20 responses. The preservice teachers S13, M39, and S44 stated that a four-year effort could not be measured in such a short time of two to three hours, and occasional exams should be held as one exam is not sufficient for the evaluation. The teacher candidate M49 told that the exam should be held but the students grade average should be taken into consideration, while the teacher candidate M50 stated that the exam should be held after the teachers receive proficiency and specialization training. Question 2: Do you think there could be a practice for the appointment of teachers instead of the PPSE? If you think so, could you explain the contents of this practice? The responses given by the pre-service teachers to this question were grouped after the analysis into five categories: re-arrangement of the current exam, suggestion for another exam, satisfaction with the exam, abstention and the futility of the exam. The categories and codes are presented in Table 2 below. Table 2. The Analysis of the Answers Given to Question 2 by Pre-service teachers Categories Codes Re-arrangement Inclusion of Inclusion of Inclusion of Grade Holding the Decreasing of the current knowledge of practice both field of average exams on the scores exam field of study study and different days practice Frequency Suggestion for Quota reduction Pre-service Grade Exam upon Multi-staged another exam exam average starting the exam university Frequency Satisfaction with the exam Frequency 18 Abstention Frequency 15 The futility of the exam Frequency 4 It is seen from the analysis of the responses given by the pre-service teachers to Question 2 that the majority of pre-service teachers (43 pre-service teachers) ask for the re-arrangement of the exam. In this respect, the change that most pre-service teachers advocated for is the inclusion of the knowledge of the field of study (22 pre-service teachers). Pre-service teachers agreed that if the exam includes questions related to their field of study, the examination results will be more objective. Moreover, 15 pre-service teachers believed that the inclusion of a practical part is necessary. The pre-service teachers who made up this code thought that it would be appropriate to test their proficiency in teaching. The teacher candidate M37 stated that such a practice would allow the moral evaluation of teachers, albeit it might lead to abuses such as favoritism. 10 pre-service teachers in the category of re-arrangement of the current examination thought that the inclusion of both the field of study and practice would be better. The response of the teacher candidate M39 in this code stated that the evaluation of pre-service teachers at a university different than the university which s/he graduated from would be better. 4 pre-service teachers who made up the code grade average stated that the grade average from the university should affect the eventual appointment and this score should be reflected in some way in the results of the PPSE. In this category, there is one teacher candidate who supported the change in the day of the examination, which is composed of two sections entitled general knowledge and general ability and held in the morning and in the afternoon of the same day. Moreover, in the code decreasing the scores, one teacher candidate stated that the minimum score used in the appointments should be decreased. The responses of 36 pre-service teachers formed the category suggestion for another exam. There -78-

84 The examination of the PPSE S.Altun Yalcin, M.Ozturan Sagirli, S.Yalcin & P.Yalcin were five codes in this category. 10 pre-service teachers stated that the authorities should decide whether a person can become a teacher or not before s/he spends several years in the teaching profession. The teacher candidate M42 stated that all pre-service teachers who graduated from the university should be appointed, and once appointed, they should be later evaluated during their services in terms of their performances by experts who will take the decision regarding whether they can perform this profession or not. 4 pre-service teachers suggested an interview to be held before starting the university. The pre-service teachers in this code explained that the pre-service teachers who are eligible to faculties of education could be interviewed by university authorities and the candidates with successful results from this interview should be given the right to direct appointment at the end of university education without a further examination. On the other hand, the teacher candidate M38 stated that only the graduates of teacher high schools should be accepted to education faculties, and that an interview upon graduation from education faculties could determine the appointment. The code grade average composed of the responses of 6 people indicated that appointment according to the university grade point average is a better practice than the PPSE. The responses of 12 student teachers who formed the code quota reduction suggested the reduction of the number of pre-service teachers accepted to faculties of education and supported that the acceptance of the necessary amount of pre-service teachers according to the needs of the country would prevent the masses waiting for appointment. 