2014 Uluslararası Lider Martılar Projeleri _No 7 2014 International ICT Leading Seagulls Projects #7

1. PROFESSIONAL GUIDANCE
FOR FUTURE ELT’ERS

2. …Pilots

3. Group Members:
• Damla Ozat
• Elif Nur Aytekin
• Yasemin Sert
Meeting time: Every Monday
evening @SimitSarayı,
@HisarCafe

4. CONTENT
• Presentation of the Group
• Definition of the Problem
• Literature Review
• Gannt Card
• Brainstorming
• Data Collection
• Results
• Fishbone
• Matrix diagram
• Pareto diagram
• Causes
• Solutions

5. Definition of the Problem
Why do FLED students need
‘Professional Guidance’?

6. Why did we choose this
problem?
This is our problem in the period of graduation.
We are suffering from uncertainity and we can’t
decide what to do after graduation.
It may stem from the lack of professional/career
guidance.
http://www.begincollege.com/top-5-tips-for-

7. What is guidance?
• Guidance is concerned with helping individuals
discover their needs, assess their potentialities,
develop their life purposes, formulate plans of
action and proceed to their realization. (Stone &
Shertzer, 1970)
Literature Review
http://www.elsdongolf.com/golf-instruction-books/

8. What is
professional/vocational/career
guidance?
• It is defined as the opportunities for choice that
society permits among educational and
occupational options. (Borow, 1973)
• While choosing a vocation, a clear
understanding of yourself, your aptitudes,
abilities, interests, ambitions, resources,
limitations and their causes is important.
(Gysbers, 1973)

9. • Career choice is a rational process which is
not determined by chance or social
position. The counselor’s job is to make the
student aware of alternatives and to
develop his ability to make rational
decisions (Willingham, 1972).

10. Brainstorming
 Do Boğaziçi University FLED students really
need this guidance?
 If yes, How much do they need?
 How should professional guidance be given?
 When should it be given?
http://timetowrite.blogs.com/creativitynow/2009/10/bonus-
10-brainstorming-guidelines-poster.html

11. Data Collection
Methodology and Participants
To answer these questions,
• We had interviews with 4 English teachers.
• We did survey with 40 students in our university.
We gathered 40 questionnaires consisted of 10
students from each grade. (1-4)

12. INTERVIEW QUESTIONS
• 1. Do you think FLED students in our university need
professional/career guidance? Why do you think so?
• 2. Have you taken any professional guidance in your
educational life? How did you decide to do this job?
• 3. In your opinion why do students feel lost or hesitant
about their future career?
• 4. Do you think guidance is the solution? And how
should the guidance be given?
• 5. Do you have other solutions?

13. 1. Do you think FLED students in our university need
professional/career guidance? Why do you think so?
«I think all teacher trainees need guidance concerning their
profession. This is a reality for all professions. While
starting a career, the gurus and/or more experienced
members of the related profession must be in touch with
the new ones.» Hayal Köksal (45+ years old, 35+ years
experience)

14. «Yes, I do, as the 1st-yr students I’ve taught in Fled 103
and 102 seem quite “lost” and do not seem to know about
our field or what they need to do to improve their
professional skills. In fact, most of the 4th-yr students I
teach also seem not to have developed their personal and
professional skills enough to be very competent or
confident in English or teaching.» Judy Monthie-Doyum
(45+ years old, 40+ years experience)

15. 2. Have you taken any professional guidance in your
educational life? How did you decide to do this job?
«My father was my first teacher in education and he always
supported me on the way of learning English. My mother
motivated me to be a teacher. My teachers of English were
my favourite teachers.»Hayal Köksal (45+ years old, 35+ years
experience)

16. «I admired a high school instructor very much and then
observed my university professors closely. I was quite
close to one professor in particular and asked her for
guidance and kept in touch with her for about 30 years.»
Judy Monthie-Doyum (45+ years old, 40+ years experience)

17. « At the Department of Basic English, when I first started
working there, I received a short pre-service course which
was very practical. A few years later, I attended a course in
England run by Adrian Doff. This course helped me plan
interactive lessons and adapt straight forward course book
activities so that they involved pair and group work. I have
attended VERY many conferences, presented workshops
and attended several additional courses until I retired»
Suzan Öniz ( 45+ years old, ?)

