Türkiye'de İngilizce Öğretmenliği Bölümü Staj Uygulamalarının Zorluklarına Genel Bakış: 2004-2019 Arası Araştırmalarda Bir Meta Sentez Çalışması

Year 2021, Volume: 22 Issue: 2, 1669 - 1712, 31.08.2021

Banu Çiçek Başaran Uysal , Perihan Savas

https://doi.org/10.17679/inuefd.886731

Cited By: 5

Abstract

Öğretmen olma yolculuğunda staj uygulamaları süreci büyük bir önem arz etmektedir. Staj uygulamasında, öğretmen adaylarının belirli sınıf prosedürlerini tamamlamaları ve lisans programının teorik ve pratik bileşenleri arasında bir bağlantı kurmaları gerekir. Araştırmalar, öğretmen adaylarının profesyonel olmaları için bu sürecin son derece yararlı olduğunu gösterse de bu süreç sorunsuz değildir. Bu bağlamda, yaygın olarak yaşanan sorunlar tespit edilerek, hizmet öncesi öğretmen eğitimi geliştirilebilir. Bu çalışma, Türkiye'deki İngilizce Öğretmenliği bölümlerindeki uygulama uygulamalarının ortak zorluklarını harmanlamak için yapılmıştır. Çalışma, literatürdeki 40 çalışmayı belirledikten sonra kodlama prosedürleri ile literatürde bahsedilen zorlukları analiz etmiş ve kategorilere ayırmıştır. Beş ana kategori ve 36 alt kategori belirlenmiştir. Analiz, zorlukların (1) öğretmen adayları, (2) öğretmenler, (3) uygulama öğretim elemanları, (4) öğrenciler ve (5) okul yöneticileri tarafından belirlendiğini göstermektedir. Uygulama öğretim elemanları ve öğretmenlerinden geri bildirim alınması, öğretmen adaylarının sınıf yönetimi, okullar ve Eğitim fakülteleri arasındaki iş birliği eksikliği, teori ile uygulama arasındaki boşluk ve hedef dil problemleri tekrarlayan sorunlar olarak ortaya çıkmaktadır. Lisans seviyesinde öğretmen eğitimindeki staj uygulama süreçlerinin tekrar eden sorunları araştırılmış, bu zorlukların üstesinden gelmek için öneriler ve öğretmen eğitimi uygulamalarının iyileştirilmesi için çıkarımlar literatür incelenerek belirtilmiştir.

Keywords

İngilizce Dil Öğretimi, staj uygulamaları, hizmet öncesi öğretmenler, zorluklar, geri dönüt, sınıf yönetimi, metasentez

Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019

Abstract

During the journey to becoming teachers, practice teaching process is considered to be of great importance. During the practicum, the prospective teachers are required to complete certain classroom procedures and establish a link between the theoretical and the practical component of the undergraduate program. Although the research shows that this process is immensely helpful for pre-service teachers to become professionals, it is not without problems. In this context, by identifying the commonly experienced problems, the pre-service teacher education can be improved. This study was carried out to collate the common challenges of practicum practices in ELT departments in Turkey. The study identified 40 studies in the literature and then analyzed and categorized the challenges mentioned by the literature thorough coding procedures. Five main categories and 36 sub-categories have been identified. The analysis showed that the challenges have been identified by (1) student teachers, (2) classroom teachers, (3) supervisors, (4) pupils, and (5) school administrators. The recurring problems discovered were to receive feedback from supervisors and classroom teachers, classroom management of student teachers, lack of collaboration between schools and faculties of Education, the gap between theory and practice, and target language problems. Through exploring the recurring problems of practicum processes in undergraduate teacher education, suggestions for overcoming these challenges and implications for improving teacher education practices have been stated upon analyzing the literature.

Keywords

English Language Teaching, practicum, pre-service teachers, challenges, feedback, classroom management, meta synthesis

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