Exploring Prospective English Language Teachers’ Perceptions on Leveraging Microteaching and Literature Integration to Enhance Pedagogical Competence in L2 Teacher Education

Abstract

Abstract: Integrating literature into English language teaching is widely regarded as a pedagogically beneficial practice because it can improve linguistic skills and nurture cross-cultural sensitivity while fostering cognitive and intellectual growth (Carter & Long, 1991). In line with this perspective, ELT teacher education programs in Turkey include specialized courses to provide prospective teachers with the pedagogical competencies and theoretical knowledge necessary for integrating literature into language instruction. This study explored the perceptions and experiences of pre-service English as a Foreign Language (EFL) teachers concerning the incorporation of literature into ELT classrooms via microteaching sessions. The participants were 40 English language pre-service teachers enrolled in the Literature and Language teaching course at a state university in Türkiye. Following the conclusion of a semester-long course on literature-based English language instruction, the data of the study were collected through reflection papers and semi-structured focus group interviews conducted in the sequel and evaluated through content analysis. The study’s findings revealed that incorporating literary texts into ELT classrooms and microteaching sessions yielded positive outcomes, enhancing the efficacy of these sessions and the participants’ instructional practices. The findings also suggest that pre-service English language teachers held a favourable orientation toward the pedagogical integration of literature within ELT frameworks.

Keywords

• pre-service teacher education
• literature integration
• ELT
• microteaching
• pedagogical competence

İngilizce Öğretmen Adaylarının, İkinci Dil Öğretmenliği Eğitiminde Pedagojik Yeterliliği Artırmak İçin Mikro Öğretim ve Edebiyat Entegrasyonundan Yararlanma Konusundaki Görüşlerinin İncelenmesi

Abstract

Edebiyatı İngilizce öğretimine entegre etmek, dil becerilerini geliştirebilmesi ve kültürlerarası duyarlılığı besleyebilmesi, aynı zamanda bilişsel ve entelektüel gelişimi teşvik edebilmesi nedeniyle pedagojik açıdan faydalı bir uygulama olarak kabul edilmektedir (Carter & Long, 1991). Bu bakış açısına uygun olarak, Türkiye'deki İngilizce öğretmen eğitimi programları, öğretmen adaylarına edebiyatı dil öğretimine entegre etmek için gerekli pedagojik yeterlilikleri ve teorik bilgileri sağlamak üzere özel dersler içermektedir. Bu çalışma, mikroöğretim oturumları aracılığıyla edebiyatın İngilizce öğretimi derslerine entegre edilmesine ilişkin hizmet öncesi İngilizce öğretmeni adaylarının algılarını ve deneyimlerini araştırmıştır. Katılımcılar, Türkiye'deki bir devlet üniversitesinde Edebiyat ve Dil öğretimi dersine kayıtlı 40 İngilizce öğretmen adayıdır. Edebiyat temelli İngilizce öğretimi üzerine bir dönem süren dersin tamamlanmasının ardından, çalışmanın verileri, devamında yapılan yansıma yazıları ve yarı yapılandırılmış odak grup görüşmeleri yoluyla toplanmış ve içerik analizi yoluyla değerlendirilmiştir. Çalışmanın bulguları, edebi metinlerin İngilizce derslerine ve mikroöğretim oturumlarına dahil edilmesinin olumlu sonuçlar verdiğini, bu oturumların etkinliğini ve katılımcıların öğretim uygulamalarını geliştirdiğini ortaya koymaktadır. Bulgular ayrıca, hizmet öncesi İngilizce öğretmenlerinin İngilizce öğretimi bağlamlarında edebiyatın pedagojik entegrasyonuna olumlu bir yaklaşım sergilediklerini göstermektedir.

Keywords

• hizmet öncesi öğretmen eğitimi
• Edebiyat Entegrasyonu
• İngilizce Dil Öğretimi
• Mikro Öğretim
• Pedagojik Yeterlilik

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