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HANGİ YÖNLERİMİZ EKSİK? HİZMET ÖNCESİ İNGİLİZCE ÖĞRETMENLERİNİN GÖRÜŞLERİ

Year 2016, Volume: 3 Issue: 1, 1 - 23, 01.12.2016

Abstract

Öğrenci ihtiyaçlarını karşılamak ve eğitim kurumlarında oluşan sorunlarla başa çıkması için öğretmenlerin çeşitli bilgi, beceri ve yöntemlere sahip olması beklenir. Yeni öğretmenler gerçek sınıflarına çeşitli yeterlilik seviyesiyle giderler ki bu yeterlilikler kendi bölümlerine özgüdür ve çeşitli alanlarda bulunur ki bu da paydaşların oluşturduğu beklentilerin altında kalma riskini taşır. Bu sebeple bu çalışma bir devlet üniversitesindeki son sınıf İngilizce öğretmeni adaylarının Türk Milli Eğitim Bakanlığı tarafından oluşturulan genel öğretmen yeterlikleri ve İngilizce öğretmeni yeterlilikleri kapsamındaki yeterlilik düzeylerini belirlemeyi amaçlamaktadır. Bu çalışma nicel ve nitel araştırma yöntemlerinin işe koşulduğu karma yöntem üzerine kurulmuştur. Öyle ki veri toplama araçları olarak öz değerlendirme formları ve 5 sorudan oluşan yazılı mülakat protokolü kullanılmıştır. Toplanan verinin analizi için SPSS 16 ve içerik analizi kullanılmıştır. Öğretmen adaylarının büyük çoğunluğunun (N: 114, 93.4%) bu yeterlikler hakkındaki bilgi sahibi olmadığı bulunmuştur. Ayrıca katılımcı öğretmen adaylarının kendilerini en çok öğrencilerin değerlerine saygı gösterme maddesinde yeterli gördüğü fakat müfredat dışı etkinlikler hakkındaki ilgili mevzuatı bilme maddesinde kendilerini en az yeterli gördüğü tespit edilmiştir. Bulgular ışığında denilebilir ki öğretmen adayları mezun olmadan önce bu yeterliklerle donatılırsa ve hizmet öncesi eğitimleri boyunca gerekli yeterlikleri deneyim ederlerse daha etkili bir şekilde öğrenci ihtiyaçlarını karşılayabilirler ve eğitimsel sorunlarla başa çıkabilirler

References

  • Aitken, R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations. Teaching and Teacher Education, 27, 350-356.
  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
  • Bickmore, D.L., & Bickmore, S.T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26, 1006-1014.
  • Cabaroglu, N., & Roberts, J. (2000). Development in student teachers‟ pre-existing beliefs during a 1-year PGCE programme. System, 28, 387–402.
  • Choy, D., Wong, A.F.L., Lim, K.M., & Chong, S.(2013). Beginning teachers‟ perceptions of their pedagogical knowledge and skills in teaching: A three year study. Australian Journal of Teacher Education, 38(5), 68-79.
  • English Teacher Competencies of Turkish MoNE. Retrieved on 12.05.2015 from http://otmg.meb.gov.tr/alaningilizce.html.
  • Eraut, M. (2004). Editorial: the practice of reflection. Learning in Health and Social Care, 3(2), 47–52.
  • Generic Teacher Competencies of Turkish MoNE. Retrieved on 12.05.2015 from http://otmg.meb.gov.tr/YetGenel.html.
  • Ghaye, T. (2010). Teaching and learning through the reflective practice: A practical guide for positive action (2nd Edition). Routledge: London and New York.
  • Harding, K., & Parsons, J. (2011). Improving teacher education programs. Australian Journal of Teacher Education, 36(11), 51-61.
  • Kanat, A. (2014). An investigation of pre-service English language teachers’ perceptions about their pedagogical content knowledge through their teaching practices. Unpublished master‟s thesis, Pamukkale University, The Institute of Educational Sciences, Denizli.
  • Kani, Z.G. (2011). A case study on the English language teacher trainees' perceptions about teacher competencies identified by Common European Framework (CEF) and European Language Portfolıo (ELP). Unpublished master‟s thesis, Çanakkale Onsekiz Mart University, Institute Of Social Sciences, Çanakkale.
  • Karacaoğlu, Ö. C. (2008). Avrupa Birliği uyum sürecinde öğretmen yeterlilikleri. Yayınlanmamış doktora tezi, Ankara Üniversiteesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Kildan, A., Ibret, B. Pektas, M., Aydinozu, D., Incikabi, L., & Recepoglu, E. (2013). Evaluating views of teacher trainees on teacher training process in Turkey, Australian Journal of Teacher Education, 38 (2), 51-68.
  • Knoblauch, D., & Chase, M.A. (2015). Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teaching and Teacher Education, 45, 104-114.
  • Milli Eğitim Bakanlığı, Talim Terbiye Kurulu Başkanlığı (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi (2,3,4,5,6,7,8. sınıflar) öğretim programı. Retrieved on 20.12.2014 from http://ttkb.meb.gov.tr/program2.aspx.
  • O‟Dwyer, J.B., & Atlı, H.H. (2014). A study of in-service teacher educator roles, with implications for a curriculum for their professional development. European Journal of Teacher Education, 38(1), 4-20.
  • OSYM (2011). Evaluation, Selection and Placement Center. Retrieved from http://www.osym.gov.tr/dosya/1-57952/h/2011tablo4-2172011.pdf.
  • Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass: London.
  • Simon, S.E. (2013). Chaos of textures or „tapisserie‟? A model for creative teacher education curriculum design. Australian Journal of Teacher Education, 38(11), 87-102.
  • Yuan, R., & Lee, I. (2014). Pre-service teachers‟ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1–12.

