Análise da formação e necessidades de desenvolvimento profissional de professores turcos de inglês como língua estrangeira no âmbito da avaliação linguística

Merve Bayram; İsmail Fırat Altay

doi:10.22633/rpge.v30iesp2.21397

Authors

Merve Bayram Hacettepe University https://orcid.org/0000-0002-5014-1341
İsmail Fırat Altay Hacettepe University https://orcid.org/0000-0003-0567-1818

DOI:

https://doi.org/10.22633/rpge.v30iesp2.21397

Keywords:

Language assessment literacy, Language testing and assessment, EFL teachers, Professional development, Teacher education

Abstract

This study examines the training and professional development needs of Turkish teachers of English as a foreign language (EFL) in the field of language testing and assessment (LTA). The participants were 100 practicing EFL teachers from different educational levels who completed an online questionnaire on Language Testing and Assessment. The instrument assessed both the training received and professional development needs across four dimensions of language assessment. The data were analyzed quantitatively using descriptive statistics. The results indicate that, overall, the teachers considered their prior training sufficient across the different dimensions of LTA, although variations were observed among the domains. The highest levels of training were reported in relation to test purposes, whereas the lowest levels concerned knowledge of testing and assessment. Despite considering their preparation sufficient, the participants reported basic professional development needs across all assessment dimensions, particularly regarding classroom-based assessment and the more technical and specialized aspects of language assessment.

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Author Biographies

Merve Bayram, Hacettepe University

Hacettepe University, Ankara – Turkey. Graduate School of Educational Sciences.

İsmail Fırat Altay, Hacettepe University

Hacettepe University, Ankara – Turkey. Faculty of Education, ELT Department.

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