Abstract:

Teacher Training Programs (TTPs) are very essential for the professional development of language instructors since they are referred as a series of planned events or as extended programs of accredited or non-accredited learning and help instructors keep up with the recent developments in their field and remember their previous knowledge while upgrading it. Most of the English language instructors working at preparatory schools of universities receive some forms of teacher training for their professional development. On the other hand, little is offered in spite of the great changes in approaches, methods and techniques in language teaching. In order to investigate the system of current teacher training programs (TTPs) in preparatory schools of four foundation universities in Ankara, this descriptive study was designed and conducted with 348 EFL instructors and four teacher trainers working at the preparatory schools of four foundation universities in Ankara. The study was conducted in 2015-2016 academic year. The related literature was reviewed and three research instruments that would be used to collect the data were chosen accordingly. These instruments including a questionnaire, interviews with four teacher trainers and interviews with four EFL instructors were used to investigate the current system of teacher training programs. The quantitative and qualitative analysis of the data revealed that TTPs conducted at the preparatory schools of four Foundation universities in Ankara were not systematic.

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