4 participants who made up the code multi-stage exam stated that a one-time exam cannot fully measure the qualifications of preservice teachers and suggested several exams held at various time intervals to measure different attributes of the candidates. The teacher candidate M17 stated that examinations that first evaluate the teachers in terms of education, then knowledge of the field of study, followed by practical skills, and lastly their personality should be organized. The teacher candidate S77 said that the exams should be held occasionally throughout their university education, while the teacher candidate S6 suggested that the first grade pre-service teachers at faculties of education take all courses, and if they are successful, an interview should be conducted which will determine whether they can obtain the right to study at that faculty. The category satisfaction consisted of 18 pre-service teachers. The pre-service teachers in this category expressed that the current exam is the best practice applicable under the present circumstances, and thus, they are satisfied with the current exam. 15 pre-service teachers abstained. These pre-service teachers stated that they had no idea about the answer to this question. However, it cannot be said that the pre-service teachers who make up this category are satisfied with the current examination. As stated by the teacher candidate M31, appointment according to a practice-based exam or grade average as well might lead to injustice, and thus, they could not make any suggestions. 4 pre-service teachers underlined the futility of the exam with their responses to Question 2. These pre-service teachers explained that they already have studied to become teachers, and thus, they cannot understand the meaning of being subject to such an examination. Question 3: Do you think the PPSE measures the qualifications required by your field of study? Please explain it with reasons. After the analysis, the responses of the pre-service teachers to this question were grouped into three: I think so, I do not think so, I think so and I do not think so. The categories and codes are presented in Table 3 below: -79-

85 Mevlana International Journal of Education (MIJE), 2(1); 72-87, June, 2012 Table 3. The Analysis of the Answers Given to Question 3 by Pre-service teachers Categories Codes I do not There is no Questions Field of Based on No Teacher It does not think so knowledge about field study and rotelearning opinion qualification measure regarding of study are practice cannot be general field of study not should be measured by knowledge sufficiently qualified included an examination Frequency I think so and I do not think so Yes to education, no to general knowledge Yes to education and field of study, no to general knowledge Frequency 19 3 I think so Sufficient Practice should be included Frequency 7 3 As shown in Table 3, there were 98 participants who thought that the PPSE does not measure the qualifications required for their own field of study in the category I do not think so. The reasons stated by the pre-service teachers in the category of I do not think so created the codes. 72 preservice teachers out of 98 stated that either there are no questions related to their field of study or the questions are not sufficiently qualified in the PPSE. 9 pre-service teachers stated that the questions related to field of study lack in quality. However, these 9 pre-service teachers are mathematics pre-service teachers. There are 30 mathematics questions in the general culture general ability section of the PPSE. The common point of the responses that made up this code was that the questions are too simple for pre-service teachers who are evaluated to become teachers. In the code field of study and practice should be included, 6 participants stated that the exam can be qualified if questions on field of study and practice are included in the exam, as underlined in the analysis of the previous questions. The teacher candidate M32 explained that the exam does not measure qualification but rather tests whether there is knowledge and added that there is need for questions related to the field of study and practice that could render this knowledge useful. 6 participants in this category within the code based on rote-learning told that the exam includes only certain courses and subjects and being successful in this exam is possible through memorizing these subjects, which does not mean that the exam measures the qualifications required by their field of study. Two candidate teachers who made up the code teacher qualification cannot be measured by an exam stated that measuring the qualifications of teachers through an examination is a meaningless measurement method, while the two pre-service teachers who formed the code no opinion explained that they did not want to comment on the issue as the examination is not towards the field of study. One teacher candidate in this category in the code it does not measure general knowledge stated that although there is a section on general culture, this section fails to achieve its aim. The second category of Question 3 was I think so and I do not think so. This category was composed of the responses of 22 pre-service teachers. 19 pre-service teachers out of 22 stated that the education science section of the exam measures the qualifications regarding their own field of study, while the general knowledge-general ability section does not measure them. Thinking this way, the teacher candidate M24 explained that the quality of the questions in the general knowledge-general ability section should be increased and the questions should not be at the level of the questions of the university entrance examination. The pre-service teachers M27, M28, M39 and M30 stated that the number of the questions about their field of study (mathematics) could be increased. All the three pre-service teachers in the I think so and I do not think so stated that the education science section measures the qualifications relevant to their field of study, and that in the general knowledge-general ability section, the general knowledge section measures the knowledge while the general ability does not. The teacher candidate M44 explained this view by stating that the questions we encounter in the mathematics section of the PPSE are not related to the courses -80-

