PROFESSIONAL LEARNING IN THE ELT PRACTICUM: CO-CONSTRUCTING VISIONS

Year 2019, Volume: 19 Issue: 1, 282 - 293, 11.03.2019

A. Cendel Karaman Alev Özbilgin Gezgin Anıl Rakıcıoğlu Söylemez , Betil Eröz , Sumru Akcan

https://doi.org/10.17240/aibuefd.2019.19.43815-492119

Cited By: 1

Abstract

This article reports the results of a teacher educator self-study
exploring the dynamics of professional learning and mentoring among university
practicum supervisors, cooperating teachers, and prospective English teachers
in Turkey. Bringing together five teacher
educators with 12+ years of supervision experience, this study focused
on the improvement of the quality in practicum
in ELT teacher education programs in different cities. Integrating the
perspectives of cooperating teachers and student teachers, we found that there
is a need for co-constructing visions for professional learning early on in
practicum among teacher educators and cooperating teachers. Our one-and-a-half
year-long collaborative inquiry revealed three themes related to the practicum:
 the need for improving communication patterns among teacher educators and
cooperating teachers; clarifying roles and visions for professional development
of student teachers; and the need for all practicum stakeholders to develop
stronger professional enthusiasm and ownership of ELT based on their
professional identities. 

Keywords

Pre-service teacher education, ELT, practicum, teacher educators, professional learning, selfstudy

İNGİLİZ DİLİ EĞİTİMİ ÖĞRETMENLİK UYGULAMASINDA ÖĞRENME SÜREÇLERİ: BİRLİKTE GELİŞTİRİLEN YAKLAŞIMLAR

Abstract

Bu çalışma, öğretmenlik
uygulamasında görev alan öğretim elemanlarının, öğretmenlik uygulaması
okullarında görev yapan danışman öğretmenlerin ve öğretmen adaylarının mesleki
öğrenme ve danışma etkileşimlerinin bireysel bakış açısı aracılığıyla
değerlendirilmesini amaçlamaktadır. Bu amaçla, 12 yıldan fazla danışmanlık
deneyimi olan ve farklı şehirlerde İngilizce öğretmeni yetiştirme
programlarında görev yapan öğretmen yetiştiriciler, öğretmenlik uygulaması
dersinin iyileştirmesini amaçlayarak bir araya gelmiş ve deneyimlerini
yansıtmıştır. Daha sonra öğretmenlik uygulaması sürecinde danışman öğretmen
olarak görev yapan hizmet içi öğretmenlerin ve öğretmen adaylarının görüşleri
de alınmıştır. Bunların sonucunda, öğretim elemanları ile okullardaki danışman
öğretmenlerin, öğretmenlik uygulamasının planlanması aşamasından itibaren "birlikte
geliştirilen yaklaşımlar" oluşturmasının gerekliliği ortaya çıkmıştır. Bir
buçuk yıl süren ortak çalışmaya dayalı olan bu araştırmada, öğretmenlik
uygulamasına yönelik olarak üç tema öne çıkmıştır. Bu temalar, öğretim
elemanları ile danışman öğretmenler arasındaki iletişim kalıplarının
geliştirilmesi, öğretmen adaylarının öğretmenlik uygulaması sürecindeki
rollerinin ve yaklaşımlarının belirginleştirilmesi ve tüm öğretmenlik
uygulaması paydaşlarının İngilizce öğretmeye dayalı mesleki kimliklerine ilişkin
güçlü profesyonel istek ve sahiplenme duygularını geliştirmelerinin gerekliliği
olarak gruplanmıştır.

Keywords

Hizmet öncesi öğretmen eğitimi, İngilizce öğretmenliği, öğretmenlik uygulaması, öğretmen yetiştiriciler, mesleki öğrenme, bireysel çalışma

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