İngilizce Öğretmenlerinin Kültürel Olarak Duyarlı Öğretime Yönelik Kişisel ve Mesleki Hazırbulunuşlukları

Year 2020, Volume: 20 Issue: 88, 41 - 66, 20.07.2020

Mehmet Galip Zorba

Abstract

Problem Durumu: 21. yüzyıl ile birlikte küreselleşme, bilgi, teknoloji ve dijitalleşme gibi olgular yaşadığımız dünyayı değiştirmiş ve çokkültürlülük, kültürel melezlik ya da çoklu kimlik gibi kavramları günlük yaşantımızın bir parçası haline getirmiştir. Alanyazında da belirtildiği gibi eğitimsel amaçların mevcut sosyal ve küresel ihtiyaçlara uyması gerekmektedir. Dolayısıyla, öğrencilere onları günümüzün çokkültürlü dünyasıyla bütünleştirecek gerekli becerilerin kazandırılması esastır. Günümüz okullarında ve sınıflarında artmakta olan kültürel çeşitlilik göz önüne alındığında, çokkültürlü eğitim karar alıcıların, yöneticilerin ve uygulamacıların dikkate alması gereken bir gerçek ve ihtiyaçtır. Çokkültürlü eğitim, cinsiyet, sosyal sınıf, etnik köken, ırk veya kültürel özelliklerine bakılmaksızın her öğrenciye gerekli eğitimi alması için eşit fırsat sunulmasını amaçlamaktadır. Ancak eğitim politikaları, öğretim programları ve ders kitapları çokkültürlü eğitim çerçevesinde yeniden şekillendirilse bile, kâğıt üstünde kalan tüm bu planları sınıf ortamında gerçekleştirenin öğretmenler olduğu unutulmamalıdır. Öğretmenlerin çokkültürlü eğitimi sınıf ortamına yansıtabilmeleri için neyi nasıl yapmaları gerektiğini bilmeleri oldukça önemlidir. Kültürel olarak duyarlı öğretimin amacı öğretmenlerin sınıf içerisinde kullandıkları stratejilere ve uygulamalara odaklanarak öğrencilerin sahip oldukları kültürel farklılıkların akademik başarılarını engellenmesi önlemek ve öğrencilere kendi kültürel kimliklerini ve ana dillerini korurken hem ana akım kültürle hem de tüm dünya ile uyum içinde hareket edebilmeleri için gerekli olan temel bilgi ve becerileri sağlamaktır. Sınıf içerisine odaklanan kültürel olarak duyarlı öğretim pek çok farklı yeterliliği ve sorumluluğu kapsamaktadır. Bu nedenle, öğretmenlerin tüm bu yeterlilikleri başarılı bir şekilde uygulayabilme ve gerekli sorumlulukları alabilme konusundaki hazırbulunuşlukları kültürel olarak duyarlı öğretimin etkin bir biçimde uygulanabilmesi için oldukça önemlidir.

Araştırmanın Amacı: Ulusal alanyazın öğretmenlerin kültürel olarak duyarlı öğretimi uygulama konusunda yaşadıkları problemleri genel hatlarıyla ortaya koysa da, İngilizce öğretmenlerinin kültürel olarak duyarlı öğretim açısından ne derece hazır olduğuna ve ne çeşit sorunlarla karşılaştıklarına odaklanan çalışmaların sayısı oldukça azdır. Bu bağlamda, bu çalışmanın amacı İngilizce öğretmenlerinin kültürel olarak duyarlı öğretime kişisel olarak ve mesleki olarak ne derece hazır bulunduklarını incelemek ve İngilizce öğretmenlerinin kültürel olarak duyarlı öğretimle ilgili algılarını, sınıfta ne tip sorunlarla karşılaştıklarını ve bunlara nasıl çözümler ürettiklerini irdelemektir. Bu bağlamda bu çalışmanın cevap aradığı araştırma soruları şunlardır: (1) İngilizce öğretmenleri kültürel olarak duyarlı öğretime kişisel ve mesleki olarak ne derece hazırlardır? (1a) İngilizce öğretmenlerinin kültürel olarak duyarlı öğretime kişisel olarak hazırbulunuşlukları ile mesleki olarak hazırbulunuşlukları arasında istatistiksek olarak anlamlı bir fark var mıdır? (1b) Öğretmenlik deneyimi ve mezun olunan lisans programı açısından İngilizce öğretmenlerinin kişisel ve mesleki olarak hazırbulunuşluklarında anlamlı bir far var mıdır? (2) İngilizce öğretmenleri çokkültürlülüğü ve kültürel olarak duyarlı öğretimi nasıl algılamaktadır? İngilizce öğretmenleri kültürel olarak duyarlı öğretimle ilgili ne tip sorunlarla karşılaşmakta ve bunlara nasıl çözümler üretmektedirler?

