Özet:

Despite the growing interest in student-teachers’ research engagement, little is known about the political significance and representation of research-oriented organization and pedagogies in pre-service English language teacher education (ELTE) programs. Likewise, in Turkey, the predominant scholarly discourse surrounding initial teacher education (ITE) has thus far focused heavily on issues other than the teaching of research knowledge and skills to would-be teachers. This paper attempts to address this gap in knowledge by proposing a preliminary exploration of the officially documented history of I(EL)TE reforms and curriculum development in Turkey through the lens of basic research-oriented teacher education principles. Key outcomes indicate that at the national level, explicit research orientation is underrepresented in the standardized ELTE curriculum and the justifications provided for its integration are nebulous and shallow. Incongruousness between the claims to intensified research-inclusive visions in teacher education and the corresponding manifestation of these in the curricula is a noteworthy conclusion.

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