TY  - JOUR
T1  - Relationships between Foreign Language Teachers’ Cognitions and Actions: Evidence from Instructors at Tertiary-level
TT  - Yabancı Dil Öğretmenlerinin Bilişleri ile Eylemleri Arasındaki İlişkiler: Üniversite Öğretim Elemanlarından Bulgular
AU  - Öztürk, Mustafa
AU  - Yıldırım, Ali
PY  - 2019
DA  - January
DO  - 10.16986/HUJE.2018038544
JF  - Hacettepe Üniversitesi Eğitim Fakültesi Dergisi
PB  - Hacettepe University
WT  - DergiPark
SN  - 2536-4758
SP  - 145
EP  - 159
VL  - 34
IS  - 1
LA  - en
AB  - Teacher cognition and teacher action are two interrelatedconcepts of teaching and thus ought to be studied together in-depth to understandthe nature of teaching and its effect on educational achievement. Examining therelationship between language teachers’ cognitions and their actions has thepotential to inform and guide current and future instructional practices inlanguage teaching settings. From this point forth, this correlational studyaims to answer in what way language teachers’ language learning cognitions maypredict their language teaching practices. The data were collected from 606 instructorsteaching English in various higher education institutions in Turkey by means ofa cross-sectional inventory and then analyzed primarily through canonicalcorrelation analysis. During the data analysis process, multivariate normality;linearity (among variables and linear composites); homoscedasticity; andmulticollinearity were also evaluated. The general results indicated that theparticipants having competence-oriented approaches and executive learnerpreferences would exhibit adherence to traditional (conservative) pedagogy, butdivergence from communicative practices in instructional planning and errorcorrection. Similarly, the participants disfavoring legislative learners wouldtend to diverge from communicative practices in instructional planning anderror correction; on the contrary they would reflect a tendency towardstraditional (conservative) pedagogy.
KW  - Teacher cognition
KW  - teacher action
KW  - language teaching
KW  - language learning
KW  - higher education
N2  - Öğretmen bilişi ve öğretmen eylemi, öğretimin birbiriyle ilişkiliiki temel kavramıdır ve bu nedenle öğretimin doğasını ve başarı üzerindekietkisini anlayabilmek için birlikte ve derinlemesine incelenmeleri gerekir. Dilöğretmenlerinin bilişleri ve eylemleri arasındaki ilişkiyi incelemek, dilinöğretildiği ortamlarda yürütülen mevcut ve gelecekteki uygulamalarıbilgilendirme ve yönlendirme potansiyelini taşır. Bu noktadan hareketle, builişkisel çalışma, dil öğretmenlerinin dil öğrenmeye dair bilişlerinin dilöğretim uygulamalarını hangi biçimlerde yordayabileceğini araştırmayı amaçlamıştır. Veriler, Türkiye’nin çeşitliyükseköğretim kurumlarında görevli 606 öğretim elemanından, kesitsel taramaenvanteri kullanılarak toplanmış, kanonik korelasyon yöntemi ile analizedilmiştir. Verilerinanalizi aşamasında çok değişkenli normallik, doğrusallık (değişkenler vedoğrusal bileşenler arasında), eş varyanslık ve çoklu doğrusal bağlantıboyutları da test edilmiştir. Çalışmanıngenel sonuçları, dil öğrenmede öncelikler konusunda edinç odaklı bir yaklaşım benimseyen ve önceden belirlenmiş kurallarısöylendiği gibi uygulayan yürütücü öğrencileri tercih eden katılımcıların, geleneksel eğitim anlayışına daha yatkınolabileceğini ve öğretimi planlama ve yanlış düzeltme konusunda iletişimsel uygulamalardanuzaklaşabileceğini ortaya koymuştur. Benzer şekilde, kendi önceliklerine kararverebilen kural koyucu öğrencileritercih etmeyen katılımcıların da öğretimi planlama ve yanlış düzeltme konusundailetişimsel uygulamalardanuzaklaşabileceği ve geleneksel eğitimanlayışına daha yatkın olabileceği gözlenmiştir.
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UR  - https://doi.org/10.16986/HUJE.2018038544
L1  - https://dergipark.org.tr/en/download/article-file/630085
ER  -