Yöntem: Bu çalışmada çalışmanın amacı doğrultusunda belirlenen araştırma sorularına cevap aramak için ardışık açıklayıcı karma yöntem kullanılmıştır. Bu yöntemde veriler iki farklı aşamada toplanmaktadır. Birinci aşamada nicel veriler toplanırken ikinci aşamada nitel veriler birinci aşamada ortaya çıkan bulguları açıklamak ve yorumlamak için toplanmaktadır ve ağırlık nicel verilerde olsa da araştırma sorularının cevaplandırılmasında her iki veri tipi de kullanılmaktadır. Çalışmanın nicel kısmında uygunluk örnekleme yöntemi kullanılmış ve Türkiye’nin farklı illerinde görev yapmakta olan 415 İngilizce öğretmeni katılmışken nitel kısmına ise 12 İngilizce öğretmenli katılmıştır. Nicel verilerin toplanmasında Karataş ve Oral (2017) tarafından geliştirilen kültürel olarak duyarlı öğretim hazırbulunuşluk ölçeği kullanılırken nitel veriler sekiz adet açık uçlu yarı-yapılandırılmış mülakat soruları ile toplanmıştır. Nicel verilerin analizinde SPSS 23 programı kullanılmıştır. Verilerin normal dağıldığı basıklık ve çarpıklık değerleri doğrultusunda tespit edildikten sonra parametrik testlerden sırasıyla eşleştirilmiş örneklemler t-testi, tek yönlü ANOVA testi ve bağımsız örneklem t-testi uygulanmıştır. Nicel verilerin analizinde ise Braun ve Clarke (2013) tarafından önerilen tematik analiz yönteminin adımları uygulanmıştır. Önce nitel veriler yazıya aktarılmıştır.

Keywords

Çokkültürlü eğitim, kültürel olarak duyarlı öğretim, hazırbulunuşluk, İngilizce öğretimi, İngilizce öğretmenleri

Personal and Professional Readiness of In-service Teachers of English for Culturally Responsive Teaching

Abstract

Purpose: The aim of this study was twofold. First, it investigated the extent to which in-service teachers of English were personally and professionally ready to carry out culturally responsive teaching (CRT). Second, it aimed to understand teachers’ perceptions of CRT.

Research Method: This study was carried out in a sequential explanatory mixed methods design. Accordingly, first quantitative data were gathered in the first phase through administering CRT readiness scale. In the second phase, qualitative data were gathered through semi-structured interviews to gain detailed insights about their perceptions. A total number of 415 in-service teachers of English participated in the quantitative phase of the study, and 12 teachers participated in the semi-structured interviews.

Findings: Quantitative findings showed significant differences between teachers' personal and professional readiness, novice and experienced teachers, and graduates of ELT departments and graduates of ELL and ACL departments. Qualitative findings showed that experience alone was a distinguishable factor for CRT and also underlined the necessity for and the importance of culture-oriented courses in undergraduate English language teacher education.

Implications for Research and Practice: Accordingly, enriching undergraduate English language teacher education programs with culture-oriented courses is a need. Such courses should cover both theoretical and practical sides of multicultural education and CRT. There is also a need to provide more opportunities for teacher candidates to execute teaching practices in real and culturally diverse classrooms. Furthermore, the need for studies focusing on field-specific competencies and real classroom settings are also underlined.

Keywords

multicultural education, culturally responsive teaching, readiness, English language teaching, in-service teachers of English

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