Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 22 November 2021

CELTA Course from the Perspective of EFL Instructors: A Case Study

Tolga Çay, Cenk AKAY

Çağ University (Turkey), Mersin University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.04.392

Pages: 280-296

Keywords: CELTA, In-Service Training, EFL Instructor, Professional Development

Abstract

The aim of this study is to explore the CELTA course from the perspective of EFL instructors. A single case study of qualitative research methods is employed in the study. The sample consists of 6 EFL instructors working for a private university in Turkey. The quantitative data of the research was obtained through course evaluation survey. Qualitative data was gathered by open-ended questions and interview forms developed by the researcher and also with the documents. Descriptive analysis was performed to show evaluation of the course in the quantitative phase of the research. On the other hand, the content analysis method was applied in the analysis of qualitative data. As a result of the study, the CELTA course is useful for EFL instructors’ careers; nevertheless the course components and content should be redesigned considering andragogic principles. Moreover, EFL instructors were pleased to take the course at the end of the course although the course’s weaknesses.

References

  1. Aydın, B. , Sağlam, S. & Alan, B. (2016). Can CELTA qualification be the new bridge between pre-service and in-service education?: Perceptions of in-service teachers . ELT Research Journal, 5(2), 0-0.

  2. Birgün, M. (2020). Mapping the position of CELTA for professional development in Turkish context . Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (55), 128-144 . DOI: 10.21764/maeuefd.662965

  3. Borg, M. (2002). Learning to teach : CELTA trainees' beliefs, experiences and reflections.

  4. Candal, S.T. (2015).Great Teachers are Not Born, They are Made: Case Study Evidence from Massachusetts Charters

  5. Constantinides, M. (2011). Integrating Technology on Initial Training Courses: A Survey Amongst CELTA Tutors. International Journal of Computer-Assisted Language Learning and Teaching, 1(2), 55-71. IGI Global.

  6. Creswell, J.W. (2013) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th Edition, SAGE Publications, Inc., London.

  7. Cruz, R. S. N. (2018, November 17). Good teachers are made, not born. Inquirer. https://opinion.inquirer.net/117518/good-teachers-are-made-not-born

  8. Daizeabdao (2016, June 24). Good Teachers are not Born, They are Made. https://daisyabdao.wordpress.com/2016/06/24/good-teachers-are-not-born-they-are-made/

  9. Delaney, J (2015). The ‘dirty mirror’ of reflective practice: Assessing self- and peerevaluation

  10. on a CELTA course in Assessing Language Teachers’ Professional Skills and Knowledge, Cambridge: Cambridge University Press.

  11. Florkowska, K., 2018. The use of Concept Checking Questions in the EFL classroom: Reflections on the CELTA experience. Masters. Kingston University.

  12. Gülcan, M. & Kesli Dollar, Y. (2016). Turkish EFL Teachers’ and Administrators’ Perceptions of Short Teacher Training Courses: The Case of CELTA . Turkish Online Journal of English Language Teaching , 1 (2), 85-100 .

  13. Knapp, J. (2012, September 11). Op-ed: Good teachers are made, not born. The Seattle Times. https://www.seattletimes.com/opinion/op-ed-good-teachers-are-made-not-born/

  14. Knowles, M. S. (1984). Andragogy in Action. Applying Modern Principles of Adult Education. San Francisco, CA: Jossey Bass.

  15. Knowles, M. S. (1996). Adult learning. In R. L. Craig (Ed.), The ASTD training and development handbook: A guide to human resource development(4th ed.). New York: McGraw-Hill.

  16. Kurt, I. (2002). Yetişkin Eğitimi, Nobel Yayın Dağıtım, Ankara.

  17. Mackenzie, L. (2018). Teacher Development or Teacher Training? An Exploration of Issues Reflected on by CELTA Candidates. English Teaching & Learning 42247–271.

  18. Miles, M. B., & M. Huberman (1994). Qualitative Data Analysis: A Sourcebook of New Methods. Beverly Hills, CA: Sage Publications.

  19. McArdle, Á. (2019). What have Irish ESL teachers learned and how does it affect how they teach? Comparing international best practices with the CELTA and Irish ESL teachers’ experience in the classroom.

  20. O'Connor, B. (2011). Life after CELTA: a precarious transition into English language teaching (Doctoral Dissertation).

  21. Osae, C. (2017, February 22). Teachers are made, not born. Newtimes. https://www.newtimes.co.rw/section/read/208231

  22. Özdemir, M. (2010). Nitel Veri Analizi: Sosyal Bilimlerde Yöntembilim Sorunsalı Üzerine Bir Çalışma . Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi , 11 (1), 323-343 .

  23. Özturk, U., & Atay, D. (2010). Challenges of being a non-native English teacher. Educational Research, 1, 135-139.

  24. Rubin, H. J., & Rubin, I. S. (2005). Qualitative Interviewing: The Art of Hearing Data(2nd ed.). Thousand Oaks, CA: Sage.

  25. Sağ, Z. (2013). An exploration of the self-perceptions of NNEST participants on a CELTA course in Turkey.(Unpublished Master Dissertation). University of Brighton. Faculty of Arts. School Humanities.

  26. Sweeting, A. (2021). From “Cinderella” to “Sleeping Beauty”: Taking Pronunciation Instruction in the CELTA Course Beyond “Listen and Repeat” [University of the Sunshine Coast, Queensland].

  27. Tavşancıl, E. & Aslan, E. (2001). Sözel, Yazılı ve Diğer Materyaller için İçerik Analizi ve Uygulama Örnekleri. Epsilon Yayınevi, İstanbul.

  28. Thornbury, S., & Watkins, P. A. (2007). The CELTA course: Certificate in English language teaching to adults : trainee book. Cambridge: Cambridge University Press.

  29. UCLES/RSA. (1998c). What is CELTA? Candidate Information.Cambridge: UCLES IRSA Examinations Board.

  30. Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. İstanbul: Seçkin Yayıncılık.

  31. Yin, R. K. (2009). Case Study Research: Design and Methods(4th ed.). Thousand Oaks, CA: Sage Publications.