86 The examination of the PPSE S.Altun Yalcin, M.Ozturan Sagirli, S.Yalcin & P.Yalcin we took at the university or to the subjects that will come up during out profession. Only 10 pre-service teachers in the category I think so told that the PPSE measures the qualifications related to their field of study. 7 pre-service teachers in this group thought that the current exam is sufficient without the further need to question it, while 3 pre-service teachers agreeing this suggested that a section on practice be included in the exam. Question 4: Do you think the PPSE is a fair examination? Please explain. The responses given by the pre-service teachers were grouped into three categories after the analysis: I think it is fair, I think it is unfair and I think it is partially fair. The categories and codes are presented in Table 4 below. Table 4. The Analysis of the Answers Given to Question 4 by Pre-service teachers Categories Codes I think it is Same examination conditions No reason stated fair Frequency 22 7 I think it is Chea Different No Quality It does not Not being unfair ting fields of reason of measure all appointed study, same examinatio n stated questio ns aspects of a teacher despite high scores State of the person during the examinatio n Nonsta ndard educati on Frequency I think it is partially fair If there are questions about the field of study If there is no cheating Frequency 4 2 Conditi ons of the examin ation centers As seen in Table 4, 29 pre-service teachers thought that the PPSE is a fair examination. While 22 pre-service teachers thought that the examination is fair as there are same examination conditions, 7 pre-service teachers did not state the reason for this opinion. The code I think it is unfair was composed of the responses of 94 pre-service teachers. This category was detailed with several explanations by the pre-service teachers. 38 pre-service teachers explained that the problems caused by cheating led to this thought. The pre-service teachers added that they have this opinion due to the possibility of canceling the 2011 PPSE caused by a cheating scandal. The pre-service teachers who made up the code different fields of study, same examination stated that evaluating pre-service teachers who graduated from different fields of study and thus who had different training by a common examination with the same questions is not fair. The teacher candidate M30 stated that pre-service teachers graduated from sciences have to study social sciences and vice versa, and the teacher candidate S20 told that the examination is not fair as s/he did not study social sciences after high school, and s/he had to study these subjects for the examination. 9 pre-service teachers stated that the examination is not fair but did not specify any reason. 6 pre-service teachers though the examination is unfair in terms of the quality and types of the questions within the code quality of questions. The teacher candidate M21 explained that the examination is unfair as it does not include knowledge of field of study or practice. 4 pre-service teachers thought the examination is unfair as it does not measure the proficiency of the candidate with all the aspects, while 3 pre-service teachers underlined that not being appointed despite the high scores the candidates get from the exam questions the fairness of the examination. 2 preservice teachers stated that the conditions of the people sitting for the examination might be different, which might lead to unfairness. These pre-service teachers emphasized that the right to become teachers cannot be evaluated within a short period and the psychological and physiological state might affect the outcome of the examination. For one teacher candidate, the reason for the unfairness of the examination is the appointment of teachers through the same examination despite the nonstandard education that pre-service teachers receive. -81-

