İngilizce Öğretmen Adayları Mesleki Öğrenmeleri İçin Uygulamalı Çalışmalara Değer Verirler: Bir Nitel Durum Çalışması

Year 2025, Issue: 63, 617 - 634, 27.03.2025

Gülten Koşar , Yunus Emre Akbana

https://doi.org/10.53444/deubefd.1551473

Abstract

Öğretmen adayı mesleki öğrenimi, öğretmen adaylarının önceki öğrencilik tecrübeleri ve öğretmen adayı yetiştirme programında verilen derslerin etkililiği gibi birtakım faktörlerden etkilenebilmektedir. Literatürde ikinci sınıf İngilizce öğretmen adaylarının bir söz eyleminin öğretimi için ders planlaması ve planı sunmasını araştıran bir çalışmanın yokluğu araştırmacıları bu araştırmayı yürütme hususunda cesaretlendirmiştir. Bu nitel durum çalışması 25 ikinci sınıf İngilizce öğretmen adayının çevrimiçi Edimbilim ve Dil Öğretimi dersi bağlamında kendi seçtikleri bir söz eyleminin öğretimi için hazırladıkları bir ders planı ile bu ders planı üzerine yaptıkları sunumların mesleki öğrenmelerine etkisi hakkında ne düşündüklerini araştırmaktadır. Veri, bir nitel anket ve telefonda yürütülen yarı yapılandırılmış mülakatlar aracılığıyla toplanmıştır. Toplanan verinin tümevarımsal analizinden elde edilen bulgular İngilizce öğretmen adaylarının kendi seçtikleri söz eylemlerinin öğretimi üzerine hazırladıkları ders planları ve bu ders planları üzerine yaptıkları sunumların mesleki öğrenmelerini arttırdığını düşündüklerini ortaya koymuştur. Bulgular aynı zamanda İngilizce öğretmen adaylarının İngilizce öğretmen adayı öğretim programının birinci yılından itibaren daha fazla uygulamalı çalışma yapma isteğine sahip olduklarını işaret etmektedir.

Keywords

ders planlaması, öğretmen adayı mesleki öğrenmesi, sunum yapma, uygulamalı çalışma, söz eylemleri

Pre-Service ELT Teachers Appreciate Hands-On Work for Their Professional Learning: A Qualitative Case Study

Abstract

Pre-service teacher professional learning could be affected by a range of factors such as pre-service teachers’ prior schooling experiences and the effectiveness of the courses offered in the pre-service teacher education program. The absence of research in the literature carried out to examine second-year pre-service English teachers’ perceptions concerning their experiences of planning a lesson to teach a speech act and giving a presentation on it encouraged the researchers to conduct this investigation. This qualitative case study investigates 25 sophomore pre-service English teachers’ perceptions with regard to the effect of preparing a lesson plan for the teaching of a speech act they selected and the presentations they made on it in online Pragmatics and Language Teaching course to their professional learning. The data was collected from a qualitative survey and semi-structured telephone interviews. The inductive analysis of the gathered data revealed that the pre-service English teachers contended preparing a lesson plan to teach the speech acts they chose and giving a presentation on it enhanced their professional learning. The findings also indicated the pre-service English teachers’ desire for more hands-on work starting from the first year in the pre-service English teacher education program.

Keywords

Hands-on work, Lesson planning, Making a presentation, Pre-service teacher professional learning, Speech acts

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