Akademik Veri Yönetim Sistemi
The 12th International ELT Research Conference, Çanakkale 18 Mart University, Çanakkale, Türkiye, 16 - 18 Mayıs 2022, (Özet Bildiri)
The present study aims to explore the attitudes of EFL
instructors toward in-service teacher training at a private university in Turkey
from both teachers’ and trainers’ perspective. The participants, who were
selected through convenient sampling, consist of native and non-native EFL
instructors (N=6) and teacher trainers (N=2). The data was collected via semi-structured
interviews with the teachers and Behavior Observation Rubric completed by
teacher trainers. First, teachers were observed in class and given feedback by
trainers, who completed the rubric evaluating the reactions of the teachers to
four categories: (1) Attitude to feedback, (2) Response to feedback, (3) Behavior,
and (4) Independent work. Next, teachers were interviewed about their
perceptions of the teacher training process. Interview data was analyzed
through content analysis, while descriptive statistics (frequency) was used for
the analysis of Behavior Observation Rubric scores. The findings indicated differences
between native and non-native EFL instructors. According to interviews, native EFL
instructors felt more enthusiastic about teacher training sessions compared to
non-native EFL teachers due to education background and cultural differences.
This was supported by the results from Behavior Observation Rubric which revealed
higher scores for native ELF instructors than for non-native instructors in
terms of attitude to feedback, response to feedback, behavior, and independent
work during the teacher training process.
Key Words: Native
vs. Non-Native EFL instructors, Teacher Training, EFL Teachers’ Attitude