İngilizce Öğretmenlerinin Mesleki Kimlik Açısından Öğretmen Yeterlikleri Hakkındaki Görüşleri

Year 2017, Volume: 17 Issue: 4, 1641 - 1669, 08.12.2017

Çağla Atmaca

https://doi.org/10.17240/aibuefd.2017.17.32772-363955

Cited By: 5

https://izlik.org/JA52KF89GE

Abstract

Bu çalışma İngilizce öğretmeni adaylarının ve İngilizce
öğretmenlerinin Millî Eğitim Bakanlığı (MEB) tarafından düzenlenen genel ve
özel alan yeterlikleri hakkındaki görüşlerini bulmayı amaçlamaktadır. 366
öğretmen adayı ve 84 öğretmen çalışmaya katılmıştır. Nitel veri analiz
edilirken gömülü teorinin sürekli karşılaştırma yöntemi kullanılmıştır ve iki
kodlayıcı veriyi sınıflandırmıştır. Sonuçlar, katılımcı İngilizce
öğretmenlerinin yaklaşık olarak yarısının ilgili yeterliklerin kendi mesleki
kimliklerine olan katkısı hususunda olumlu görüşlere sahipken katılımcıların
küçük bir bölümünün konu hakkında olumsuz görüşe sahip olduğunu ya da
tereddütlerinin olduğunu göstermektedir. Katılımcılar öğretmen eğitiminin
yapısına yönelik tavsiyelerde de bulunmuştur. Karar alıcılar ve öğretmen
eğitimi programları hem hizmet öncesi hem de hizmet içi öğretmen eğitiminde
öğretmenlerin uygulamalı deneyimlerinden ve önerilerinden faydalanabilirler.

 

Keywords

öğretmen eğitimi , öğretmenlik mesleğine giriş , öğretmen yeterlikleri , profesyonellik , öğretmen kimliği , genel öğretmen yeterlikleri

References

• Beauchamp, C. & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education, Cambridge Journal of Education, 39(2), 175-189.
• Bukor, E. (2011). Exploring teacher identity: Teachers’ transformative experiences of reconstructing and re-connecting personal and professional selves. Unpublished doctoral dissertation, University of Toronto, Ontario Institute for Studies in Education, Canada.
• Burkert, A. (2009). Recent innovative developments in language education: The EPOSTL as a tool to bridge the gap between theory and practice. Unpublished doctoral dissertation, University of Graz, Graz.
• Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28, 387–402.
• Cakir, A., & Balcikanli, C. (2012). The use of the EPOSTL to foster teacher autonomy: ELT student teachers’ and teacher trainers’ views. Australian Journal of Teacher Education, 37(3), 1-16.
• Carter, B. (2012). Facilitating pre-service teacher induction through learning in partnership. Australian Journal of Teacher Education, 37(2), 99-113.
• Choy, D., Wong, A. F. L., Lim, K. M., & Chong, S. (2013). Beginning teachers’ perceptions of their pedagogical knowledge and skills in teaching: A three-year study. Australian Journal of Teacher Education, 38(5), 68-79.
• Cochran-Smith, M. (2005). Teacher trainers as researchers: Multiple perspectives. Teaching and Teacher Education, 21, 219–225.
• Cresswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research. Thousands Oaks, Calif.: Sage.
• Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative and mixed methodologies. New York: Oxford University Press.
• Forde, C., McMahon, M., McPhee, A. D., & Patrick, F. (2006). Professional development reflection and enquiry. London: Paul Chapman Publishing.
• Gallagher, T., Griffin, S., Parker, D. C., Kitchen, J., & Figg, C. (2011). Establishing and sustaining teacher trainer professional development in a self-study community of practice: Pre-tenure teacher trainers developing professionally. Teaching and Teacher Education, 27, 880-890.
• Glaser, B. G., & Strauss, A. L. (1980). The discovery of grounded theory: strategies for qualitative research (11th ed.). New York: Aldine Publishing Company.
• Joseph, D. (2011). Early Career teaching: Learning to be a teacher and staying in the job. Australian Journal of Teacher Education, 36(9). Retrieved from http://dx.doi.org/10.14221/ajte.2011v36n9.5.
• Kani, Z. G. (2011). A case study on the English language teacher trainees' perceptions about teacher competencies identified by Common European Framework (CEF) and European Language Portfolio (ELP). Unpublished master’s thesis, Çanakkale Onsekiz Mart University, Institute of Social Sciences, Çanakkale.
• Karacaoğlu, Ö. C. (2008). Avrupa Birliği uyum sürecinde öğretmen yeterlilikleri. Yayınlanmamış doktora tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Kleinhenz, E., & Ingvarson, L. (2007). Standards for Teaching: Theoretical
• Underpinnings and Applications. Retrieved from http://research.acer.edu.au/teaching_standards/1.
• Knoblauch, D., & Chase, M. A. (2015). Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teaching and Teacher Education, 45, 104-114.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publication.
• Okumuş, K. (2014). Using EPOSTL (European portfolio for student teachers of languages) to foster reflective teaching skills of pre-service teachers in Turkey. Unpublished master’s thesis, Atatürk University, Institute of Educational Sciences, Erzurum.
• Olsen, B. (2008a). Teaching what they learn, learning what they live. Boulder, CO: Paradigm Publishers.
• Olsen, B. (2008b). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, Summer 2008, 23-40.
• O’Dwyer, J. B., & Atlı, H. H. (2014). A study of in-service teacher trainer roles, with implications for a curriculum for their professional development. European Journal of Teacher Education, 38(1), 4-20.
• Rodgers, C. R., & Raider-Roth, M. B. (2006). Presence in teaching. Teachers and Teaching: Theory and Practice, 12(3), 265-287.
• Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Oxford: Routledge.
• Simon, S. E. (2013). Chaos of textures or ‘tapisserie’? A model for creative teacher education curriculum design. Australian Journal of Teacher Education, 38(11), 87-102.
• Thornberg, R. (2012). Informed grounded theory. Scandinavian Journal of Educational Research, 56(3), 243-259.
• Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers' teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132-152. DOI: 10.1177/0022487107314002.
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: The Press Syndicate of the University of Cambridge.
• Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
• Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2014). Keeping an eye on learning: Differences between expert and novice teachers' representations of classroom management events. Journal of Teacher Education, 1-18. DOI: 10.1177/0022487114549810.
• Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1–12.
• Zeichner, K. (2005). Becoming a teacher trainer: A personal perspective. Teaching and Teacher Education, 21, 117–124.