Volume 04 Issue 01-2024
25
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
01
P
AGES
:
25-30
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study, titled "Mapping Progress: Evaluating the Professional Development Needs of Turkish as a Foreign
Language Teachers," engages in a comprehensive assessment of the perceived professional development
requirements within the realm of Turkish language instruction for non-native speakers. Employing a mixed-methods
approach, the research combines quantitative surveys and qualitative interviews to gather insights from Turkish as a
Foreign Language (TFL) teachers. The findings shed light on the specific areas of professional growth desired by
educators, informing future strategies for tailored development programs within the TFL teaching community.
KEYWORDS
Turkish as a Foreign Language (TFL), Professional Development, Language Instruction, Teacher Training, Educational
Assessment, Foreign Language Teachers, Mixed-Methods Approach, Qualitative Interviews, Quantitative Surveys,
Language Education.
INTRODUCTION
In the dynamic landscape of language education, the
professional development of teachers is a cornerstone
for ensuring effective and culturally sensitive
instruction. This study, titled "Mapping Progress:
Evaluating the Professional Development Needs of
Turkish as a Foreign Language Teachers," embarks on
Research Article
MAPPING PROGRESS: EVALUATING THE PROFESSIONAL DEVELOPMENT
NEEDS OF TURKISH AS A FOREIGN LANGUAGE TEACHERS
Submission Date:
January 01, 2024,
Accepted Date:
January 06, 2024,
Published Date:
January 10, 2024
Crossref doi
https://doi.org/10.37547/ajps/Volume04Issue01-05
Huseyin Badem
Hacettepe University, Ankara, Turkey
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 01-2024
26
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
01
P
AGES
:
25-30
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
a journey to assess the specific requirements and
aspirations of educators within the realm of Turkish as
a Foreign Language (TFL) instruction. As the demand
for learning Turkish as a foreign language continues to
grow, understanding and addressing the professional
development needs of TFL teachers become
imperative for fostering high-quality language
education.
Turkish, with its rich cultural heritage and strategic
geopolitical importance, is gaining prominence as a
sought-after foreign language for learners worldwide.
The effectiveness of TFL instruction hinges on the
continuous growth and adaptation of educators to
evolving
pedagogical
methodologies,
linguistic
nuances, and cultural contexts. This research aims to
fill a crucial gap by evaluating the professional
development needs perceived by TFL teachers, laying
the groundwork for tailored programs that enhance
their teaching capacities and enrich the learning
experiences of students.
Utilizing a mixed-methods approach, this study
combines the strengths of qualitative interviews and
quantitative surveys to gather comprehensive insights
from Turkish language educators. The integration of
both methods allows for a nuanced understanding of
the multifaceted professional development landscape
within the TFL teaching community. By mapping the
progress of TFL teachers in terms of their perceived
needs and aspirations, this research not only
contributes to the empirical knowledge base but also
serves as a guide for educational institutions,
policymakers, and professional development providers
in shaping targeted strategies.
As we embark on this exploration into the professional
development needs of TFL teachers, the findings
promise to offer valuable insights that can inform the
design and implementation of programs tailored to the
specific requirements of educators in the field.
Through a collaborative effort to address these needs,
we envision a more enriched and effective Turkish as a
Foreign Language education landscape, fostering
linguistic proficiency and cultural understanding
among learners globally.
METHOD
The research process for "Mapping Progress:
Evaluating the Professional Development Needs of
Turkish as a Foreign Language Teachers" unfolded
through a carefully structured and iterative approach,
aiming to capture the nuanced landscape of
professional development needs within the Turkish as
a Foreign Language (TFL) teaching community.
The initial step involved the purposive selection of
participants, drawing TFL educators from various
educational settings to ensure a representative
sample. The voluntary nature of participation was
emphasized, and informed consent was obtained from
educators willing to contribute to the study.
Volume 04 Issue 01-2024
27
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
01
P
AGES
:
25-30
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Qualitative insights were then gleaned through semi-
structured interviews, allowing for an in-depth
exploration of teachers' experiences and perceptions
of their professional development needs. The
interview process, characterized by open-ended
questions, facilitated a rich understanding of individual
perspectives and provided a foundation for identifying
recurrent themes.
Complementing the qualitative phase, a quantitative
survey instrument was developed and distributed
electronically to a broader sample of TFL teachers. This
survey incorporated structured questions using Likert
scales and multiple-choice formats, enabling the
quantification of responses and the identification of
overarching
trends
in
perceived
professional
development needs.
The data collection process, involving both interviews
and surveys, aimed at triangulating findings to enhance
the comprehensiveness and reliability of the study. The
flexibility in scheduling interviews and the electronic
distribution of surveys sought to accommodate the
diverse contexts and schedules of TFL educators.
Qualitative data from interviews underwent thematic
analysis, revealing key areas of professional
development needs and aspirations. Concurrently,
quantitative survey data underwent statistical analysis,
providing numerical insights into prevalent trends
among the TFL teaching community.
Triangulating these findings enabled a more
comprehensive understanding of the professional
development landscape for TFL teachers. The iterative
nature of the research process allowed for
adjustments and refinements, ensuring the depth and
breadth necessary for a robust evaluation of the
professional development needs within the Turkish as
a Foreign Language teaching community. The ethical
considerations,
including
informed
consent,
confidentiality, and adherence to ethical guidelines,
underscored the commitment to conducting rigorous
and respectful research within the TFL education
domain.
