Uygulamada Ders İmecesi: Yabancı Dil Olarak İngilizce Öğretmenleri Üzerine Bir Çoklu Durum Çalışması

Year 2020, Volume: 9 Issue: 3, 666 - 679, 05.10.2020

İlknur Bayram , Özlem Canaran

https://doi.org/10.14686/buefad.730780

Cited By: 3

Abstract

Öğretmen davranışını seminerler yoluyla değiştirmeyi amaçlayan geleneksel mesleki gelişim çalışmaları, okulların ve öğretmenlerin bağlamsal ihtiyaçlarını bazen karşılayamamaktadır. Öğretmenlerin mesleki gelişimi üzerine güncel alan yazın, bu geleneksel yaklaşımda bir değişikliğe işaret etmekte ve mesleki gelişimi öğretmenin etkin katılımına dayanan bir süreç olarak değerlendirmektedir. Ders İmecesi, bu paradigma değişikliğine cevap verebilen bir model olarak kullanılabilir, ancak yabancı dil olarak İngilizce öğretimi bağlamında uygulamaları oldukça sınırlıdır. Bu çoklu durum çalışması, Türkiye’de bir vakıf üniversitesinde İngilizce öğretmenlerinin deneyimlediği Ders İmecesi sürecini araştırmaktadır. Çalışmada, modelin faydaları ve uygulanmasını engelleyen unsurlar araştırılmıştır. Çalışmaya 20 İngilizce öğretmeni katılmıştır. Veriler anket, yansıtıcı rapor ve görüşme yoluyla elde edilmiş ve çapraz durum analizi yapılmıştır. Sonuçlar, modelin öğretmenlere işbirlikçi bir öğrenme ortamı sağladığını ve mesleki uygulama üzerine bilgilerini geliştirdiğini göstermiştir. Ayrıca, öğretmenlerin modeli doğru kavrayamamaları ve süreç boyunca yeterli destek alamamış olmaları yaşanılan zorluklar arasındadır. Sonuç olarak, okulların araştırmacı, yansıtıcı düşünen ve değişim elçisi olan öğretmenlerin mesleki gelişim ihtiyaçlarını karşılayacak ve potansiyellerini keşfedebilecekleri uygulamaları benimsemesi gerektiği düşünülmektedir. Öğretmen mesleki gelişimine sağladığı katkılardan dolayı öğretmenlerin, değişim için bir katalizör olarak Ders İmecesi uygulamasına teşvik edilmesi önerilmektedir.

Keywords

İngilizce öğretmenleri, Ders imecesi, Çoklu durum çalışması, Mesleki gelişim

Lesson Study in Action: A Multiple Case Study of EFL Teachers

Abstract

Traditional professional development efforts aimed at changing teacher behavior through seminars sometimes fall short of meeting contextual needs of schools and teachers. Contemporary professional development points to a change in this ‘training’ perspective, and acknowledges professional development as a complex undertaking grounded in active teacher participation. Lesson Study can respond to the demands of this paradigm shift, yet its adoption in English as a Foreign Language (EFL) contexts is limited. This multiple-case study aimed at exploring the Lesson Study process experienced by EFL teachers in a Turkish higher education context. Potential benefits of the model and what might prevent its effective implementation were investigated. Participants were 20 EFL teachers. Data from reflective reports, interviews and a questionnaire were analyzed through cross-case analysis. Results showed Lesson Study provided a collaborative learning environment, and improved teachers’ knowledge-in-practice. However, teachers’ misconceptualizing Lesson Study and lacking support mechanisms were detected among potential pitfalls. To accommodate teachers’ professional development needs, schools should adopt practices recognizing their potential as researchers, reflective practitioners, and change agents. It would be helpful to encourage teachers to experiment with Lesson Study, using it as a catalyst for change and benefiting from its advantages to teacher learning.

Keywords

EFL teachers, Lesson study, Multiple case study, Professional development

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