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Erasmus Öğrenci Hareketliliğinin Türk İngilizce Öğretmen Adayları Üzerine Etkisi: Kazanımlar ve Zorluklar

Year 2022, Volume: 24 Issue: 1, 174 - 185, 26.04.2022
https://doi.org/10.17556/erziefd.937616

Abstract

Günümüzün küreselleşen dünyasında eğitimin dinamikleri her gün değişmektedir. Bu durumun bir sonucu olarak Erasmus değişim programı Türk öğrenciler için yurt dışı eğitim tecrübesi edinmeyi daha kolay hale getirmiştir. Bu çalışmanın amacı, Türk ingilizce öğretmen adaylarının Erasmus değişim programının akademik, dil, sosyal, kültürel, kişisel ve kariyer gelişimlerine katkıları hakkındaki görüşlerini; ve Erasmus öncesinde, sırasında, sonrasında karşılaştıkları problemleri araştırmaktır. Bu çalışma ölçüt örneklem yöntemi ile belirlenen 37 İngilizce öğretmen adayının katılımıyla gerçekleşmiştir. Bu çalışmada karma yöntem kullanılmıştır. Önen (2017) tarafından hazırlanan çevrimiçi anket ve yarı yapılandırılmış görüşme yoluyla nitel ve nicel veriler toplanmıştır. Anketin ikinci bölümü nicel olarak analiz edilerken, yarı yapılandırılmış görüşmelerin içerik analizi için nitel veri analiz programı MAXQDA 2020 kullanılmıştır. Sonuçlar, katılımcıların Erasmus programından özellikle kişisel ve kültürel gelişim açısından yararlandığına inandıklarını ortaya koymuştur. Dil gelişimleri daha çok konuşma becerileri ve akıcılık konusunda gerçekleşmiştir. Aynı zamanda katılımcıların Erasmus sürecinde birçok problem yaşadıkları saptanmıştır. Katılımcılar, Erasmus öncesinde daha fazla problem yaşadıklarını belirtmiştir. Erasmus öncesinde yaşanan temel problemler bilgi eksikliği ve evrak işlerinden kaynaklanırken, Erasmus sırasında genellikle akademik ve finansal problemler yaşanmıştır. Bazı katılımcılar Erasmus hareketliliği sonrasında günlük hayatlarına adapte olmakta zorluk çektiklerini belirtmiştir. Bulgular ilgili litratür ışığında tartışılmış ve ileriki araştırmalar için öneriler sunulmuştur.

