Eleştirel düşünme becerilerinin yabancı dil öğretimine entegre edilmesi: Hizmet öncesi öğretmenlerin mikro öğretim uygulamaları

Abstract

Bu çalışma, Türkiye'deki öğretmen adaylarının yabancı dil öğretim uygulamalarına eleştirel düşünme (ED) becerilerinin entegrasyonunu incelemiştir. Nitel bir araştırma deseni benimsenmiş ve çalışma kapsamında 60 İngiliz Dili Eğitimi (İDE) öğrencisi ile yarı yapılandırılmış görüşmeler ve mikro öğretim oturumları gerçekleştirilmiştir. Araştırma katılımcıları, amaçlı örnekleme yöntemiyle seçilmiş ve 20 ile 26 yaşları arasında olan 38 kadın ve 22 erkekten oluşmuştur. Veri analizi, katılımcıların eleştirel düşünmenin dil öğretimindeki önemini kabul ettiklerini, ancak bunu etkili bir şekilde uygulamada önemli zorluklar yaşadıklarını ortaya koymuştur. Bu zorlukların temel nedenleri, yetersiz eğitim ve öğretmen adaylarının karşılaştığı çeşitli pedagojik sınırlamalar olarak belirlenmiştir. Bulgular, ED'nin sınıf uygulamalarına entegrasyonunu desteklemek için daha açık öğretim stratejilerinin benimsenmesi ve hedefe yönelik öğretmen eğitimi programlarının uygulanmasının gerekliliğini vurgulamıştır. Sonuçlar, dört ana tema altında kategorize edilmiştir: eleştirel düşünmenin yüzeysel uygulanması, sınırlı öğrenci katılımı, müfredat gereklilikleri ile eleştirel düşünme arasında denge kurma zorlukları ve öğretim desteği ile öğretmen eğitiminin kritik rolü. Bulgular, mevcut literatür ışığında tartışılmış ve öğretmen adaylarını eleştirel düşünmeyi etkili bir şekilde teşvik etmeye yönelik bilgi ve becerilerle donatmayı hedefleyen öğretmen eğitimi programlarının geliştirilmesine ilişkin değerli öneriler sunulmuştur.

Keywords

• eleştirel düşünme
• mikro öğretim
• hizmet öncesi öğretmenler
• ELT

Integrating critical-thinking skills into foreign language teaching: Micro-teaching practices of pre-service teachers

Abstract

This study explored the integration of critical thinking (CT) skills into the foreign language teaching practices of pre-service teachers in Turkey. Employing a qualitative research design, the study involved semi-structured interviews and micro-teaching sessions conducted with 60 pre-service English Language Teaching (ELT) students. The participants were selected through a purposive sampling method and consisted of 38 females and 22 males, aged between 20 and 26. The data analysis revealed that while the participants recognized the importance of critical thinking in language teaching, they faced significant challenges in its effective implementation. These challenges were primarily attributed to a lack of adequate training and various pedagogical constraints encountered during their preparation. The findings underscored the necessity of adopting more explicit instructional strategies and implementing targeted teacher education programs to foster the integration of CT into classroom practices. Results were categorized into four key themes: the superficial application of critical thinking, limited student engagement, challenges in balancing curriculum demands with critical thinking, and the essential role of instructional support and teacher training. These findings were discussed in relation to existing literature, providing valuable insights and recommendations for the development of teacher education programs aimed at equipping pre-service teachers with the skills and knowledge needed to promote critical thinking effectively.

Keywords

• critical thinking
• micro-teaching
• pre-service teachers
• ELT

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