Abstract:
The purpose of the study was to investigate the graduate theses which were
conducted in the field of English language teacher education in Turkey between 2010
and 2016 through Casey’s teacher education framework and to identify the research
trends in the field. The findings were obtained through document analysis in this
qualitative study. 337 graduate theses were accessed through the National Thesis
Database of Council of Higher Education. The theses were categorized according to
Casey’s teacher education framework, years, types and research models. The findings
showed that independent teaching and initial teacher education program were the
most focused periods compared to readiness to teacher education and preparedness
for teaching periods. The findings also revealed that there was no information about
the research model in 69 theses. Finally, some suggestions including increasing the
studies focusing on neglected teacher education periods and considering rigor in
research designs of further theses were provided.