References

  • Aslan, B. & Jacobs, D. B. (2014). Erasmus student mobility: Some good practices according to views of Ankara University exchange students. Journal of Education and Future, 5, 57-72.
  • Aydın, S. (2012). I am not the same after my erasmus: A qualitative research. The Qualitative Report 17(55), 1-23.
  • Balay, R. (2004). Küreselleşme, Bilgi Toplumu ve Eğitim. Ankara University Journal of Faculty of Educational Sciences, 37(2), 61-82.
  • Bloom, D. E. (2008). Education in a globalized world. In Globalization and Education (pp. 59–78). Walter De Gruyter Incorporated. https://doi.org/10.1515/9783110207019
  • Bracht, O., Engel, C., Janson, K., Over, A., Schomburg, A., Teichler, U. (2006). The professional value of Erasmus mobility. Kassel, Germany: International Centre for Higher Education Research, University of Kassel.
  • Caner, H.N. (2019). Contributions of transnational education experiences of pre-service EFL teachers to their professional development. International Journal of Current Approaches in Language, Education and Social Sciences (CALESS), 1(1), 1-19.
  • Cantez, K. (2020). Investigating the contribution of the european union erasmus plus (Erasmus+) youth exchange projects to foreign language learning (Unpublished master’s thesis). Sakarya University: Sakarya. Retrieved from Council of Higher Education Thesis Center. (Accession No. 641070).
  • Creswell, J. W., Plano Clark, V. L., Gutmann, M., Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research, Thousand Oaks, CA: Sage, 209–240.
  • Çepni O., Aydın F., & Kılınç A. Ç., (2018). Erasmus programına katılan öğrencilerin yaşadıkları sorunlar ve çözüm önerileri: Fenomenolojik bir araştırma. Journal of Higher Education and Science, 8(3), 436-450. https://doi.org/10.5961/jhes.2018.285
  • Çiftçi, E. Y. (2016). Preparation for an international exchange program: a phenomenological analysis of prospective English language teachers’ lived and imagined experiences (Unpublished master’s thesis). METU: Ankara. Retrieved from Council of Higher Education Thesis Center. (Accession No. 439055).
  • Çiftçi, E., & Karaman, A. (2019). Short-term international experiences in language teacher education: A qualitative meta-synthesis. Australian Journal of Teacher Education, 44(1). http://dx.doi.org/10.14221/ajte.2018v44n1.6.
  • Endes, Y. Z. (2015). Overseas education process of outgoing students within The Erasmus Exchange Programme. Procedia-Social and Behavioral Sciences, 174, 1408-1414.
  • Engel, C. (2010). The impact of Erasmus mobility on the professional career: Empirical results of international studies on temporary student and teaching staff mobility. Belgeo. Revue belge de Géographie, 4, 1-16.
  • Ersoy, A., & Günel, E. (2011). Cross-cultural experiences through Erasmus: Preservice teachers’ individual and professional development. Eğitim Arastirmalari - Eurasian Journal of Educational Research, 42, 63-78.
  • European Commission (2012). Erasmus :changing lives, opening minds for 25 years. Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/18739
  • Fillmore, L. W. & Snow, C. E. (2000). What teachers need to know about language. Clearinghouse on Languages and Linguistics, 1-41. Retrieved from: https://files.eric.ed.gov/fulltext/ED444379.pdf
  • Huberman, M., & Miles, M. B. (2002). The qualitative researcher's companion. Thousand Oaks, CA: Sage Publications.
  • İlter, B. (2013). How do mobility programs change efl students’ point of view? Hacettepe University Jornal of Education, 44, 181-188.
  • Jacobone, V., Moro, G. (2015). Evaluating the impact of the Erasmus programme: skills and European identity, Assessment & Evaluation in Higher Education, 40(2), 309-328, DOI: 10.1080/02602938.2014.909005
  • Kaçar, I. G. (2021). A case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives. Eurasian Journal of Applied Linguistics, 7(1), 435–457.
  • Kızılaslan, İ. (2010). International Experiences of Turkish Student Teachers: A Multiple Case Study. Journal of ethnographic and qualitative research, 4, 108-114.
  • Knight, J. (2008). Internationalization: A decade of changes and challenges. International Higher Education, (50).
  • Kohn, M. P. (2015). The influences of Erasmus and Fulbright exchange programs from the perspectives of their participants (Unpublished doctoral dissertation). METU: Ankara. Retrieved from Council of Higher Education Thesis Center. (Accession No. 439232).
  • Maiworm, F., Steube, W., & Teichler, U. (1992). ECTS in its year of inauguration: The view of the students. Erasmus Monographs, 15(37), (ERIC Document Reproduction Service No. ED355903)
  • Osterhammel, J., & Petersson, N. P. (2005). Globalization: A short history. Princeton: Princeton University Press.
  • Önen, S. (2017). An investigation into the experiences of Erasmus students. Journal of Hasan Ali Yücel Faculty of Education, 14(1), (27), 339-367.
  • Özmen, H. (2019). Erasmus+ programlarının hoşgörü kültürü oluşturmada yeri ve önemi (Unpublished master’s thesis). Mardin Artuklu University: Mardin. Retrieved from Council of Higher Education Thesis Center. (Accession No. 563261).
  • Papatsiba, V. (2005). Student mobility in Europe: An academic, cultural and mental journey? Some conceptual reflections and empirical findings. International Perspectives on Higher Education Research, 3, 29-65.
  • Raikou, N., Karalis, T. (2010). Non-Formal and informal education processes of European lifelong learning programmes for higher education: The case of the Erasmus programme in a Greek Peripheral University. The International Journal of Interdisciplinary Social Sciences, 5(1), 103-113.
  • Teichler, U. (2001). Changes of ERASMUS under the Umbrella of SOCRATES. Journal of Studies in International Education, 5(3), 201-227.
  • Teichler, U. (2017). Internationalisation trends in higher education and the changing role of international student mobility. Journal of International Mobility, 5, 177-216.
  • Teichler, U. (2015). The impact of temporary study abroad. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad, 15–32. EuroSLA monograph series 4. Retrieved from http://www.eurosla.org/monographs/EM04/Teichler.pdf
  • Ünlü, I. (2015. Teacher Candidates’ opinions on Erasmus student exchange program. Educational Sciences: Theory & Practice, 15(1), 223-237.
  • Ward, H. H. (2015). Internationalization in Action: Connecting Classrooms: Using Online Technology to Deliver Global Learning, Special Edition, American Council on Education, Washington.
  • Yıldırım, R. & İlin, G. (2013). Some reflections on cultural adaptation of Turkish Erasmus students of ELT department. Çukurova University Faculty of Education Journal, 42(2), 111-121.
  • Yücelsin-Taş, Y. T. (2013). Erasmus Programında karşılaşılan sorunlar ve öneriler. Turkish Studies, 10, 763-770.

