Dilemma Situations in Teaching Practice: What Do Student Teachers Reflect?

Year 2019, Vol 18 IDEA Special Issue, 168 - 177, 31.12.2019

Şeyda Selen Çimen , Şevki Kömür

https://doi.org/10.21547/jss.599356

Abstract

It
has been suggested that if student teachers formally reflect on teaching
dilemmas they confront, it may be possible for them to uncover new
understandings of the teaching and learning process. The starting point of this
study is to help student teachers be aware of their own conflicts in teaching
English and talk about them explicitly, which is thought to lead them to make
theory-informed evaluation of their ways of thinking and to stimulate the habit
of reflective inquiry. Employing the qualitative approach, this paper outlines
and interprets how student teachers in a practicum course in Turkey reflected
on their teaching dilemmas just after they completed their teaching practice in
their practice schools. The dilemmas student teachers reflected on were on
three dimensions of a lesson: planning, managing, and conducting the lesson. The
interpretations included conflicting thoughts, values, or expectations of
student teachers throughout the teaching process as a whole; and the issues
that guided them in deciding on their courses of action.   

Keywords

Teaching dilemmas, student teachers, practicum, English language teaching

Öğretmenlik Uygulamalarındaki İkilem Durumları: Aday Öğretmenler Neler Yansıtıyor?

Abstract

Öğretme ve öğrenme
süreçleri hakkında yeni anlayışların ortaya çıkacağı düşünüldüğü için, öğretmen
adaylarının ders kapsamında öğretmenlik uygulaması sürecinde deneyimlediği
ikilemler üzerine yansıtıcı düşünmeleri önerilmektedir. Bu çalışmanın çıkış
noktası, aday öğretmenlere İngilizce öğretiminde yaşadıkları kendi ikilemlerinin
farkına varmalarına ve bunları açıkça ortaya koymalarına yardım edebilmektir.
Bu yol izlenerek, aday öğretmenlerin kendi düşünme sistemleri üzerine kuramsal
bakış açılı değerlendirmeler yapmaya ve yansıtıcı sorgulamalar yürütmeye
yönlendirileceği düşünülmüştür. Nitel yaklaşımı benimseyen bu çalışma,
Türkiye’de öğretmenlik uygulaması dersini alan aday öğretmenlerin uygulama
okullarında örnek derslerini tamamladıktan hemen sonra öğretim sürecinde
yaşadıkları ikilemler üzerine ne düşündüklerini ortaya koymakta ve
yorumlamaktadır.  Aday öğretmenlerin
yaşamış oldukları öğretme süreci ikilemleri, bir dersin üç boyutu olan
planlama, yürütme ve yönetme boyutlarında yaşanan ikilemlerdir. Çalışmanın
bulguları, bütüncül olarak, aday öğretmenlerin bir öğretme süreci içerisindeki
çelişen düşüncelerini, değerlerini veya beklentilerini ve de bu ikilem
durumlarında uygulamaya koydukları kararları nelerin yönlendirdiğini
içermektedir. 

Keywords

Öğretme süreci ikilemleri, aday öğretmenler, öğretmenlik uygulaması, İngiliz Dili Öğretimi

References

• Brock, C. H., Case, R. & Taylor, S.S. (2913).Dilemmas in guiding pre-service teachers to explore literacy instruction and diversity. Teacher Education Quarterly, 81-100.
• Cynthia H. Brock, R. C., & Taylor, S.S. (2013). Dilemmas in Guiding Pre-Service Teachers to Explore Literacy Instruction and Diversity. Teacher Education Quarterly. 81 – 100.Çimen, Ş.S. (2017). A case study on pre-service English language teachers’ cognitions and practices regarding most commonly experienced in-class challenges. Unpublished Doctoral Dissertation. Middle East Technical University, Ankara/Turkey. Retrieved 31 July 2019 from: https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Donahue, D.M (1999). Service learning for preservice teachers: Ethical dilemmas for practice. Teaching and Teacher Education, 15. 685-695.
• Ehrich, L. C., Kimber, M., Millwater, J., & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice. Teachers and Teaching: Theory and Practice, 17(2), pp. 173-185.
• Farrel, T. S. C. (2008). Learning to teach language in the first year: a Singapore case study. In Novice language teachers: Insights and perspectives for the first year (Ed.) Farrel T. S. C. Equinox, 43-56.
• Harvey, S.; Cushion, C. & Sammon, P. (2014). Dilemmas faced by pre-service teachers when learning about and implementing a game-centered approach. European Physical Education Review, 21(2). 238–256
• Helton, G. B., & Ray, B. A. (2006). Strategies school practitioners report they would use to resist pressures to practice unethically. Journal of Applied School Psychology, 22(1), 43-65.
• Komorowska, H. (2016). Dilemmas in language teaching and teacher education. Glotto Didaktica 63(1), 81-95.
• Kremer-Hayon, L. & Tilemma, H. (2002). Practicing what we preach. Teacher Educators’ dilemmas in promoting self-regulated learning: a cross case comparison. Teaching and Teacher Education, 18, 593-607.
• Millwater, J., Ehrich, L.C., & Cranston, N. (2004). Preservice teachers` dilemmas: Ethical or not? International Journal of PEPE Inc, 8(2), 48-58.
• Scager, K., Akkerman, S. F., Pilot, A. & Wubbels, T. (2017). Teacher dilemmas in challenging students in higher education. Teaching in Higher Education, 22:3, 318-335, DOI: 10.1080/13562517.2016.1248392
• Shapiro-Lishchinsky, O. (2011). Teachers’ critical incidents: Ethical dilemmas in teaching practice. Teaching and Teacher Education, 27, 648-656.
• Smagorinsky, P., Wilson, A. A. & Moore, C. (2011). Teaching Grammar and Writing: A Beginning Teacher's Dilemma. English Education, 43(3). 262-292. Published by: National Council of Teachers of English Stable URL: http://www.jstor.org/stable/23017093
• Tilemma, H. & Kremer-Hayon, L. (2005). Facing dilemmas: teacher educators’ ways of constructing a pedagogy of teacher education. Teaching in Higher Education, 10, 203-217.
• Urmston, A. (2003). Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education. 17(2). 112-137.
• Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research. 72(2): 131–175.
• Zhu, G., Peng, Z., Deng, L., Li, G., & Etchells, M. (2019). Student teachers’ emotions, dilemmas and professional identity formation amid the teaching practicums. Paper presentation at the American Educational Research Association Annual Meeting. Toronto, Canada, April 5-9, 2019.