87 Mevlana International Journal of Education (MIJE), 2(1); 72-87, June, 2012 The third category in Question 4 was composed of 6 pre-service teachers who thought that the examination is partially fair. Four pre-service teachers in this category stated that the examination can be fair if there are questions about the field of study of every candidate and 2 pre-service teachers explained that the examination can be fair if there is no cheating. Question 5: Did what you heard about the 2010 PPSE in the media influence you? The responses of the pre-service teachers to this question were grouped in 10 codes after the analysis. These codes are presented in Table 5 below. Table 5. The Analysis of the Answers Given to Question 5 by Preservice teachers Codes Frequency Change in the attitude towards the examination 28 Anxiety, worry, stress 26 No influence 20 Loss of trust 18 Anxiety about appointment 14 Difficulty of the examination 8 Possibility of a new examination 4 No opinion 3 Violation of personal rights 2 Prevention of cheating 1 Justice was done 1 As seen in Table 5, the most common influence of the news in the media on the pre-service teachers was a negative change in the attitudes towards the examination (28 teachers). The pre-service teachers stated that while they did not use to have any negative thoughts about the examination before the news, they were negatively affected by the news regarding cheating incidence in the PPSE. As Table 5 demonstrates, the second most frequent effect is the code anxiety, worry and stress with 26 pre-service teachers. This code was composed of pre-service teachers who felt insecure, anxious, stressed, worried and angry. The teacher candidate S65 stated angrily that people who benefit from favoritism or those who have money have every right. On the other hand, 20 preservice teachers stated that what they heard from the media itself did not lead to any positive or negative thoughts and that they were not affected. 18 pre-service teachers stated that they experienced loss of trust in the institution that holds the examination and the state. 14 pre-service teachers underlined anxiety about appointment. Within this code, the teacher candidate S52 explained that s/he realized how high the scores were and how little the number of the appointed was in fact, and thus, the difficulty of being appointed, which created anxiety. The news in the media created the idea that the examination is difficult for eight pre-service teachers, while for four pre-service teachers the possibility of a new examination or even an exam for each field of study in the future (teacher candidate S15). Three pre-service teachers did not express any ideas on this subject. One teacher candidate stated that the cancellation of the examination signified that justice was done and another teacher candidate said that cheating could be prevented. Discussion This study aimed to examine all aspects of the Public Personnel Selection Examination (PPSE) prepared by the Student Selection and Placement Center and used for appointing the preservice teachers who are graduates of faculties of education. Although the examination has been subject to both positive and negative criticism in the media and among teachers, students, academics and administrators, it has not been investigated through a scientific perspective. This study analyzed the opinions of pre-service teachers regarding the PPSE and obtained to the following results: Among 111 pre-service teachers in this study, 49 stated that an examination like the PPSE is necessary for the appointment of teachers, while 42 pre-service teachers thought that such an -82-

88 The examination of the PPSE S.Altun Yalcin, M.Ozturan Sagirli, S.Yalcin & P.Yalcin examination is unnecessary and 20 people considered it both necessary and unnecessary. In addition, among the pre-service teachers finding the examination necessary, 40 pre-service teachers explained that the screening for teacher appointments is possible only through this means. The preservice teachers who were positive about the examination stated that it provides them the opportunity to overcoming inadequacies by studying for the examination and to prove their knowledge and skills and it establishes a balance among the candidates to be appointed. Among the 42 pre-service teachers who found the examination unnecessary, 17 reported that an examination for appointment is not necessary, while 10 of them considered the examination unnecessary and suggested limitations be made for admissions to faculties of education, and 6 pre-service teachers noted that it does not measure teacher proficiency. 3 pre-service teachers thought the examination is unnecessary as it does not have a practice-based section, and three pre-service teachers stated that they are tired of examinations and want to be appointed with a system not based on examinations. 20 pre-service teachers said that they are not against the examination on the condition that some changes are made. These results demonstrate that there is no significant difference between the number of people who find the examination unnecessary and the number of people who find it necessary. Moreover, the pre-service teachers who find the examination necessary, unnecessary and who find it both necessary and unnecessary have logical reasons and explanations. In response to the question Do you think there could be a practice for the appointment of teachers instead of the PPSE?, 53 pre-service teachers out of 126 suggested re-arrangements be made in the current exam, 36 proposed an examination other than the PPSE, 18 told that they are satisfied with the examination, 15 did not state any idea, and four pre-service teachers stated the futility of the examination. The changes proposed by 53 pre-service teachers were inclusion of the knowledge of field of study, inclusion of both field of study and practice, inclusion of the university grade average, organization of the education science and general knowledge-general ability exams on different days and reduction of the minimum appointment scores. The new practices instead of the PPSE suggested