18. 3. In your opinion why do students feel lost or hesitant
about their future career?
«Teacher trainers, in recent years, as far as I follow, do not
set aside time for leading their teacher trainees. Their
academic concerns hold their time mostly. Furthermore,
lacking pre-service activities for the stduent teachers and
their not to be included in ELT professional seminars keep
them away from the main platform of the profession.»
Hayal Köksal (45+ years old, 35+ years experience)

19. «They don’t realize the opportunities at the university, and
they don’t seem to have anyone who knows them well
enough to advise them effectively. I think it’s very difficult
for a professor-advisor to have enough time and knowledge
about each advisee to be effective.»
Judy Monthie-Doyum (45+ years old, 40+ years
experience)

20. «I can only guess and so my guess is that today the way
students choose careers is very different from the ‘old’
days. Some young people make the wrong choice way at
the beginning and then they don’t embrace the profession. I
also suspect that during the 4 years of study, most
instructors these students encounter are not very
motivating or knowledgeable so some students’ already low
levels of motivation is killed off.» Suzan Öniz ( 45+ years
old, ?)

21. Survey
Grade:
Think about the given questions, and give points from1 to 4
(1=strongly disagree “SD”, 2=disagree “D”, 3=agree “A”,
4=strongly agree “SA”) to the each statement. Also please write
your ideas for the open ended questions.
1 2 3 4
1. I need some professional guidance for my future career.
2. I have decided what to do after graduation.
3. I want to continue in my own department (ELT).
4. I have enough information about my future professional
choice.
5. I have got enough professional guidance from my
department.
6. I am planning to continue studying/working in other
fields rather than ELT?

22. Question 1:I need professional guidance for my
future career.
70%
30%
Grade 1
Agree
Disagree
70%
30%
Grade 2
Agree
Disagree
80%
20%
Grade 3
Agree
Disagree
90%
10%
Grade 4
Agree
Disagre
e

23. Question 2: I have decided what to do after
graduation.
50%50%
Grade 1
Agree
Disagree
20%
80%
Grade 2
Agree
Disagree
40%
60%
Grade 3
Agree
Disagree
50%50%
Grade 4
Agree
Disagree

24. http://rosesdailyjournal.blogspot.com
.tr/2010/07/one-way-or-another.html

25. Question 3: I want to continue in my own
department (ELT).
80%
20%
Grade 1
Agree
Disagree
50%50%
Grade 2
Agree
Disagree
40%
60%
Grade 3
Agree
Disagree
40%
60%
Grade 4
Agree
Disagree

26. Question 4: I have enough information about my
future professional choice?
40%
60%
Grade 4
Agree
Disagree
50%50%
Grade 3
Agree
Disagree
40%
60%
Grade 2
Agree
Disagree
30%
70%
Grade 1
Agree
Disagree

27. Question 5: I have got enough professional
guidance from my department.
20%
80%
Grade1
Agree
Disagree
10%
90%
Grade 2
Agree
Disagree
0%
100%
Grade 3
Disagree
20%
80%
Grade 4
Agree
Disagree

28. Question 6: I am planning to continue
studying/working in other fields other than ELT.
80%
20%
Grade 4 Agree
Disagree
60%
40%
Grade 3
Agree
Disagree
80%
20%
Grade 2
Agree
Disagree
30%
70%
Grade 1
Agree
Disagree

29. Question 7: When should the guidance be given?
50%
20%
30%
Grade 1
Each year No need to guidance Before the problem arises
80%
20%
Grade 2
In 3rd and 4th grades Before the problem arises
30%
50%
20%
Grade 3
Each year In 3rd and 4th grades
Before the problem arises
70%
30%
Grade 4
Each year