The Impact of the Erasmus Student Mobility on Turkish Pre-service EFL Teachers: Contributions and Challenges of the Experience

Year 2022, Volume: 24 Issue: 1, 174 - 185, 26.04.2022
https://doi.org/10.17556/erziefd.937616

Abstract

In today’s globalized world, the dynamics of education are changing each day. As a result of this situation, the Erasmus exchange program has made it easier for Turkish students to have study abroad experience. The primary goal of this study was to investigate the perceptions of Turkish prospective EFL teachers regarding the contributions of Erasmus exchange program to their academic, language, social, cultural, personal, and career development as well as the problems that they encountered before, during and after Erasmus mobility. The study was carried out with 37 Turkish prospective EFL teachers. Mixed methods design was adopted in the study. Data were collected via an online survey developed by Önen (2017) and semi-structured interview. The second part of the survey was analysed quantitatively and a qualitative analysis software called MAXQDA 2020 was used for the content analysis of semi-structured interview. Results revealed that the participants believed they benefited from Erasmus program mostly in terms of personal and cultural development. Their language development was mainly related to speaking skills and fluency. It was also found that participants encountered many problems in the Erasmus process. They believed that “pre-Erasmus” was the most problematic process. While a lack of information and paper work were the main problems encountered before the Erasmus, “during the Erasmus process” mainly academic and financial problems were encountered. Some participants experienced “post-Erasmus syndrome” after the Erasmus mobility. Findings are discussed in the light of related literature and suggestions for further research are presented.

