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Pre- and in-Service Foreign Language Teachers’ Perceptions of Effective Teaching

Yıl 2018, Cilt: 26 Sayı: 4, 1135 - 1141, 15.07.2018

Öz

The field of
foreign language teaching and learning has been experiencing a shift of
paradigm; from traditional to more communicative and student-centered pedagogy.
However, how these changes are represented in the minds of both pre and
in-service teachers is still an area requiring examination. The interest in
teachers’ personal theories has sparked owing particularly to the possible outcomes
of these beliefs on the process of language learning and teaching. Therefore,
the main objective of this study was to identify and compare the ideals of both
pre- and in-service foreign language teachers’ perceptions regarding effective
teaching. 25 pre-service teachers in their senior year and 68 in-service
language teachers, 9 of whom were native speakers, responded to a questionnaire
(Brown, 2006). To gather in-depth data, randomly selected five pre-service and
five in-service teachers (two native, three non-native) were requested to write
a reflective essay.
The findings are
discussed along with pedagogical implications.

Kaynakça

  • Anker, W. (1992). Advice on language teaching from language teachers. English Teaching Forum, 30(4), 47-48.
  • Bell, T. R. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2).
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, pp 81-109. doi: 10.1017/S0261444803001903
  • Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language Annals, 29 (2).
  • Brown, A. V. (2006). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93.
  • Bryman, A. (2007). Integrating quantitative and qualitative research. Qualitative Research, Sage Publications, 6(1), 97-113.
  • Bush, M., & Teeny, R. (Eds.). (1997). Technology-enhanced Language Learning. Lincolnwood, IL National Textbook Co.
  • Calderhead, J. (1997). Towards a research base for the development of teacher education in Europe. The 1996 SERA Lecture.
  • Cooper, P. & McIntyre D. (1998). Effective Teaching and Learning: Teachers’ and Students’ perspectives. Open University Press. USA: McGraw-Hill Education.
  • Cresswell, J. W. & Clark, V. L. P. (2011). Designing and Conducting Mixed Methods Research. Sage Publications.
  • Çubukçu, F. (2010). Student teachers’ perceptions of teacher competence and their attributions for success and failure in learning. The Journal of International Social Research, 3(10).
  • Douglas, D. (1999). Assessing Languages for Specific Purposes. Cambridge, UK: Cambridge University Press.
  • Dunkel, P. (Ed.). (1991). Computer-assisted Language Learning and Testing: Research Issues and Practice. New York: Newbury House.
  • Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics. Sage Publications.
  • Genessee, E. (1998). Content-based instruction. In M. Met (Ed.), Critical issues in early second language learning (pp. 103-105). Glenview, IL: Scott Foresman- Addison Wesley.
  • Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72(3), 283-294.
  • Korur, F. & Eryilmaz, A. (2012). Teachers’ and students’ perceptions of effective physics teacher characteristics. Eurasian Journal of Educational Research, 46.
  • Lafford, P. A., & Lafford, B. A. (1997). Learning language and culture with Internet technologies. In M. D. Bush & R. M. Terry (Eds.), Technology-enhanced language learning (pp. 215-262). Lincolnwood, IL: National Textbook Co.
  • Lange, D. L. (1999). Planning for and using the new national culture standards. In J. K. Phillips & R. M. Terry (Eds.), Foreign language standards: Linking research, theories, and practices (pp. 57-135). Lincolnwood, IL: National Textbook Co.
  • Leaver, B. L., & Stryker, S. B. (1989). Content-based instruction for foreign language classrooms. Foreign Language Annals, 22.
  • Lee, J. E., & Van Patten, B. (2003). Making communicative language teaching happen. New York: McGraw Hill.
  • Liskin-Gasparro, J. (1996). Assessment: From Content Standards to Student Performance. In R. C. Lafayette (Ed.), National standards: A catalyst for reform (pp. 169-196). Lincolnwood, IL National Textbook Co.
  • MacKay, R., & Palmer, J. D. (1981). Languages for Specific Purposes: Program Design and Evaluation. Rowley, MA Newbury House Publishers.
  • Miles, M. B. & Huberman, A.M. (1994). Qualitative Data Analysis: A Sourcebook of New Methods (2nd ed.). Thousand Oaks: Sage.
  • Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E. & James, T. L. (2002). Pre-service teachers' educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational Research, 96(2), 116-127.
  • Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge, UK: Cambridge University Press.
  • Pennington, M. C. (1996). The Power of CALL. Houston, TX: Athelstan.
  • Roberts, J. (1998). Language Teacher Education. Arnold: London.
  • Savignon, S. J. (1998). Communicative Competence: Theory and Classroom Practice. New York: McGraw Hill.
  • Tok, H. (2010). Comparing Teachers’ and Students’ Perceptions of Effective Foreign Language Teaching: A case study in Turkey. International Conference on New Trends in Education and Their Implications, Antalya-Turkey.
  • Wennerstrom, A. K. & Heiser, P. (1992). ESL student bias in instructional evaluation. TESOL Quarterly,26, 271–288.
  • Witcher, A., Onwuegbuzie, A. & Minor, L. (2001). Characteristics of effective teachers: Perceptions of pre-service teachers. Research in the Schools, 8(2), 45-57.