30. Question 8: How should the guidance be given?
• Personally/face to face
• With conferences, seminars, counselors, pre-service
training
• Experienced graduates who work in different
departments
• Should be given by advisors, professionals, experts from
different departments,
• With additional/optional lectures

31. Question 9: What is the reason of such need?
• Lack of information about opportunities.
• Students are confused/doubtful about their future career
• There are many options but the students are not sure
about their choices. They feel hesitated and lost
• Job and life satisfaction, to be more proficient in field, to
see the positive and negative sides of different jobs, not
to get lost after beginning to profession

32. Why do FLED
students need
Professional
Guidance?
system
human
Peers
Parents
Instructors
Different options for ELT’ers
Variety of obligatory and
selective courses
Lack of guidance from
our university
Individual
ENVIRONMENT
Quota system
Social clubs
Financial concerns
Examination system
http://www.clker.com/clipart-happy-fish-bone.html

33. Human based Reasons
• Individual: Even if we know much about our options,
we may be indecisive.
• Peers: When friends come up with different future
plans, our interest goes to that one and then we
continuously change our minds.
• Instructors: They may not be very helpful in flow of
information about options.

34. • Parents
Our parents may be constantly telling us
what to do. They want us to have the job
that they want.
http://blessedexistence-blessed.blogspot.com.tr/2012/08/helicopter-parents-vice-of-over.html

35. System based reasons
• Variety of Selective Courses
and Quota System
There is much varience in
selective courses and when
we cannot add a course
because of quota restriction,
we try to find other courses to
complete our credits. These
courses may lead us to that
field.
http://listelist.com/troll-consent-request-talepleri/=

36. • Examination System
The exams by YÖK make us stressed and
reluctant. Because we don’t want to study days
and nights again, we look for private schools or
companies rather than state.
https://www.google.com.tr/search?q=kpss&newwindow=1&es_sm=93&sour
ce=lnms&tbm=isch&sa=X&ei=r5BwU_XGCoaoywPkzoHgAg&ved=0

37. • Lack of guidance from university
We don’t have much idea about what we can
do. We don’t have a special guidance system in
our department to provide this.
http://engageduniversity.blogs.wesleyan.edu/2013/09/13/all-about-
graduate-school-part-1-grad-school/

38. Environment based Reasons
• Different options For ELT’ers
FLED/ELT students have many options to follow.
We can work in state schools, private schools as
teachers, in human resources in private
companies, translation companies, etc.
http://eofdreams.com/teacher.html
https://www.google.com.tr/search?newwindow
=1&es_sm=93&biw=1024&bih=638&tbm=isch
&sa=1&q=human+resources+workers&oq=hu
man+resources+workers&gs_l=img.3..0i24l6.
4
https://www.google.com.tr/search?newwindow=1&es
93&biw=1024&bih=638&tbm=isch&sa=1&q=translat
rson&oq=translator&gs_l=img.1.1.0l10.9106.9106.0.

39. • Financial Concerns
Belief: We deserve a comfortable life as graduates of
Boğaziçi University. Then we need a job with high salary.
Thus, we look for it until we can’t find it 
Government does not pay much to teachers.
Private school does not pay much to inexperienced
teachers.
So what?

40. • Social Clubs
We are members of many different social clubs looking at
our interests. We have 37 social clubs in our university and
these variety can lead us to do different jobs.
http://boun101.blogspot.com.tr/2013/05/bogazici-university-sports-fest-2013.html

41. Matrix Diagram
Reason 1:
Environment
Reason 2: Human Reason 3:
System
Elif 5 4 7
Damla 4 3 7
Yasemin 7 4 6
Total 16 11 20
% 76 52 95

42. Pareto Diagram
0
5
10
15
20
25
Human System Environment
total
total

43. STEPS
March
1week
March
3.week
April
1.week
April
2.week
April
3.week
April
4.week
May
1.week
May
2.week
PLAN
Circle
Formation
Problem
Definition
Approval
Literature
Review
Cause
Strategy
Tools/Data
DO Interview
CHECK
Data Analysis
Suggestion
Conclusion
ACT Presentation
EXPECTED OBSERVED
GANNT CARD

