Mandates, needs, equitable resources, and current research in English language teacher education: The case of Turkey

2014 IJRSE – Volume 3 Issue 2


Cepik, Saban
Zirve University, Turkey (

Polat, Nihat*
Duquesne University, Pittsburgh, USA (


Improving the quality of English language teacher education (ELTE) programs has become a major point of consideration; however, such programmatic evaluations are markedly rare. This study utilizes both numeric and interpretive qualitative data in a blended research design. The study addresses, vis-à-vis current research in related fields: What is the current situation of the Turkish ELTE programs in terms of curriculum strength and faculty resources? How do the program directors and teacher candidates envision the situation of their programs in terms of curriculum strength and faculty resources? Data included 45 ELTE curricula, interviews with 24 program directors and pre-service teachers, documents, and test scores. Findings revealed several significant associations between school type (public/private) and rank (low/high) and the number of faculty with expertise in critical areas in the field. Qualitative critical evaluations suggest both perceptual matches and mismatches between program directors and teacher candidates regarding programmatic strengths and weaknesses.

Keywords: nationwide program evaluation; teacher education; government mandates; curriculum analysis; administrators’ perceptions; pre-service teachers’ perceptions



*Corresponding Author