TY  - JOUR
T1  - PROFESSIONAL LEARNING IN THE ELT PRACTICUM: CO-CONSTRUCTING VISIONS
TT  - İNGİLİZ DİLİ EĞİTİMİ ÖĞRETMENLİK UYGULAMASINDA ÖĞRENME SÜREÇLERİ: BİRLİKTE GELİŞTİRİLEN YAKLAŞIMLAR
AU  - Karaman, A. Cendel
AU  - Özbilgin Gezgin, Alev
AU  - Rakıcıoğlu Söylemez, Anıl
AU  - Eröz, Betil
AU  - Akcan, Sumru
PY  - 2019
DA  - March
DO  - 10.17240/aibuefd.2019.19.43815-492119
JF  - Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
JO  - BAİBÜEFD
PB  - Bolu Abant Izzet Baysal University
WT  - DergiPark
SN  - 1303-0493
SP  - 282
EP  - 293
VL  - 19
IS  - 1
LA  - en
AB  - This article reports the results of a teacher educator self-studyexploring the dynamics of professional learning and mentoring among universitypracticum supervisors, cooperating teachers, and prospective English teachersin Turkey. Bringing together five teachereducators with 12+ years of supervision experience, this study focusedon the improvement of the quality in practicumin ELT teacher education programs in different cities. Integrating theperspectives of cooperating teachers and student teachers, we found that thereis a need for co-constructing visions for professional learning early on inpracticum among teacher educators and cooperating teachers. Our one-and-a-halfyear-long collaborative inquiry revealed three themes related to the practicum:the need for improving communication patterns among teacher educators andcooperating teachers; clarifying roles and visions for professional developmentof student teachers; and the need for all practicum stakeholders to developstronger professional enthusiasm and ownership of ELT based on theirprofessional identities.
KW  - Pre-service teacher education
KW  - ELT
KW  - practicum
KW  - teacher educators
KW  - professional learning
KW  - selfstudy
N2  - Bu çalışma, öğretmenlikuygulamasında görev alan öğretim elemanlarının, öğretmenlik uygulamasıokullarında görev yapan danışman öğretmenlerin ve öğretmen adaylarının meslekiöğrenme ve danışma etkileşimlerinin bireysel bakış açısı aracılığıyladeğerlendirilmesini amaçlamaktadır. Bu amaçla, 12 yıldan fazla danışmanlıkdeneyimi olan ve farklı şehirlerde İngilizce öğretmeni yetiştirmeprogramlarında görev yapan öğretmen yetiştiriciler, öğretmenlik uygulamasıdersinin iyileştirmesini amaçlayarak bir araya gelmiş ve deneyimleriniyansıtmıştır. Daha sonra öğretmenlik uygulaması sürecinde danışman öğretmenolarak görev yapan hizmet içi öğretmenlerin ve öğretmen adaylarının görüşleride alınmıştır. Bunların sonucunda, öğretim elemanları ile okullardaki danışmanöğretmenlerin, öğretmenlik uygulamasının planlanması aşamasından itibaren "birliktegeliştirilen yaklaşımlar" oluşturmasının gerekliliği ortaya çıkmıştır. Birbuçuk yıl süren ortak çalışmaya dayalı olan bu araştırmada, öğretmenlikuygulamasına yönelik olarak üç tema öne çıkmıştır. Bu temalar, öğretimelemanları ile danışman öğretmenler arasındaki iletişim kalıplarınıngeliştirilmesi, öğretmen adaylarının öğretmenlik uygulaması sürecindekirollerinin ve yaklaşımlarının belirginleştirilmesi ve tüm öğretmenlikuygulaması paydaşlarının İngilizce öğretmeye dayalı mesleki kimliklerine ilişkingüçlü profesyonel istek ve sahiplenme duygularını geliştirmelerinin gerekliliğiolarak gruplanmıştır.
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UR  - https://doi.org/10.17240/aibuefd.2019.19.43815-492119
L1  - https://dergipark.org.tr/en/download/article-file/667958
ER  -