Hizmet Öncesi ve Hizmet Içi Yabanci Dil Öğretmenlerinin Etkili Öğretim Hakkindaki Düşünceleri

Yıl 2018, Cilt: 26 Sayı: 4, 1135 - 1141, 15.07.2018

Öz

Yabancı Dil Öğretimi
ve öğrenimi son yıllarda geleneksel yaklaşımdan daha çok iletişime dayalı ve
öğrenci merkezli yaklaşıma yönelmektedir. Ancak, bu değişimin hizmet öncesi ve
hizmetiçi öğretmenlerin zihninde nasıl yeraldığı hala araştırılması gereken bir
alandır. Öğretmenlerin kişisel teorilerine olan ilgi bu inançların dil öğrenimi
ve öğretimi sürecindeki olası sonuçları sayesinde artmıştır. Bu nedenlerden
dolayı, bu çalışmanın temel amacı, hizmet öncesi ve hizmetiçi yabancı dil
öğretmenlerinin etkili öğretimle ilgili düşüncelerini araştırmaktır. 28 son
sınıf hizmet öncesi öğretmen ve dokuzu anadili İngilizce olan 68 hizmetiçi
öğretmen araştırmaya katılarak ankete yanıt vermiştir (Brown, 2006). Daha
derinlemesine very toplamak amacıyla rastgele seçilmiş 5 hizmet öncesi, 5
hizmet içi (2 ana dili İngilizce olan, 3 Türk) öğretmenden yansıtıcı
kompozisyon yazmaları istenmiştir. Sonuçler, pedagojik uygulamalarla birlikte
tartışılmıştır.

