TY  - JOUR
T1  - Paradigm Shift in EFL Teacher Education: Multimodality in Grammar-Based Microteaching Practices via Reflections on Lesson Plans
TT  - İngilizce Öğretmeni Eğitiminde Paradigma Değişimi: Ders Planı Yansımaları Üzerinden Dilbilgisi Tabanlı Mikro Öğretimde Çoklu Anlatım
AU  - Demirkol Orak, Suheyla
PY  - 2025
DA  - November
Y2  - 2025
JF  - Baskent University Journal of Education
JO  - BUJE
PB  - Baskent University
WT  - DergiPark
SN  - 2148-3272
SP  - 152
EP  - 170
VL  - 12
IS  - Özel Sayı
LA  - en
AB  - In the evolving landscape of language education, integrating 21st-century pedagogical principles such as multimodality, digital literacy, and learner-centered instruction has become imperative. This study explores how pre-service English language teachers reflect these principles in grammar-based microteaching practices, focusing specifically on their lesson plans and instructor observation notes. The primary aim is to investigate the extent to which multimodal approaches and contemporary teaching strategies are embedded in the instructional design and delivery of future educators. Employing a mixed-method sequential research design, the study analyzes scale, reflection notes, and observation feedback from a cohort of 61 teacher candidates. Thematic coding and frequency analysis were used to identify patterns in instructional design, technology integration, group interaction, material development, and classroom management. The findings reveal a significant variance in the incorporation of multimodal tools and communicative strategies, with strong material use and lesson planning but limited production activities and interaction. The results underscore the importance of structured reflection and rubric-based feedback in enhancing pedagogical awareness. Overall, this research contributes to the field of teacher education by highlighting the potential of microteaching as a reflective and developmental tool for promoting innovative, multimodal, and contextually relevant language instruction.
KW  - EFL
KW  - microteaching practices
KW  - multimodality
KW  - teacher education
KW  - 21st-century teaching principles.
N2  - Dil eğitiminin sürekli değişen yapısında, çoklu ortam (multimodalite), dijital okuryazarlık ve öğrenci merkezli öğretim gibi 21. yüzyıl pedagojik ilkelerinin entegrasyonu artık zorunlu hale gelmiştir. Bu çalışma, İngilizce öğretmeni adaylarının dilbilgisi temelli mikro öğretim uygulamalarında bu ilkeleri nasıl yansıttıklarını incelemekte; özellikle ders planları ve öğretim elemanı gözlem notları üzerine odaklanmaktadır. Çalışmanın temel amacı, çoklu ortam yaklaşımları ve çağdaş öğretim stratejilerinin geleceğin eğitimcilerinin öğretim tasarımı ve uygulamalarına ne ölçüde entegre edildiğini araştırmaktır. Açıklayıcı sıralı karma yöntem araştırma deseni kullanılarak yürütülen çalışmada, 61 öğretmen adayından elde edilen ölçek verileri, yansıtma notları ve gözlem geri bildirimleri analiz edilmiştir. Tematik kodlama ve frekans analizleri yoluyla öğretim tasarımı, teknoloji entegrasyonu, grup etkileşimi, materyal geliştirme, ve sınıf yönetimi gibi alanlardaki eğilimler belirlenmiştir. Bulgular, çoklu ortam araçları ve iletişimsel stratejilerin kullanımında belirgin farklılıklar olduğunu; materyal kullanımı ve ders planlamasında güçlü yönler gözlenirken, üretim etkinlikleri ve etkileşimin sınırlı kaldığını ortaya koymuştur. Sonuçlar, yapılandırılmış yansıtma ve rubrik tabanlı geri bildirimin pedagojik farkındalığı artırmadaki önemini vurgulamaktadır. Genel olarak bu araştırma, mikro öğretimin yenilikçi, çoklu ortam temelli ve bağlama duyarlı dil öğretimini teşvik eden yansıtıcı ve gelişimsel bir araç olarak potansiyelini vurgulayarak öğretmen eğitimi alanına katkı sunmaktadır.
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UR  - https://dergipark.org.tr/en/pub/bujoe/issue//1754455
L1  - https://dergipark.org.tr/en/download/article-file/5106125
ER  -