References

  • Aslan, B. & Jacobs, D. B. (2014). Erasmus student mobility: Some good practices according to views of Ankara University exchange students. Journal of Education and Future, 5, 57-72.
  • Aydın, S. (2012). I am not the same after my erasmus: A qualitative research. The Qualitative Report 17(55), 1-23.
  • Balay, R. (2004). Küreselleşme, Bilgi Toplumu ve Eğitim. Ankara University Journal of Faculty of Educational Sciences, 37(2), 61-82.
  • Bloom, D. E. (2008). Education in a globalized world. In Globalization and Education (pp. 59–78). Walter De Gruyter Incorporated. https://doi.org/10.1515/9783110207019
  • Bracht, O., Engel, C., Janson, K., Over, A., Schomburg, A., Teichler, U. (2006). The professional value of Erasmus mobility. Kassel, Germany: International Centre for Higher Education Research, University of Kassel.
  • Caner, H.N. (2019). Contributions of transnational education experiences of pre-service EFL teachers to their professional development. International Journal of Current Approaches in Language, Education and Social Sciences (CALESS), 1(1), 1-19.
  • Cantez, K. (2020). Investigating the contribution of the european union erasmus plus (Erasmus+) youth exchange projects to foreign language learning (Unpublished master’s thesis). Sakarya University: Sakarya. Retrieved from Council of Higher Education Thesis Center. (Accession No. 641070).
  • Creswell, J. W., Plano Clark, V. L., Gutmann, M., Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research, Thousand Oaks, CA: Sage, 209–240.
  • Çepni O., Aydın F., & Kılınç A. Ç., (2018). Erasmus programına katılan öğrencilerin yaşadıkları sorunlar ve çözüm önerileri: Fenomenolojik bir araştırma. Journal of Higher Education and Science, 8(3), 436-450. https://doi.org/10.5961/jhes.2018.285
  • Çiftçi, E. Y. (2016). Preparation for an international exchange program: a phenomenological analysis of prospective English language teachers’ lived and imagined experiences (Unpublished master’s thesis). METU: Ankara. Retrieved from Council of Higher Education Thesis Center. (Accession No. 439055).
  • Çiftçi, E., & Karaman, A. (2019). Short-term international experiences in language teacher education: A qualitative meta-synthesis. Australian Journal of Teacher Education, 44(1). http://dx.doi.org/10.14221/ajte.2018v44n1.6.
  • Endes, Y. Z. (2015). Overseas education process of outgoing students within The Erasmus Exchange Programme. Procedia-Social and Behavioral Sciences, 174, 1408-1414.
  • Engel, C. (2010). The impact of Erasmus mobility on the professional career: Empirical results of international studies on temporary student and teaching staff mobility. Belgeo. Revue belge de Géographie, 4, 1-16.
  • Ersoy, A., & Günel, E. (2011). Cross-cultural experiences through Erasmus: Preservice teachers’ individual and professional development. Eğitim Arastirmalari - Eurasian Journal of Educational Research, 42, 63-78.
  • European Commission (2012). Erasmus :changing lives, opening minds for 25 years. Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/18739
  • Fillmore, L. W. & Snow, C. E. (2000). What teachers need to know about language. Clearinghouse on Languages and Linguistics, 1-41. Retrieved from: https://files.eric.ed.gov/fulltext/ED444379.pdf
  • Huberman, M., & Miles, M. B. (2002). The qualitative researcher's companion. Thousand Oaks, CA: Sage Publications.
  • İlter, B. (2013). How do mobility programs change efl students’ point of view? Hacettepe University Jornal of Education, 44, 181-188.
  • Jacobone, V., Moro, G. (2015). Evaluating the impact of the Erasmus programme: skills and European identity, Assessment & Evaluation in Higher Education, 40(2), 309-328, DOI: 10.1080/02602938.2014.909005
  • Kaçar, I. G. (2021). A case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives. Eurasian Journal of Applied Linguistics, 7(1), 435–457.
  • Kızılaslan, İ. (2010). International Experiences of Turkish Student Teachers: A Multiple Case Study. Journal of ethnographic and qualitative research, 4, 108-114.
  • Knight, J. (2008). Internationalization: A decade of changes and challenges. International Higher Education, (50).
  • Kohn, M. P. (2015). The influences of Erasmus and Fulbright exchange programs from the perspectives of their participants (Unpublished doctoral dissertation). METU: Ankara. Retrieved from Council of Higher Education Thesis Center. (Accession No. 439232).
  • Maiworm, F., Steube, W., & Teichler, U. (1992). ECTS in its year of inauguration: The view of the students. Erasmus Monographs, 15(37), (ERIC Document Reproduction Service No. ED355903)
  • Osterhammel, J., & Petersson, N. P. (2005). Globalization: A short history. Princeton: Princeton University Press.
  • Önen, S. (2017). An investigation into the experiences of Erasmus students. Journal of Hasan Ali Yücel Faculty of Education, 14(1), (27), 339-367.
  • Özmen, H. (2019). Erasmus+ programlarının hoşgörü kültürü oluşturmada yeri ve önemi (Unpublished master’s thesis). Mardin Artuklu University: Mardin. Retrieved from Council of Higher Education Thesis Center. (Accession No. 563261).
  • Papatsiba, V. (2005). Student mobility in Europe: An academic, cultural and mental journey? Some conceptual reflections and empirical findings. International Perspectives on Higher Education Research, 3, 29-65.
  • Raikou, N., Karalis, T. (2010). Non-Formal and informal education processes of European lifelong learning programmes for higher education: The case of the Erasmus programme in a Greek Peripheral University. The International Journal of Interdisciplinary Social Sciences, 5(1), 103-113.
  • Teichler, U. (2001). Changes of ERASMUS under the Umbrella of SOCRATES. Journal of Studies in International Education, 5(3), 201-227.
  • Teichler, U. (2017). Internationalisation trends in higher education and the changing role of international student mobility. Journal of International Mobility, 5, 177-216.
  • Teichler, U. (2015). The impact of temporary study abroad. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad, 15–32. EuroSLA monograph series 4. Retrieved from http://www.eurosla.org/monographs/EM04/Teichler.pdf
  • Ünlü, I. (2015. Teacher Candidates’ opinions on Erasmus student exchange program. Educational Sciences: Theory & Practice, 15(1), 223-237.
  • Ward, H. H. (2015). Internationalization in Action: Connecting Classrooms: Using Online Technology to Deliver Global Learning, Special Edition, American Council on Education, Washington.
  • Yıldırım, R. & İlin, G. (2013). Some reflections on cultural adaptation of Turkish Erasmus students of ELT department. Çukurova University Faculty of Education Journal, 42(2), 111-121.
  • Yücelsin-Taş, Y. T. (2013). Erasmus Programında karşılaşılan sorunlar ve öneriler. Turkish Studies, 10, 763-770.
There are 36 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Ayperi Sal İlhan 0000-0003-3445-2796

Gülşah Külekçi 0000-0002-1521-1826

Publication Date April 26, 2022
Acceptance Date March 21, 2022
Published in Issue Year 2022 Volume: 24 Issue: 1

Cite

APA Sal İlhan, A., & Külekçi, G. (2022). The Impact of the Erasmus Student Mobility on Turkish Pre-service EFL Teachers: Contributions and Challenges of the Experience. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 174-185. https://doi.org/10.17556/erziefd.937616