Kaynakça

  • Anker, W. (1992). Advice on language teaching from language teachers. English Teaching Forum, 30(4), 47-48.
  • Bell, T. R. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2).
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, pp 81-109. doi: 10.1017/S0261444803001903
  • Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language Annals, 29 (2).
  • Brown, A. V. (2006). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93.
  • Bryman, A. (2007). Integrating quantitative and qualitative research. Qualitative Research, Sage Publications, 6(1), 97-113.
  • Bush, M., & Teeny, R. (Eds.). (1997). Technology-enhanced Language Learning. Lincolnwood, IL National Textbook Co.
  • Calderhead, J. (1997). Towards a research base for the development of teacher education in Europe. The 1996 SERA Lecture.
  • Cooper, P. & McIntyre D. (1998). Effective Teaching and Learning: Teachers’ and Students’ perspectives. Open University Press. USA: McGraw-Hill Education.
  • Cresswell, J. W. & Clark, V. L. P. (2011). Designing and Conducting Mixed Methods Research. Sage Publications.
  • Çubukçu, F. (2010). Student teachers’ perceptions of teacher competence and their attributions for success and failure in learning. The Journal of International Social Research, 3(10).
  • Douglas, D. (1999). Assessing Languages for Specific Purposes. Cambridge, UK: Cambridge University Press.
  • Dunkel, P. (Ed.). (1991). Computer-assisted Language Learning and Testing: Research Issues and Practice. New York: Newbury House.
  • Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics. Sage Publications.
  • Genessee, E. (1998). Content-based instruction. In M. Met (Ed.), Critical issues in early second language learning (pp. 103-105). Glenview, IL: Scott Foresman- Addison Wesley.
  • Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72(3), 283-294.
  • Korur, F. & Eryilmaz, A. (2012). Teachers’ and students’ perceptions of effective physics teacher characteristics. Eurasian Journal of Educational Research, 46.
  • Lafford, P. A., & Lafford, B. A. (1997). Learning language and culture with Internet technologies. In M. D. Bush & R. M. Terry (Eds.), Technology-enhanced language learning (pp. 215-262). Lincolnwood, IL: National Textbook Co.
  • Lange, D. L. (1999). Planning for and using the new national culture standards. In J. K. Phillips & R. M. Terry (Eds.), Foreign language standards: Linking research, theories, and practices (pp. 57-135). Lincolnwood, IL: National Textbook Co.
  • Leaver, B. L., & Stryker, S. B. (1989). Content-based instruction for foreign language classrooms. Foreign Language Annals, 22.
  • Lee, J. E., & Van Patten, B. (2003). Making communicative language teaching happen. New York: McGraw Hill.
  • Liskin-Gasparro, J. (1996). Assessment: From Content Standards to Student Performance. In R. C. Lafayette (Ed.), National standards: A catalyst for reform (pp. 169-196). Lincolnwood, IL National Textbook Co.
  • MacKay, R., & Palmer, J. D. (1981). Languages for Specific Purposes: Program Design and Evaluation. Rowley, MA Newbury House Publishers.
  • Miles, M. B. & Huberman, A.M. (1994). Qualitative Data Analysis: A Sourcebook of New Methods (2nd ed.). Thousand Oaks: Sage.
  • Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E. & James, T. L. (2002). Pre-service teachers' educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational Research, 96(2), 116-127.
  • Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge, UK: Cambridge University Press.
  • Pennington, M. C. (1996). The Power of CALL. Houston, TX: Athelstan.
  • Roberts, J. (1998). Language Teacher Education. Arnold: London.
  • Savignon, S. J. (1998). Communicative Competence: Theory and Classroom Practice. New York: McGraw Hill.
  • Tok, H. (2010). Comparing Teachers’ and Students’ Perceptions of Effective Foreign Language Teaching: A case study in Turkey. International Conference on New Trends in Education and Their Implications, Antalya-Turkey.
  • Wennerstrom, A. K. & Heiser, P. (1992). ESL student bias in instructional evaluation. TESOL Quarterly,26, 271–288.
  • Witcher, A., Onwuegbuzie, A. & Minor, L. (2001). Characteristics of effective teachers: Perceptions of pre-service teachers. Research in the Schools, 8(2), 45-57.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makale
Yazarlar

Görsev Sönmez Boran Bu kişi benim

Volkan Inceçay

Yayımlanma Tarihi 15 Temmuz 2018
Kabul Tarihi 14 Kasım 2017
Yayımlandığı Sayı Yıl 2018 Cilt: 26 Sayı: 4

Kaynak Göster

APA Sönmez Boran, G., & Inceçay, V. (2018). Pre- and in-Service Foreign Language Teachers’ Perceptions of Effective Teaching. Kastamonu Education Journal, 26(4), 1135-1141.