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Enhancing the Quality of EFL Pre-Service Teachers' Selection and Induction Process: An Assessment Framework

Enhancing the Quality of EFL Pre-Service Teachers' Selection and Induction Process: An Assessment Framework

Harun Çiftci
Copyright: © 2024 |Pages: 14
ISBN13: 9781668494721|ISBN10: 1668494728|ISBN13 Softcover: 9781668494769|EISBN13: 9781668494738
DOI: 10.4018/978-1-6684-9472-1.ch015
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MLA

Çiftci, Harun. "Enhancing the Quality of EFL Pre-Service Teachers' Selection and Induction Process: An Assessment Framework." Design and Implementation of Higher Education Learners' Learning Outcomes (HELLO), edited by Kuntal Barua, et al., IGI Global, 2024, pp. 232-245. https://doi.org/10.4018/978-1-6684-9472-1.ch015

APA

Çiftci, H. (2024). Enhancing the Quality of EFL Pre-Service Teachers' Selection and Induction Process: An Assessment Framework. In K. Barua, N. Radwan, V. Singh, & R. Figueiredo (Eds.), Design and Implementation of Higher Education Learners' Learning Outcomes (HELLO) (pp. 232-245). IGI Global. https://doi.org/10.4018/978-1-6684-9472-1.ch015

Chicago

Çiftci, Harun. "Enhancing the Quality of EFL Pre-Service Teachers' Selection and Induction Process: An Assessment Framework." In Design and Implementation of Higher Education Learners' Learning Outcomes (HELLO), edited by Kuntal Barua, et al., 232-245. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-9472-1.ch015

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Abstract

The efficacy of any educational system for a nation depends principally on the quality of its teachers. Previous research also revealed that the stakeholders and pre-service EFL teachers are dissatisfied with the current selection and induction process by citing concerns regarding the validity of the assessment and the strict central policies in place. The primary aim of this framework, therefore, is to strengthen and enhance standardization. The first phase is a theory-based assessment that encompasses testing the field knowledge of EFL pre-service teachers. The second phase, skills-based assessment, is required following the provision of the TOEFL or EILTS exam results. The third phase, the internship-based phase, necessitates the strict cooperation of academicians at ELT departments of the universities and National Education. Lastly, the identification of the cumulative grade point averages of each phase will provide a final grade that will be used in the recruitment processes of EFL pre-service teachers.

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