Abstract
<p>The purpose of this study is to evaluate the views of German teacher trainers working in Turkey about their level regarding Reigeluth’s organizational strategies and to analyze their views in terms of gender, geographic region, seniority, and graduated high school variables. While the population of the study consisted of German teacher trainers working in the seven regions of Turkey in the 2014-2015 academic year, the sample of the study comprised 53 German teacher trainers who were selected voluntarily accepted to participate in the study. Data were collected through “Organizational Strategies of German Teacher Trainers Scale” developed by the researchers. As the Content Validity Index value (0.92) was larger than the Content Validity Criterion value (0.56), the items were expressed to be meaningful. The findings revealed the participants to have a high level of organizational strategies. The results regarding the variables were as follows: a) Gender difference was mostly observed favoring the male teachers, b) geographic region difference frequently appeared favoring the Marmara and Black Sea Regions, c) seniority difference was seen favoring the 16-20 year range, d) graduated high school difference was mostly observed as a statistically insignificant variable. In-service training programs encompassing all the regions of Turkey were suggested to be designed regularly and systematically for professional development of foreign language teachers.</p>
Highlights
The point that practically everyone agrees on in education that people have different learning needs, ways and paces
The participants’ views on the item 7, a non-parametric item, namely I activate the attention of students while teaching a lesson are at the Completely Agree Level on the 3-point Likert scale, with a mean of 2.70 (SD=.50)
This result indicates that German teacher trainers are pretty good at getting students’ attention during the lesson
Summary
The point that practically everyone agrees on in education that people have different learning needs, ways and paces. Education professionals have demonstrated an increasing interest in instructional design and related assessment instruments, instructional models and pedagogical techniques (Hall & Moseley, 2005), and in teachers’ professional development (Rosenfeld & Rosenfeld, 2008). An understanding of learning styles can increase teachers’ confidence and ability to incorporate varied instructional practices in a way that maintains an appropriate level of academic rigor (Noble, 2004). It is essential that teachers need to shape their approach to teaching and learning by developing a large repertoire of instructional strategies and use of them in varied settings to meet diverse students’ needs (Hall & Moseley, 2005). Teachers are expected to become proficient in differentiating instruction to make learning more meaningful, and to enhance student success (Honigsfeld & Schiering, 2004)
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