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Effects of Doctorate Program on a Novice Teacher's Conceptualization of an Effective Teacher: a Case Study


Affiliations
1 Department of English Language Teaching, Faculty of Education, Cukurova University, Turkey
 

This case study, the framework of which is provided by Kelly's Personal Construct Theory, investigates how a female novice ELT teacher structures her constructs on the qualities of an effective teacher. Repertory grid, a cognitive mapping approach, based on Kelly's theory was used as an elicitation technique in the study. The study focused on four main questions. These are how the participant conceptualized an effective teacher, the meanings she attached to the constructs through which she portrayed an effective teacher, the participant's view of "Self" as a teacher, to what she attributed the evolution of these constructs and finally the probable role the program played on these changes, if any. The findings of the study reveal that although the participant's educational repertoire played a major role on the evolution of her theories, we find that theoretical knowledge does suffice to make a teacher an effective one. The study results indicate a need for improvement and change in teacher education at graduate and undergraduate teacher education programs.

Keywords

Teacher Education, Teacher Thinking, Personal Theories, Professional Development, Change.
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  • Effects of Doctorate Program on a Novice Teacher's Conceptualization of an Effective Teacher: a Case Study

Abstract Views: 92  |  PDF Views: 2

Authors

Gulden Ilin
Department of English Language Teaching, Faculty of Education, Cukurova University, Turkey

Abstract


This case study, the framework of which is provided by Kelly's Personal Construct Theory, investigates how a female novice ELT teacher structures her constructs on the qualities of an effective teacher. Repertory grid, a cognitive mapping approach, based on Kelly's theory was used as an elicitation technique in the study. The study focused on four main questions. These are how the participant conceptualized an effective teacher, the meanings she attached to the constructs through which she portrayed an effective teacher, the participant's view of "Self" as a teacher, to what she attributed the evolution of these constructs and finally the probable role the program played on these changes, if any. The findings of the study reveal that although the participant's educational repertoire played a major role on the evolution of her theories, we find that theoretical knowledge does suffice to make a teacher an effective one. The study results indicate a need for improvement and change in teacher education at graduate and undergraduate teacher education programs.

Keywords


Teacher Education, Teacher Thinking, Personal Theories, Professional Development, Change.