Yabancı Dil Olarak İngilizce Öğretmeni Adaylarının Okul Deneyimine Yönelik İnançlarının Nitel Bir İncelemesi

Year 2022, , 280 - 293, 20.06.2022

Ufuk Ataş

https://doi.org/10.14686/buefad.874845

Abstract

Bu nitel çalışma, Türkiye’deki yabancı dil olarak İngilizce öğretmeni adaylarının, gelecekteki öğretmenler olarak mesleki gelişimlerini tanımlama bağlamında okul deneyimlerine yönelik inançlarını ve bu okul deneyimi boyunca yaşadıkları tecrübeler sonucu inançlarında oluşan değişiklikleri araştırmayı amaçlamaktadır. Bu amaç için, Türkiye’nin merkez bölgelerinden birinde bir devlet üniversitesinde öğrenim gören 10 yabancı dil olarak İngilizce öğretmeni adayı 14 hafta boyunca öğretmenlik deneyimleri süresince edindikleri tecrübeleri yansıtmıştır. Çalışmada elde edilen bulgular, öğretmen adaylarının, genel anlamda bir yabancı dil öğretimine ve öğrenimine, sınıf içinde dil kullanımına, sınıf yönetimine ve dilbilgisi öğretimine yönelik farklı inançlara sahip olduklarını göstermektedir. Ek olarak, elde edilen bulgular, öğretmen adaylarının öğretmen kimliklerini sorgulamaya, genel anlamda öğretmenlik mesleğine, sınıf içinde teknoloji kullanımına, öğretim yöntemlerinin kullanımına ve sınıf yönetimine yönelik değişen inançlara sahip olduklarını da göstermektedir. Bu çalışmadan elden edilen bu bulgular öğretmen eğitimi programları, özellikle bu programların okul deneyimi kısmı için çeşitli öneriler sunmaktadır.

Keywords

öğretmen adaylarının inançları, mesleki gelişim, inanç değişimi, okul deneyimi, yansıma

A Qualitative Exploration into Beliefs of Pre-service EFL Teachers about School Experience

Abstract

This qualitative study aims to explore the beliefs of Turkish pre-service EFL teachers about their school experiences, and any change in their beliefs during this experience with a view to identifying their professional development as prospective teachers. For this purpose, 10 Turkish pre-service EFL teachers at a state university in central Turkey reflected their experiences for one semester in the process of their teaching practice period for 14 weeks. The results reveal that pre-service teachers hold different beliefs about overall approaches to teaching and learning a foreign language, language use in the classroom, classroom management and teaching grammar. The results also indicate change in their beliefs related to questioning selves as teachers, teaching profession in general, use of technology in the classroom, using teaching techniques, and classroom management. Findings of this study offer suggestions for teacher education programs, particularly for the school experience component.

Keywords

pre-servie teacher beliefs, professional development, change in beliefs, school experience, reflection

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