Native And Non-Native EFL Instrutor

Native and Non-Native EFL Instructors’ Perspectives/ attitudes toward Teacher Trainers in terms of Observation

Abstract

This paper aims to provide answers to research questions as follows; in what ways, if at all, might I foster Native and Non-Native EFL Instructors’ Perspectives toward Teacher Trainers in terms of Peer Observation at Private University in Turkey? And how do Teacher Trainers influence native and non-native EFL Instructors’ Perspectives on observations? By conducting both qualitative and quantitative study, which looks into the details of both native and non-native EFL teachers perspectives with 6 EFL instructors from an intensive English program at Şehir University. Participants ranged in age from 27 to 47 and they are from

According to Schön, there are two types of reflection while one of them occurs at that moment, the other occurs after the process. Involvement, participation, thinking individually, planning what to do next and responding, interfering directly when problem occurs can be regarded as the processes of Reflection in action. Meanwhile, thinking about what has happened, what went wrong or how would you do it in a different way next time are steps to be followed in reflection on action. (REFERENCES)

As Argyris and Schon (1974) stated, individuals have schemata in their cognitive structure related to how to arrange, execute and analysis their activities. They also hold opinion that, there are not many individuals who are cognizant about their schemata which help them to become involved in activities. Thereby, less individuals know about their schemata or hypotheses they do

Behind, there are many reasons related to these problems. The most fundamental one is significant differences between developed and undeveloped cities or areas of the country on the basis of school context, teacher background, curriculum and expectation. These profound differences shed light on better perceptions about teacher education in undeveloped cities/ regions of Turkey. (Çakıroğlu, 2003) However, there are quite a lot number of teachers who hold different radical perspectives toward teacher education. There are some teachers who are not reluctant at all to share their ideas, open to reflectivity, foster and promote their professional development skills on the basis of pedagogical knowledge even though some of them are at the risk of having ‘Burned out’ syndrome. Allright (2003) summarizes the following process that can be helpful for teacher education. 1. Shed light on confusing issues of classroom life to increase awareness; 2. Considering "harder" with different instructors (peers and/or co-participants, colleagues) inside and/or outside the classroom; 3. Participating more seriously to what is happening, as it is going on; and 4. Making arrangements for comprehension by receiving basic educational, pedagogical strategies to improve teacher’s understandings. To summarize, what matters is closely related to reflexively communicating and evaluating individual/group