Saha Tecrübesinde Ortaya Çıkmakta Olan İngilizce Öğretmen Adayı Kimliği ve Kapasitesinin Gelişimi

Year 2022, Volume: 13 Issue: 2, 842 - 855, 28.12.2022

Gülten Koşar

https://doi.org/10.51460/baebd.1096132

Abstract

Hizmet öncesi öğretmen eğitiminin bir parçası olan saha tecrübesi, sürekli evrilmekte olan öğretmen kimliği ve kapasitesinin oluşumunda ve gelişiminde önemli bir rol oynamaktadır. Literatür taraması saha tecrübesinin İngilizce öğretmen adaylarının öğretmen olarak kimliklerinin ve kapasitelerinin gelişimindeki yeri üzerine daha fazla çalışmaya gerek olduğunu ortaya koymaktadır. Bu nedenle, bu nitel durum çalışması İngilizce öğretmen adaylarının (N= 10) öğretmen kimlik ve kapasitelerinin gelişmesinde saha deneyimlerini gerçekleştirdikleri bağlamın etkisini araştırmayı hedeflemektedir. Bunun yanı sıra, katılımcıların İngilizce nasıl öğretilmeli üzerine olan düşüncelerinde saha tecrübesinden sonra değişiklikler olup olmadığını da araştırmaktadır. Veri derinlemesine görüşme, yansıtıcı günlük ve katılımcıların ürettiği metaforlardan toplanmıştır. Bulgular saha tecrübesinin İngilizce öğretmen adaylarının kimlik ve kapasitelerinin gelişiminde etkili olduğunu ve saha tecrübesinden sonra İngilizce nasıl öğretilmeli husussundaki görüşlülerinde değişiklik olduğunu ortaya koymuştur. Çalışmanın hizmet öncesi İngilizce öğretmen eğitimi üzerine etkileri tartışılmıştır.

Keywords

Saha tecrübesi, Hizmet öncesi öğretmen eğitimi programları, İngilizce öğretmen adayları, Öğretmen kapasitesi, Öğretmen kimliği

Development of Pre-Service English Teacher Emerging Teacher Identity and Capacity in Field Experience

Abstract

Teacher identity and capacity are constantly evolving constructs in the formation and development of which field experience (FE) in initial teacher preparation programs performs a pivotal role. The review of related literature unveils that more research is needed to scrutinize the place of FE in the development of pre-service English teachers’ (PSETs) identity and capacity as teachers. For this reason, this qualitative case study is conducted in an attempt to explore the place of the context in which pre-service English teachers (N = 10) had their FE in the development of their teacher identity and capacity. Additionally, it investigates if any changes in the beliefs they had held about how English should be taught occurred after having completed their FE. The data was obtained from in-depth interviews, reflective journals, and metaphors created by the participants for the teaching profession. The findings revealed that the FE exerted impact on the development of the PSETs’ emerging teacher identity and capacity, and changes took place in their views about how English should be taught after having completed the FE. The implications of the findings for initial English language teacher education are discussed.

Keywords

Field experience, Initial teacher preparation programs, Pre-service English teachers, Teacher capacity, Teacher identity

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