%0 Journal Article
%T The Development of Cognitive and Affective Skills For Training Turkish Teacher as Foreign Language
%A Celile Eren £¿KTEN
%J -
%D 2018
%X Teaching Turkish as a foreign language is developing thanks to studies on bachelor¡¯s and master¡¯s levels. Teachers working in this field contribute by benefiting from academic studies and in-service training(s). Furthermore, there is a need for a teacher training programme in which field competences, learning areas and outcomes are determined, and assessment and evaluation criteria are positioned within a universal framework. In general, it is seen that teachers of Turkish as a foreign language create their own programmes; have difficulty in structuring the units, and therefore in developing relevant materials; are constrained by the textbook; teach grammar rules out of context; fail to follow a standard practice in assessing learning area outcomes aimed at language skills. This study sets out to identify how teachers of Turkish as a Foreign Language (TAFL) design the programme structuring process; how they decide on the textbook and materials; how they order lesson topics. We aim to contribute to teacher training within this field by helping them discover their cognitive and affective skills used in transforming their field knowledge during teaching. Departing from taxonomies developed by C.S. Peirce¡¯s (1931-1958) to perceive and interpret mode-context-meaning, we use the abductive reasoning techniques developed by Shank and Cunningham (1996) in order to identify how these skills are structured, and interpreted through application. The participants are eight teachers employed in T£¿MER at Y£¿ld£¿z Technical University. A purposive sample was generated for TAFL teachers who are the target population of this study. The participants studied the field fknowledge both on the BA and MA levels. They are a group of teachers suffering from the abovementioned problems, supporting in-service training and the development of a TAFL teacher programme. They were previously interviewed with regard to TAFL teacher training and provided with semi-structured questions in written and oral form. Followingly, new interviews were rescheduled with these teachers after studying the abductive reasoning techniques, and their lessons were observed and recorded in observation forms. We used the survey method (Karasar, 2014) to study the problem and dealt with its history and current situation considering all of its attributes. In conclusion, the study looks at how TAFL field knowledge is perceived and conceptualized; how it is transformed, and how instructive affordance is acquired. Field knowledge is re-interpreted and structured in the design of teacher programmes. The teacher is
%K Yabanc£¿ Dil Olarak T¨¹rk£¿e
%K £¿£¿retmen E£¿itimi
%K Bili£¿sel ve Duyu£¿sal Beceriler
%K Sezgisel £¿li£¿kilendirme Teknikleri
%U http://dergipark.org.tr/uefad/issue/37247/430140