Mikroöğretim Uygulamasının Hizmet Öncesi İngilizce Öğretmenlerinin Mesleki Öz-yeterlik İnançlarına Etkisi

Year 2019, Volume: 21 Issue: 2, 15 - 29, 30.08.2019

Ayşegül Takkaç Tulgar

https://doi.org/10.17556/erziefd.519041

Cited By: 1

Abstract

Lisans
eğitiminde yürütülen mikroöğretim uygulaması artan sayıda araştırmada
incelenmiştir. Mevcut alanyazın, mikroöğretimin hizmet öncesi öğretmenlerin
iletişim becerilerine ve öğretim becerilerine etkisi ve uygulamanın avantaj ve
dezavantajlarını incelemiştir. Ancak, özellikle de İngiliz Dili ve Eğitimi
alanında uygulanan mikroöğretim uygulamalarının hizmet öncesi öğretmenlerin
öz-yeterlik inançlarına etkisinin araştırılması konusunda alanda eksiklik
vardır. Bu nitel durum araştırması, mikroöğretim deneyimlerinin hizmet öncesi
İngilizce öğretmenlerinin meslekî öz-yeterlik inançlarını incelemektedir.
Çalışmanın verileri, 45 katılımcının açık uçlu sorulara verdikleri cevaplar,
öğretim üyesinin gözlem notları ve akran gözlem notları yoluyla toplanmıştır.
İçerik analizi mikroöğretim uygulamasının katılımcıların öz-yeterlik inançlarını
büyük ölçüde geliştirdiğini göstermiştir. Uygulamanın içeriğinde bulunan ders
planlama ve tasarlama, öğretmen rolünü üstlenme, sınıf kontrolü, geribildirim
alma ve güçlü/zayıf yönleri görme gibi aşamalar katılımcıların öz-yeterlik
inançlarını artıran temel faktörler arasında gösterilmiştir. Ancak, bazı
katılımcılar mikroöğretim uygulamasının öz-yeterlik inançlarını olumsuz yönde
etkilediğini belirtmiştir. Bulgular ilgili alanyazın ışığında tartışılmış ve
bazı öneriler sunulmuştur. 

Keywords

mikroöğretim, öz-yeterlik, hizmet öncesi öğretmen, yabancı dil olarak İngilizce

The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development

Abstract

The microteaching practice followed in undergraduate
level has been a topic of increasing investigation. Literature presents studies
on the effects of microteaching on pre-service teachers’ communicative skills,
their teaching skills and the advantages and disadvantages of the process.
However, there is still scarcity in research examining how microteaching
practices affect the self-efficacy levels of pre-service English teachers,
especially in the Turkish context. This qualitative case study examined the
effects of microteaching experiences on the pre-service EFL teachers’ professional
self-efficacy. The data were collected through the participants’ (N=45) answers
to open-ended questions, instructor observation notes and peer observation
notes. The content analysis of the data revealed that microteaching mostly
helped the participants develop their self-efficacy. Such components of the
practice as planning and designing a lesson, taking the teacher role,
controlling a classroom, receiving feedback and having the chance to realize
the strengths and weaknesses were the major contributors to the participants’
self-efficacy. However, some of the participants considered microteaching as a
practice negatively affecting their professional self-efficacy. The findings
are discussed in the light of relevant literature and some implications are
suggested. 

Keywords

Microteaching, Self-efficacy, Pre-service teacher, efl

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