WHAT WE LACK? REFLECTIONS OF PRE-SERVICE ENGLISH TEACHERS

Year 2016, Volume: 3 Issue: 1, 1 - 23, 01.12.2016

Abstract

Teachers are expected to possess a variety of skills, knowledge and strategies to meet student needs and cope with uncertainties or problems occurring in educational contexts. New teachers arrive at their real classes with different levels of competencies in different domains regarding their department, which carries the risk to be overwhelmed by the expectations of the related stakeholders. Therefore, this study aims to find out the competency levels of pre-service English teachers at a state university in line with the generic and English teacher competencies set by Turkish Ministry of National Education (MoNE). This study is based on mixed-method research for complementary purposes of quantitative and qualitative research procedures in that self-assessment forms and Written Interview Protocol (WIP) with 5 questions were used as data collection tools. SPSS 16 and content analysis were employed for the analysis of the gathered data. It was found that high majority of the participant student teachers (N: 114, 93.4%) were uninformed about these competencies. Moreover, mean scores of the participant student teachers were found to be highly competent in respecting student values while they were a little competent in knowing the related regulations about extra-curricular activities compared to all the competencies. In light of the results, it can be said that if student teachers are equipped with these competencies before they graduate and experience the required competencies during their pre-service education, they could serve student needs and cope with educational problems more efficiently

References

  • Aitken, R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations. Teaching and Teacher Education, 27, 350-356.
  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
  • Bickmore, D.L., & Bickmore, S.T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26, 1006-1014.
  • Cabaroglu, N., & Roberts, J. (2000). Development in student teachers‟ pre-existing beliefs during a 1-year PGCE programme. System, 28, 387–402.
  • Choy, D., Wong, A.F.L., Lim, K.M., & Chong, S.(2013). Beginning teachers‟ perceptions of their pedagogical knowledge and skills in teaching: A three year study. Australian Journal of Teacher Education, 38(5), 68-79.
  • English Teacher Competencies of Turkish MoNE. Retrieved on 12.05.2015 from http://otmg.meb.gov.tr/alaningilizce.html.
  • Eraut, M. (2004). Editorial: the practice of reflection. Learning in Health and Social Care, 3(2), 47–52.
  • Generic Teacher Competencies of Turkish MoNE. Retrieved on 12.05.2015 from http://otmg.meb.gov.tr/YetGenel.html.
  • Ghaye, T. (2010). Teaching and learning through the reflective practice: A practical guide for positive action (2nd Edition). Routledge: London and New York.
  • Harding, K., & Parsons, J. (2011). Improving teacher education programs. Australian Journal of Teacher Education, 36(11), 51-61.
  • Kanat, A. (2014). An investigation of pre-service English language teachers’ perceptions about their pedagogical content knowledge through their teaching practices. Unpublished master‟s thesis, Pamukkale University, The Institute of Educational Sciences, Denizli.
  • Kani, Z.G. (2011). A case study on the English language teacher trainees' perceptions about teacher competencies identified by Common European Framework (CEF) and European Language Portfolıo (ELP). Unpublished master‟s thesis, Çanakkale Onsekiz Mart University, Institute Of Social Sciences, Çanakkale.
  • Karacaoğlu, Ö. C. (2008). Avrupa Birliği uyum sürecinde öğretmen yeterlilikleri. Yayınlanmamış doktora tezi, Ankara Üniversiteesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Kildan, A., Ibret, B. Pektas, M., Aydinozu, D., Incikabi, L., & Recepoglu, E. (2013). Evaluating views of teacher trainees on teacher training process in Turkey, Australian Journal of Teacher Education, 38 (2), 51-68.
  • Knoblauch, D., & Chase, M.A. (2015). Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teaching and Teacher Education, 45, 104-114.
  • Milli Eğitim Bakanlığı, Talim Terbiye Kurulu Başkanlığı (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi (2,3,4,5,6,7,8. sınıflar) öğretim programı. Retrieved on 20.12.2014 from http://ttkb.meb.gov.tr/program2.aspx.
  • O‟Dwyer, J.B., & Atlı, H.H. (2014). A study of in-service teacher educator roles, with implications for a curriculum for their professional development. European Journal of Teacher Education, 38(1), 4-20.
  • OSYM (2011). Evaluation, Selection and Placement Center. Retrieved from http://www.osym.gov.tr/dosya/1-57952/h/2011tablo4-2172011.pdf.
  • Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass: London.
  • Simon, S.E. (2013). Chaos of textures or „tapisserie‟? A model for creative teacher education curriculum design. Australian Journal of Teacher Education, 38(11), 87-102.
  • Yuan, R., & Lee, I. (2014). Pre-service teachers‟ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1–12.
There are 21 citations in total.

Details

Other ID JA46YV94GE
Journal Section Articles
Authors

Çağla Atmaca This is me

Abdülvahit Çakır This is me

Publication Date December 1, 2016
Submission Date December 1, 2016
Published in Issue Year 2016 Volume: 3 Issue: 1

Cite

APA Atmaca, Ç., & Çakır, A. (2016). HANGİ YÖNLERİMİZ EKSİK? HİZMET ÖNCESİ İNGİLİZCE ÖĞRETMENLERİNİN GÖRÜŞLERİ. Eğitim Ve Toplum Araştırmaları Dergisi, 3(1), 1-23.