AN EVALUATION OF GERMAN STUDENT TEACHERS WITHIN THE CONTEXT OF LEARNER AUTONOMY

Abstract

The purpose of this research is to evaluate German student teachers within the context of learner autonomy. A Likert-type questionnaire including 23 items is developed to gather data and carried out on the students in German Language Teaching (GLT) Department, in Education Faculty at Dicle University. Three different variances are discussed: learning strategies, learning styles, anxiety and expectations. According to the findings, the students learn better in teacher-based classrooms. They do not have enough knowledge and positive experience on the student-based activities such as group works and research papers. The students do not follow a proper schedule to study, they do not study daily regularly, and they only study hard when they have examinations. It is found out that studying alone is a common habit. Instead of the expectation of being trained well in their branches, most of the students attend lessons to get a faculty diploma. If an education notion which is based on learner autonomy is anticipated, first of all, it should be realized in teacher training programmes.

Keywords

• Learner autonomy, learner-centered instruction, student teacher, learning strategies, German teacher

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