A Proposed model for an in service teacher development programme for Eastern Mediterranean University English Prepanatory School, Northern Cyprus

Abstract

Abstract Title: A proposed model for an in-service teacher development programme for Eastern Mediterranean University English Preparatory School, Northern Cyprus Author: Zehra Ergudenler Thesis Chairperson: Dr. Teri S. Haas Bilkent University, MA TEFL Programme Thesis Committee members: Ms. Susan Bosher Bilkent University, MA TEFL Programme Dr. Phyllis L. Lim Bilkent University, MA TEFL Programme This study investigated the current in-service programme for teachers at Eastern Mediterranean University English Preparatory School (EMUEPS) and proposed a model for an in-service teacher development programme based on current theory and teacher feedback about current practices. The subjects of the study were the teachers and tutors at EMUEPS. The study was a descriptive study and employed both quantitative and qualitative data analysis procedures. The researcher collected data through questionnaires, interviews, and document analysis. Four research questions were asked. The first research question asked whether the current in-service programme employed a teacher training (TT) or teacher development (TD) approach. The results indicated that the current in-service programme mainly utilises a top down approach which represents TT. The second question investigated the strengths and weaknesses of the programme. The findings showed that in the current in-service programme at EMUEPS teachers feelthat they contribute little in decision-making and have little investment in the programmes they are attending. The results also showed that teachers prefer less theory and more workshops on current classroom related problems. Most of the teachers maintained that they like the friendly attitudes of the tutors and stressed this as the main strength of the in-service programme. The third question asked whether the needs of the inexperienced and experienced teachers differ and the findings indicated that their needs do not differ. The fourth question asked what teachers would like to see in an in-service programme. Responses indicated that teachers would prefer a programme which focuses more on their classroom-related needs. They also pronounced that they would like to have more discussions and contribute more input and to do classroom investigations. The findings showed that teachers prefer an in-service programme which employs a TD approach and where they can contribute more to all aspects of the programme. The model which the researcher developed is an on-going teacher development programme which emphasises reflective teaching and classroom investigations.