Reversing the Question: Do Language Teachers Preach What They don’t Do?

Abstract

The present qualitative study investigates the relationship between the stated ideas and actual practices of 11 English language teachers (ELTs) in a Turkish higher education institution as a part of their professional development. The researchers focused on the stated beliefs and observed practices of those language teachers on skill teaching, providing feedback, classroom management, student-teacher interaction, the medium of instruction and material development. The data for the study were collected through reflection journals, observations and semi-structured interviews. The results indicated that there were some mismatches between the stated beliefs of teachers and their actual practices in the classroom deriving from the interaction and intervention of multiple reasons. Despite having some negative connotations, such divergences were not perceived as a hindrance. Rather, they were regarded as contributive factors to their professional development. Moreover, it was revealed that there are three different types of beliefs held by the participants based on the data obtained from the participants which are preserved belief (the ones applicable in a context), enhanced belief (the improved ones and still applicable in a context) and gained belief (the ones adopted by abandoning an inapplicable one in a context).

Keywords

• English language teachers
• teacher beliefs
• professional development

Soruyu bir de Şöyle Soralım: Dil Öğretmenlerinin Söylemleri ile Sınıf içi Eylemleri Tutarlı mıdır?

Abstract

Bu nitel araştırma, Türk bir yükseköğretim kurumunda eğitim veren 11 İngilizce öğretmeninin İngilizce eğitimi ile ilgili belirttikleri fikirler ve sınıfta uyguladıkları eylemler arasındaki ilişkiyi bu öğretmenlerin mesleki gelişimleri açısından incelemektedir. Araştırmacılar; beceri edindirme, geri bildirim sağlama, sınıf yönetimi, öğrenci-öğretmen etkileşimi, eğitim dili ve materyal geliştirme konularını ele alarak çalışmada yer alan öğretmenlerinin belirttikleri inançlarıyla gözlemlenen uygulamalarına odaklanmışlardır. Bu araştırma için veriler öğretmenlerin içe bakış yöntemiyle tuttukları günceler, sınıf içi gözlemler ve yarı yapılandırılmış görüşmelerden toplanmıştır. Sonuçlar, çeşitli nedenlerin etkileşimi ve müdahalesi dolayısıyla, öğretmenlerin belirttikleri düşünceleriyle sınıfta uygulanan asıl eylemleri arasında bazı uyumsuzluklar olduğunu göstermiştir. Bu açıklama bazı olumsuz çağrışımları akla getirse de, esasında bu sapmalar birer engel olarak görülmemekte; bilakis, onların mesleki gelişimlerine katkı sağlayan etkenler olarak değerlendirilmektedir. Ayrıca, araştırmaya katılan kişilerden edinilen veriler katılımcıların üç tür inanca sahip olduğunu ortaya çıkarmıştır: korunmuş inançlar (bir bağlamda uygulanması mümkün olanlar), gelişmiş inançlar (iyileştirilen ve yine bir bağlamda uygulanması mümkün olanlar) ve kazanılmış inançlar (bir bağlamda uygulanması mümkün olmayan inançları terk ederek benimsenen yeni inançlar).

Keywords

• İngilizce öğretmenleri
• mesleki gelişim
• öğretmen inançları

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