44. Solutions
Information about vocations can be presented to the students
in many ways, either in group or individual situations. These
ways include:
• Career conferences, seminars, lectures
• Getting in contact with experienced graduates who work in
different departments
• Visits to places of employment
• (Crow & Crow, 1960)
• (survey results)

45. • Professional guidance and information about career
development can be incorporated in the curriculum. For
educational and practical reasons professional guidance
must be an integral part of the student’s formal education
in all grades. (Willingham, 1972)
http://www.assessmentsonline.co.za/career.asp

46. • «While starting a career, the gurus and/or more
experienced members of the related profession must be
in touch with the new ones.» (Köksal, 2014)
• «I am thinking of pairing my 4th-yr and 1st-yr students
for one semester or the whole year, so that the more
experienced students can help the ones who are almost
totally without experience of the university system in
general and our department in particular.» (Doyum,
2014)

47. • «İNGED (English Language Education association), the
FLE Departments of all faculties of Education should walk
hand-in-hand within this arena. Conferences, seminars,
even organizing such seminars by the student teachers
must be awarded and supported to prepare them for the
future profession.» (Köksal, 2014)

48. • Guidance can be given by extra additional classes by
our university instructors. (Survey Results)
• There should be helpful and practical induction or pre-
service programs along with user-friendly seminars after
the student starts to teach. (Öniz,2014)
• "Teacher Training Seminar” in which speakers who are
“expert” in the practicaI aspects of foreign language
education are invited. (Doyum,2014)

49. Conclusion
• Guidance at the university level would be beneficial both
for the individual for the society.(Öner & Yıldıran, 1991)
• Finally, with all possible professional guidance, each
student will be free to make his own career decisions
(Borow, 1973).
• Many factors influence our choices. But;
 Lack of knowledge
 Lack of guidance
These are the ones most prominents and easy to solve.
The solution is to help and guide; Professional Guidance.

50. Special Thanks to Dr. Hayal Köksal
http://www.hayalkoksal.com/blog/uploaded_images/Maritus-189-738817.JPG

51. References
• Imece Circles by Dr.Hayal KÖKSAL
• Borow, H. (1973). Career guidance for a new age.
Houghton Mifflin Company, Boston.
• Crow, L. D. & Crow, A. (1960). An introduction to
guidance. Second Edition. American Book Company,
New York.
• Gysbers, N. C. (1973). Career guidance. Charles A.
Jones Publishing Co., Ohio.

52. References
• Öner, N. & Yıldıran, G. (1991). Proceedings of the
symposium on guidance and career counseling at
the university level. Boğaziçi University, İstanbul.
• Sinick, D. (1970). Occupational information and
guidance. Houghton Mifflin Company, Boston.
• Willingham, W. W. (1972). Career Guidance in
Secondary Education. College Entrance Examination
Board, New York.

53. References
• Visual images
http://www.hayalkoksal.com/blog/uploaded_images/Maritus-189-738817.JPG
http://www.clker.com/clipart-happy-fish-bone.html
http://blessedexistence-blessed.blogspot.com.tr/2012/08/helicopter-parents-vice-of-
over.html
http://listelist.com/troll-consent-request-talepleri/
https://www.google.com.tr/search?q=kpss&newwindow=1&es_sm=93&source=lnms
&tbm=isch&sa=X&ei=r5BwU_XGCoaoywPkzoHgAg&ved=0
http://eofdreams.com/teacher.html
https://www.google.com.tr/search?newwindow=1&es_sm=93&biw=1024&bih=638&t
bm=isch&sa=1&q=human+resources+workers&oq=human+resources+workers&gs
_l=img.3..0i24l6.
https://www.google.com.tr/search?newwindow=1&es_sm=93&biw=1024&bih=638&t
bm=isch&sa=1&q=translator+person&oq=translator&gs_l=img.1.1.0l10.9106.9106.
0.