Kuram ve Uygulamadaki Boşluğa Bir Bakış: İngilizce Öğretmen Adaylarının Öğretmenliklerine Dair Değerlendirmeleri

Yıl 2019, , 116 - 129, 30.10.2019

Gülden İlin

https://doi.org/10.21733/ibad.603392

Öz

Bu çalışma
İngiliz Dili Eğitimi Bölümü 3. Sınıf öğrencilerin öğretmenlik uygulamalarına
dair farkındalıklarını hızlandırmak amacıyla ‘Çocuklara İngilizce Öğretimi’
dersinde yapılan mikro öğretim uygulamalarını incelemektedir. Bu uygulamalar
sırasında toplam 72 öğrencinin en sık kullandığı 45 olumlu veya olumsuz öğretmen
davranışı tanımlanmış ve bu davranışlar temel alınarak, hayali bir öğretmenin
bir dersinin metni yaratılmıştır. Sonrasında bu hayali ders metni bir sınav
formunda öğrencilere verilerek 45 öğretmen davranışından istedikleri herhangi
20 tanesini olumlu ya da olumsuz olarak yorumlamaları istenmiştir. Sınav
kâğıtlarının analizinde öğrencilerin mikro öğretim sunularında gözlemlenen
öğretmenlik davranışları ile aynı davranışların kâğıt üzerindeki yorumlamaları
arasında bir uyumsuzluk olduğu gözlemlenmiştir. Öğrencilerle kuram ve uygulama
arasındaki boşluğun nedenleri, dört aylık bu sürecin öğretmenliklerine dair
anlayışlarına olan etkileri tartışılmıştır. 
Bu tartışmaların saha notları çalışmanın bir diğer veri kaynağı olarak
kullanılmıştır. Öğrencilerin deneyim ve güven eksiklikleri, utangaçlık, heyecan
ve sınav üzerinde yapılan değerlendirmenin öğrencilerin geldikleri sistemle uyuşuyor olması çalışma
sonuçlarına yön veren etkenler olarak ortaya çıkmıştır.  

Anahtar Kelimeler

yabancı dil öğretmen eğitimi, yansıtıcı uygulama, öz-değerlendirme, akran değerlendirme, öğretmenlerin mesleki bilgileri

Mirroring the Gap between Theory and Practice: ELT Juniors’ Auto-Criticism on their Teaching

Öz

To
trigger the ELT sophomores’ awareness on their teaching practices, in the
Teaching English to Young Learners course, most frequent 45 positive and
negative teaching practices of 72 students were identified during their micro
teaching sessions. On the basis of these, a script of an imaginary session of
an anonymous teacher was created. Then, as a sit-down exam, the students were
asked to criticize any 20 out of 45 behaviors in the script. Analysis of the
exam papers revealed a mismatch in how students conducted their lessons and how
they evaluated the same teaching practice. The discrepancies in theory and
practice and the consequences of this procedure on students’ understanding of
their own teaching were discussed with the students. Field notes of these discussions
constituted another data source. Lacking in experience and confidence, feeling
of shyness and nervousness and finally the exam, harmonizing with the existing
educational system through which the students came to the university, appeared
to be the underlying reasons for the results. 

Anahtar Kelimeler

Language Teacher Education, Reflective Practice, Teachers’ Self-Evaluation, Peer Evaluation, Teachers’ Pedagogical Knowledge

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