by 36 pre-service teachers were reduction in the quota of faculties of education (12), holding a performance-based examination for teachers who are already pursuing their profession (10), appointment according to university grade average (6), examination held by university authorities upon acceptance to the university (4), examination that measure different qualification held at different time intervals, instead of a single examination (4). Among the responses to this question, the most noticeable aspect is that the vast majority of preservice teachers ask for changes in the content, structure, timing and criteria of the PPSE. On the one hand, the new examination formats suggested by the pre-service teachers instead of the PPSE are applicable, and on the other hand, the changes suggested by the pre-service teachers to be made in the current examination provide new perspectives. The proposal of the pre-service teachers advocating for appointment according to university grade average is in line with Bastürk (2007) who states that the PPSE ignores university education and it does not include sufficient number of questions on measuring professional knowledge of field of study. However, it is inconsistent with Bahar (2011) s statement that the university grade average is a significant predictor of the PPSE 10 score. Moreover, the proposal of the pre-service teachers for an examination held by university authorities is in line with the statements of Ataünal (200) explaining that the pre-service teachers who are placed at faculties of education without the necessary qualifications for the teaching profession either withdraw from the department or are unable to fulfill the requirements of the profession at an adequate level. This is particularly important when considered together with the suggestion of Açıl (2010) stating that those who are really willing to become teachers and successful at secondary school should be selected in the selection of students to the institutions that train teachers. 98 pre-service teachers among 126 responded to the question Do you think the PPSE measures the qualifications required by your field of study? with I do not think so. The reasons for this opinion -83-

89 Mevlana International Journal of Education (MIJE), 2(1); 72-87, June, 2012 were lack of questions related to field of study (72), questions about field of study are not sufficiently qualified (9), lack of both field of study and practice (6), an examination based on rotelearning (6), teacher qualification cannot be measured by an examination (2) and the examination does not measure general knowledge (1). Here, the responses of the pre-service teachers are in line with the responses given to Question 2. In the second question, there were in total 89 pre-service teachers, 53 asking for a change in the current examination and 36 suggesting a different examination instead of the current one. The reason that this number reached 98 could be those who did not comment in the second question or the comments of the pre-service teachers who considered the examination futile. Nevertheless, a striking point here is that 72 out of 98 pre-service teachers (74 %) think that questions on the knowledge of the field of study should be added to the examination. This result is in line with Bastürk (2007) who states that the pre-service teachers consider the PPSE insufficient for the selection of teachers. 10 pre-service teachers said that the examination measures the qualifications related to their field of study, while 7 of them found the examination sufficient in this sense, 3 of them thought that a practical section should be added. On the other hand, 22 pre-service teachers stated that the examination both measures and does not measure the qualifications required by their field of study. 19 pre-service teachers explained that the education science section of the examination measures the qualifications required by their field of study but the general knowledge-general ability section does not do so, while 3 pre-service teachers stated the opposite. The analysis of the responses to Question 3 shows that there are two responses related to the questions about field of study: lack of questions about field of study, and insufficient quality of questions about field of study. As the content of the general knowledge-general ability section of the PPSE is composed of mathematics, Turkish, history, geography and the Constitution, the students of mathematics education who participated in the study considered these questions of quality as they have questions about their own field of study, while the students of science education criticized the PPSE as they do not have questions directly related to their field of study. Moreover, it is not only the students of science education, but several departments about which there are no questions in the PPSE. As stated by Uras and Kunt (2006), the content of the PPSE is detached from the curricula taught at faculties and this leads to its insufficiency as a measurement instrument. Especially the last year curricula of faculties of education do not coincide with the PPSE (Eraslan, 2005). Responding to Question 4 about the fairness of the PPSE, 29 pre-service teachers stated that it is fair, while 94 pre-service teachers considered it unfair and six pre-service teachers partially fair. 22 out of 29 pre-service teachers who considered the examination fair