İngilizce öğretmenleri ve öğretmen adaylarının iyi bir eğitim ortamı sağlayan yedi ilkeye ilişkin uygulamalarının incelenmesi

This study aimed at exploring EFL pre-service and in-service EFL teachers' perceptions and implementations of the Seven Principles that were offered by Chickering and Gamson (1987) as a framework for high-quality education. The study followed a mixed research design. Both qualitative and quantitative data were obtained through surveys and interviews. A total of 102 in-service teachers and 204 pre-service teachers participated in the quantitative data collection phase. The quantitative data collection tools included a survey into the use of the seven principles for both groups of participants as well as a job satisfaction inventory for only in-service teachers. For the qualitative data collection phase, 8 pre-service and 10 in-service teachers were interviewed. The triangulation of both sets of data revealed consistency in most parts. The findings of the study revealed that the participants were, in general, in favour of the seven principles. However, a number of factors such as large class size, education system, overwhelming examinations, and heavy curriculum adversely impact the implementation of the seven principles. The data suggested that pre-service teachers were slightly more optimistic about realising their educational goals despite these challenges. In-service teachers, on the other hand, were more realistic about the issue and demanded radical changes in overall education system for their effort to yield fruitful results. The present study yielded a number of implications to increase the quality of foreign language education, which included additional in-service training for teachers, enhancement in curriculum, examination system, and teacher training programmes as well as physical conditions of schools. Key Words: seven principles, high-quality education, foreign language education, EFL teachers