Exploring Prospective English Language Teachers’ Engagement in Mediation: Insights from a Practicum Study

Abstract

The study, in line with the view of teachers’ professional identity development as socio-cultural engagement, aims to explore how prospective English language teachers respond to the concept of mediation in theory and practice during their practicum study. Drawing on a broader vision of mediation anchored by critical-reflexivity, the study investigates the dynamics influencing prospective teachers’ conceptualization of mediation and their potential as well as enacted ways of relating their emerging professional vision to teaching. Grounded in case study methodology, qualitative corpora comprise reflective tasks, lesson plans, macro-teaching experiences as well as audio-recording of class discussions. Data is analysed in the progression of the course by applying content analysis and the emerging themes are discussed in relation to new descriptors on mediation proposed by the Council of Europe. The research findings reveal sensitized awareness of the versatile role mediation plays in relating to interculturality and inclusion in education but also show gaps in student teachers’ conceptualization of mediation and this raises questions on their pedagogical readiness to enact mediation in practice. In tune with socio-constructive view of teacher identity development, the study addresses personal, social, historical and political factors influencing the processes of mediation and invites further thought in defining and researching mediation in social sciences from an interdisciplinary perspective.

Keywords

• Mediation
• English Language Teacher Education
• Practicum
• Professional Identity Development
• Common European Framework Of Reference For Languages

İngilizce Öğretmen Adaylarının Aracılık Olgusu ile Etkileşimi: Öğretmenlik Uygulaması Çalışmalarına Yakın Bir Bakış

Abstract

Öğretmenlerin mesleki kimlik gelişimini toplumsal-kültürel katılımcılık olarak değerlendiren bir bakış açısını benimseyen bu çalışma, İngilizce öğretmen adaylarının aracılık kavramına kuram ve uygulama boyutuyla yaklaşımını öğretmenlik uygulaması çalışmaları kapsamında incelemeyi amaçlamaktadır. Eleştirel- yansıtmalı bir anlayışla aracılık kavramını daha geniş bir eksende ele alan çalışma, öğretmen adaylarının aracılık unsurunu kavramsallaştırmada ve gelişim sürecindeki pedagojik öngörülerini eylem ve planlarında uygulamaya yansıtmada etki payı olan dinamikleri araştırmaktadır. Durum çalışması yöntemini benimseyen çalışmada nitel veri bütününü yansıtma raporları, ders planları, makro uygulamalar ve sınıf içi tartışmaların ses kayıtları oluşturmaktadır. Veri ardışık olarak dersin ilerleyişi içerisinde incelenmiş, ortaya çıkan temalar Avrupa Konseyinin önerdiği yeni aracılık tanımlayıcıları ile ilişkilendirilerek tartışılmıştır. Çalışmada elde edilen bulgular öğretmen adaylarının aracılık kavramının eğitimde kültürlerarasılık ve katılımcılık konularına bağlı olarak üstlendiği çok yönlü role ilişkin farkındalık geliştirdiklerini ancak kavramı tanımlama ve öğretime yansıtma yetkinliklerinde boşluklar bulunduğunu göstermektedir. Toplumsal- bilişsel yapılandırmacı yaklaşımla öğretmen kimlik gelişimine bakan bu çalışma, aracılık süreçlerini etkileyen kişisel, toplumsal, tarihsel ve politik etmenlere değinmekte, sosyal bilimlerde disiplinlerarası bir bakışla aracılık kavramının tanımlanması ve araştırılması yönünde çağrıda bulunmaktadır

Keywords

• Aracılık
• İngilizce Öğretmeni Yetiştirme
• Öğretmenlik Uygulaması
• Mesleki Kimlik Gelişimi
• Diller İçin Avrupa Ortak Başvuru Metni

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