528 A Sytematic Review of English Curriculum Evaluation Studies in Turkey (Between 2005-2021)
Yıl: 2022 Cilt: 9 Sayı: 2 Sayfa Aralığı: 528 - 544 Metin Dili: İngilizce DOI: 10.30.900/kafkasegt.963984 İndeks Tarihi: 05-10-2022
528 A Sytematic Review of English Curriculum Evaluation Studies in Turkey (Between 2005-2021)
Öz: Updating and evaluating language teaching programs in Turkey is an important issue, which leads to this issue occupies an important place in the scientific field. This study aimed to determine the research trends in the postgraduate theses conducted to evaluate the English language curriculum developed and updated by the Ministry of National Education since the year of 2005. The study was based on the systematic review design and included 52 theses aiming to evaluate the English language curriculum between 2005 and 2021 years. The findings showed that most of the postgraduate studies aiming to evaluate the English language curriculum were carried out in the last five years, and targeted to evaluate 2012-2013 teaching programs especially designed for early age groups (such as 2nd, 4th and 5th grades). Although Eisner’s Educational Connoisseurship model is the most preferred curriculum evaluation model in postgraduate theses, a great number of theses were based on the elements and the effectiveness of the curriculum in practice. The theses were determined to adopt mixed methods and descriptive survey design, while teachers were preferred as the data source and the studies were carried out with a sample size of 1-50 participants without using the sampling method. The data of the study in postgraduate theses were collected mostly through surveys and interviews, and were analyzed with descriptive statistics and comparison tests. With this study, the general tendency or framework of studies evaluating language curriculum, one of the most preferred areas for curriculum evaluation studies, was revealed.
Anahtar Kelime: Türkiye’de İngilizce Dersi Öğretim Programlarını Değerlendirmeye Yönelik Yapılan Lisansüstü Tezlerin Sistematik Analizi (2005-2021 Yılları Arası)
Öz: Türkiye’de dil öğretim programlarının güncellenmesi ve değerlendirilmesi önemli bir konu olmakla beraber bu durum bilimsel alanda önemli bir yer işgal etmektedir. Bu çalışmada, 2005 yılından itibaren Milli Eğitim Bakanlığı tarafından hazırlanan ve güncellenen İngilizce öğretim programlarını değerlendirmek amacıyla yürütülen lisansüstü tezleri incelemek ve söz konusu tezlerdeki araştırma eğilimlerini sistematik olarak analiz etmek amaçlanmıştır. Bu kapsamda 2005-2021 yılları arasında İngilizce öğretim programlarını değerlendirmeyi konu edinen toplam 52 adet tez incelenmiştir. İncelemeler neticesinde İngilizce öğretim programlarını değerlendirmeyi konu edinen lisansüstü tezlerin büyük çoğunluğunun son beş yılda yürütüldüğü, yüksek lisans tezlerinin çoğunlukta olduğu, 2012-2013 yılında uygulamaya konulan ve özellikle erken çocuklukta dil öğretimine yönelik hazırlanan öğretim programlarını (2., 4. ve 5. sınıf) değerlendirmeye yönelik tezlerin ağırlıkta olduğu belirlenmiştir. Eisner'in Eğitsel Eleştiri modeli, lisansüstü tezlerde en çok tercih edilen program değerlendirme modeli olmasına rağmen, tezlerin büyük bir kısmında programın öğeleri ve uygulamadaki etkililiğine yönelik bir değerlendirme yaklaşımının söz konusu olduğu görülmektedir. Söz konusu tezlerin yöntemsel açıdan karma yöntem, betimsel tarama deseni ile yürütüldüğü, veri kaynağı olarak öğretmenlerin tercih edildiği ve örnekleme yöntemi kullanılmadan 1-50 kişiden oluşan örneklem büyüklüğü ile gerçekleştirildiği belirlenmiştir. Lisansüstü tezlerde veri toplama aracı olarak daha çok anket ve görüşme teknikleri tercih edilirken betimsel istatistik ve karşılaştırma testleri gibi istatistik tekniklerinin sıklıkla kullanıldığı gözlenmiştir. Bu çalışma ile program değerlendirmenin en sık yapıldığı alanlardan biri olan dil öğretim programlarını değerlendiren çalışmaların genel eğilimi veya görünümü ortaya çıkarılmıştır.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| ISNAD | SÜER, Sedef. "528 A Sytematic Review of English Curriculum Evaluation Studies in Turkey (Between 2005-2021)". (2022), 528-544. https://doi.org/10.30.900/kafkasegt.963984 |
| APA | SÜER S (2022). 528 A Sytematic Review of English Curriculum Evaluation Studies in Turkey (Between 2005-2021). KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ, 9(2), 528 - 544. 10.30.900/kafkasegt.963984 |
| Chicago | SÜER Sedef 528 A Sytematic Review of English Curriculum Evaluation Studies in Turkey (Between 2005-2021). KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ 9, no.2 (2022): 528 - 544. 10.30.900/kafkasegt.963984 |
| MLA | SÜER Sedef 528 A Sytematic Review of English Curriculum Evaluation Studies in Turkey (Between 2005-2021). KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ, vol.9, no.2, 2022, ss.528 - 544. 10.30.900/kafkasegt.963984 |
| AMA | SÜER S 528 A Sytematic Review of English Curriculum Evaluation Studies in Turkey (Between 2005-2021). KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ. 2022; 9(2): 528 - 544. 10.30.900/kafkasegt.963984 |
| Vancouver | SÜER S 528 A Sytematic Review of English Curriculum Evaluation Studies in Turkey (Between 2005-2021). KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ. 2022; 9(2): 528 - 544. 10.30.900/kafkasegt.963984 |
| IEEE | SÜER S "528 A Sytematic Review of English Curriculum Evaluation Studies in Turkey (Between 2005-2021)." KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ, 9, ss.528 - 544, 2022. 10.30.900/kafkasegt.963984 |
| ISNAD | SÜER, Sedef. "528 A Sytematic Review of English Curriculum Evaluation Studies in Turkey (Between 2005-2021)". KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ 9/2 (2022), 528-544. https://doi.org/10.30.900/kafkasegt.963984 |
