Bir Büyük Britanya Üniversitesinin Yabancı Dil Olarak İngilizce Öğretimi Yüksek Lisans Programı Uluslararası Öğrencilerinin Öğretmen Kimlikleri

Abstract

Öğretmen kimliği çalışmaları, 1990lardaki sosyokültürel dönüşümle birlikte yabancı dil öğretimi araştırmalarının önemli bir kısmı haline gelmiştir. Yabancı dil öğretimi müstakil bir araştırma alanı olarak gelişimini sürdürmekte ve öğretmen kimliği çalışmaları da birçok yönden önemli bilimsel araştırmalara konu olmaktadır. Uluslararası lisansüstü öğrencilerinin eğitim ortamlarına nasıl uyum sağlayacakları akademik gelişimleri için önemli sayılmaktadır. Bu bağlamda, mevcut çalışma Birleşik Krallık’ta Yabancı Dil Olarak İngilizce Öğretimi Yüksek Lisans Programı’nda öğrenim gören altı uluslararası öğrencinin öğretmen kimliği inşalarını yarı yapılandırılmış mülakat yöntemiyle niteliksel olarak incelemektedir. Bulgular her ne kadar öğrenci-öğretmenlerin ilk başta bir öğrenme şoku ve üniversite çevrelerine uyum sağlamada sorunlar yaşasalar da, akademik ortamlarına iyi uyum sağladıklarını göstermektedir. Katılımcılar, kendi ülkeleriyle Büyük Britanya’daki yaşamları ve çalışmaları arasında değerli karşılaştırmalar yapmakta ve gelecekteki meslek yaşamları için kendilerini teorik olarak daha donanımlı gördüklerini belirtmektedirler.

Keywords

• Öğretmen kimliği,Yabancı dil olarak İngilizce öğretimi,Yabancı dil öğretmen iradesi,Uygulama toplulukları

Second Language Teacher Identities of International MSc TESOL Students in a UK University

Abstract

Teacher identity studies are now an important part of second language teacher education research, following the sociocultural turn in the 1990s. Second language teaching continues its development as a research area on its own and exploration of teacher identity comprises a substantial research field, from many aspects. How international post-graduate students adapt to educational settings is considered to be important for their academic development. Accordingly, this current study explores the second language teacher identity constructions of six international MSc TESOL students at a United Kingdom University, by means of semi-structured interviews with a qualitative interpretative approach. The findings indicate that, although they first go through a learning shock and difficulties in adapting to the academic environment, the student teachers accommodate well into the collegiate setting. They make valuable comparisons between their lives and studies in the UK and their own contexts. It can also be seen that they consider themselves more theoretically equipped for their future teaching careers.  

Keywords

• Teacher identity,Second language teacher education,Language teacher agency,Communities of Practice

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