Abstract
In teacher education programs, one of the required attainments of any ideal pre-service teacher program is to enable pre-service teachers to be aware of research literacy competencies and have practice to improve such competencies during their education. This study aims at equipping the participants with the necessary critical skills and research literacy competencies and tries to investigate whether these implementations create awareness about this issue. This study has been conducted at Cukurova University with 60 second-year participants studying in the department of English Language Teaching in the 2018-2019 Academic Year Fall Semester. The data will be collected through a questionnaire, semi-structured interviews, and self-reflective reports. The results of this study will contribute to both the pre-service teachers’ professional development and the Teacher Education Programs regarding the importance of integrating critical awareness into research and their future classroom practices effectively.
Author Information
Meryem Mirioğlu, Çukurova Üniversitesi, Turkey
Cemile Bugra, Cukurova University, Turkey
Paper Information
Conference: ECLL2019
Stream: Professional development
This paper is part of the ECLL2019 Conference Proceedings (View)
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