Participants:
The study engaged Turkish as a Foreign Language (TFL)
teachers from diverse educational settings, including
language institutes, universities, and cultural centers. A
purposive sampling method was employed to ensure
representation across different levels of proficiency,
teaching experience, and geographic locations.
Participation was voluntary, with educators providing
informed consent to be part of the study.
Qualitative Interviews:
Qualitative insights were gathered through semi-
structured interviews with TFL teachers. The interview
protocol was designed to explore teachers'
experiences, perceived professional development
needs, and aspirations within the context of Turkish
Volume 04 Issue 01-2024
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American Journal Of Philological Sciences
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2771-2273)
VOLUME
04
ISSUE
01
P
AGES
:
25-30
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
language instruction. The open-ended nature of the
interviews allowed for in-depth exploration of
individual perspectives and nuanced responses.
Quantitative Surveys:
A quantitative survey instrument was developed to
complement the qualitative data. The survey included
structured questions designed to assess a broader
sample of TFL teachers regarding their perceived
professional development needs. Likert scales and
multiple-choice questions were utilized to quantify
responses,
providing
statistical
data
for
a
comprehensive analysis.
Data Collection Process:
The data collection process involved scheduling and
conducting interviews with willing participants,
allowing for flexibility to accommodate diverse
schedules. Simultaneously, the survey was distributed
electronically, ensuring accessibility and convenience
for a broader range of TFL educators. The combination
of interviews and surveys aimed to triangulate
findings, enhancing the reliability and validity of the
study.
Analysis:
Qualitative data from interviews underwent thematic
analysis to identify recurrent themes and patterns. The
analysis involved coding responses to categorize key
areas of professional development needs and
aspirations. Quantitative survey data were subjected
to statistical analysis, including descriptive statistics
and inferential analyses, to identify prevalent trends
and correlations.
Triangulation of Findings:
The qualitative and quantitative findings were
triangulated
to
provide
a
comprehensive
understanding
of
TFL
teachers'
professional
development needs. By comparing and contrasting
insights from both data sources, the study aimed to
generate a holistic perspective, enriching the depth
and breadth of the research outcomes.
Ethical Considerations:
Ethical considerations were paramount throughout
the research process. Informed consent was obtained
from all participants, ensuring their willingness to
contribute to the study. Confidentiality and anonymity
were maintained, and the research design adhered to
ethical guidelines governing research involving human
subjects.
By employing a mixed-methods approach that
combines the depth of qualitative interviews with the
breadth of quantitative surveys, this study sought to
comprehensively
evaluate
the
professional
development needs of Turkish as a Foreign Language
teachers. The triangulation of findings ensures a robust
Volume 04 Issue 01-2024
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American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
04
ISSUE
01
P
AGES
:
25-30
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
understanding of the diverse perspectives within the
TFL teaching community.
RESULTS
The evaluation of professional development needs
among Turkish as a Foreign Language (TFL) teachers
yielded insightful findings, combining qualitative and
quantitative data sources. Through interviews and
surveys, key themes emerged, revealing the
multifaceted landscape of professional growth
requirements within the TFL teaching community.
Qualitatively, educators expressed a strong desire for
enhanced
training
in
innovative
pedagogical
approaches, cultural competency, and technology
integration. Quantitative analysis corroborated these
qualitative insights, emphasizing the consensus among
TFL teachers on the importance of targeted
professional development in these areas.
DISCUSSION
The discussion delves into the implications of the
identified professional development needs for Turkish
as a Foreign Language teachers. Educators' expressed
desire for innovative pedagogical approaches
underscores the importance of adapting teaching
strategies to engage diverse learners effectively. The
emphasis on cultural competency aligns with the
global nature of language instruction, emphasizing the
role of TFL teachers as cultural ambassadors.
Additionally, the call for technology integration in
language education reflects the evolving landscape of
instructional tools and the need to equip educators for
effective digital teaching and learning environments.
The study's findings are situated within the broader
context of language education, recognizing the
evolving demands placed on TFL teachers in a
globalized world. The discussion also explores
potential strategies and interventions to address the
identified needs, emphasizing the role of educational
institutions,
policymakers,
and
professional
development providers in fostering a supportive
environment for TFL educators.
CONCLUSION
In conclusion, "Mapping Progress: Evaluating the
Professional Development Needs of Turkish as a
Foreign Language Teachers" contributes valuable
insights to the ongoing dialogue on language
education.
The
study
provides
a
nuanced
understanding
of
the
diverse
professional
development needs within the TFL teaching
community, ranging from pedagogical approaches to
cultural competency and technology integration. The
comprehensive approach, integrating qualitative and
quantitative data, enhances the reliability and validity
of the findings.
The identified needs underscore the importance of
tailored professional development programs that
address the specific challenges and aspirations of TFL
Volume 04 Issue 01-2024
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American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
04
ISSUE
01
P
AGES
:
25-30
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
educators. By acknowledging and addressing these
needs, educational institutions and stakeholders can
empower TFL teachers to navigate the evolving
landscape of language education successfully. The
study invites further collaboration and research to
ensure ongoing support and growth within the Turkish
as a Foreign Language teaching community, ultimately
benefiting both educators and their students.
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