explained that they are convinced of the fairness of the examination as it is held under same conditions, and 7 of them did not give any reason. The pre-service teachers who considered the examination unfair explained the reasons for this opinion as follows: cheating (38), it is wrong to evaluate people from different fields of study through the same exam questions (30), questions not having sufficient quality (6), the exam does not measure every aspect of teacher qualifications (4), the possibility of not being appointed despite high scores (3), psychological condition of the person during the examination (2), people with different university education tested through the same examination (1) and the physical characteristics of the examination centers that may or may not have the appropriate conditions for the examination (1). 9 pre-service teachers stated that the examination is unfair but did not explain the reason. Among 6 pre-service teachers considering the examination partially fair, 4 of them stated that inclusion of questions related to their own field of study would make it fair and 2 of them said the prevention of cheating would make it fair. According to these comments, it could be stated that the PPSE is not considered fair by 73% of the pre-service teachers and the reasons for them to think this way coincide partially with the reasons that make them think that the PPSE is not necessary in Question 1, that make them ask for the re- -84-

90 The examination of the PPSE S.Altun Yalcin, M.Ozturan Sagirli, S.Yalcin & P.Yalcin arrangement of the system in the PPSE in Question 2, and that make them state that the examination does not measure the qualifications related to the field of study in Question 3. Thus, common reasons expressed such as the lack of questions about field of study or their insufficient quality, lack of practice, and the exam not measuring teacher qualifications fully constitute the criteria if a change in the examination will be made. The factors that affected the fairness of the examination for the students are the cheating incident with the largest influence, and the cancellation of July 2010 PPSE due to the theft and distribution of the questions. Following the theft and the related news in the media, 28 pre-service teachers changed their attitude towards the exam, 26 developed feelings of anxiety, worry and stress, 20 were not affected, 18 lost their confidence, 14 started to have anxiety about appointment, 8 realized that the examination was more difficult than they used to think, 4 thought about the possibility of designing a new examination, 2 assessed the incident within the scope of violation of personal rights, 1 stated that cheating could be prevented, and 1 teacher candidate thought that justice was done through the cancellation of the examination. These results showed that while only 20 pre-service teachers stated that the news did not affect them adversely, the rest of the participants were affected negatively. Authorities could compensate the negative effects of this incident on students by taking the necessary measures regarding this issue and sharing them with the public. Conclusions This study was conducted with the participation of 131 students enrolled to Erzincan University, Education Faculty, Department of Elementary Education Mathematics and Science Teaching in the academic year The purpose of this study was to evaluate all aspects of the Public Service Personnel Selection Exam through student views. The study was conducted in accordance with the qualitative research approach, and case study method and content analysis were used. The results of the analysis of five open-ended questions asked to the students are as follows: There is no significant difference between the number of pre-service teachers who find the examination unnecessary and those who find it necessary. Moreover, the pre-service teachers considering the examination necessary, unnecessary, and those who find it both necessary and unnecessary have logical reasons and explanations. The vast majority of the pre-service teachers think that the PPSE is inadequate in the selection of teachers and ask for a change in the content, structure, time and criteria of the PPSE. The lack of questions about some fields of study or the insufficient quality of the questions, the lack of an applied section that measures teaching skills and the examination failing to measure fully the qualifications of teachers are the common reasons that should be taken into consideration if the examination will be changed in the future. The cheating incident and distribution of the exam questions adversely affected the majority of the pre-service teachers. Evidently, this study has some limitations due to the participant group. It is believed that the results of future studies conducted with the same purpose and different participant groups could help the institutions that design and hold the examination. References The Official Gazette No , dated 03/05/2002 Açıl, Ü. (2010). Öğretmen adaylarının akademik başarıları ile kpss puanları arasındaki ilişkinin çeşitli değişkenler açısından incelenmesi. Yüksek Lisans Tezi, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü, Hatay. [Examination of the relationship between academic success of teacher candidates and civil servant selection examination (KPSS) scores, in -85-

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