İngilizce Öğretmeni Adaylarının Küresel Yeterlik Algıları ve Küresel Eğitime İlişkin Değerlendirmeleri

Abstract

Uluslararası düşünce ve eyleme katılma yeteneği, günümüzün birbirine bağlı dünyasında her zamankinden daha kritik bir öneme sahiptir. Ulusal, uluslararası ve kültürel konuları analiz etmek ve çeşitli bakış açılarını anlamak ve değer vermek önem arz eder. Okullar ve öğretmenler, özellikle İngilizce öğretmenleri, bu yeteneğin gelecek nesillerde geliştirilmesinde önemli bir rol oynamaktadır. Bu karma yöntemli çalışma, öğretmen adaylarının küresel yeterliliklerine yönelik algılarını ve küresel eğitime dair görüşlerini incelemiştir. Küresel yeterlilik ölçeği ve birebir görüşmeler yoluyla toplanan veriler, tanımlayıcı ve çıkarımsal istatistikler ile nitel içerik analizi kullanılarak analiz edilmiştir. Sonuçlar, öğretmen adaylarının olumlu tutum ve değerlere sahip olduklarını gösterirken, küresel bilgi ve becerilerinin nispeten düşük seviyelerde olduğunu ortaya koymuştur. Ayrıca, nitel veriler, küresel konuları sınıflarına entegre etme konusunda öğretmen adaylarının kendilerine güvenmediklerini ve özellikle siyasi ve ekonomik yapılar, uluslararası ilişkiler ve küreselleşmenin etkileri gibi alanlarda belirsizlik yaşadıklarını ortaya koymuştur.

Keywords

• İngilizce öğretimi.
• İngilizce öğretmeni adayları.
• küresel eğitim
• küresel yeterlik
• küreselleşme
• UNESCO

Pre-Service English Language Teachers’ Perceptions of Global Competence and Evaluations of Global Education

Abstract

The ability to participate in international thought and action is more crucial than ever in today's globalized world. It is essential to analyze national, international, and cultural issues, as well as understand and value diverse perspectives. Schools and teachers, especially Future generations' ability to develop such abilities is significantly facilitated by English language teachers. This mixed-method study examined pre-service English language teachers' perceptions of their global competences and their views on global education. Descriptive and inferential statistics were used, in addition to qualitative content analysis, to evaluate data obtained from a global competence scale and one-on-one interviews. The results revealed that while pre-service English language teachers showed positive attitudes and values, they had relatively low levels of global knowledge and skills. Furthermore, the qualitative data revealed that they lacked confidence in integrating global issues into their classrooms, and they experienced uncertainty, particularly in areas such as political and economic structures, international relations, and the impacts of globalization.

Keywords

• English language teaching
• globalization
• global competence
• global education
• pre-service English language teachers
• UNESCO

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