Sosyokültürel Bir Bakış Açısıyla İki Dilli / İDİ Öğretmen Adaylarının Kimliği

Year 2016, Volume: 5 Issue: 2, 172 - 191, 01.08.2016

Hsiao-ping Wu Esther Garza

Abstract

Bu araştırmada anadili İngilizce olan ve olmayan 50 iki dilli/İDİ öğretmen adayının kimliği ve niteliğine yönelik mesleki öğrenme tecrübelerini inceleyen nitel bir araştırmanın bulguları sunulmuştur. Öğretmen öğrenmesi ve kimlik kuramına ilişkin sosyokültürel bir bakış açısını temel alan bu araştırma, anadili İngilizce olan ve olmayan iki dilli/İDİ öğretmen adaylarının ders başlıkları, projeler ve öğretmen yetiştirme programına katılan akranlarıyla etkileşimleri ışığında mesleki öğrenmeye yönelik anlama yetilerini incelemektedir. Verilerin analizine göre, katılımcılar akranlarıyla doğrudan ya da dolaylı etkileşimleri ve öğretme etkinliklerinin bir öğretmen olarak aday öğretmenleri üzerinde olumlu etkiye sahip olduğunu düşünmektedir. Farklı boyutlarla olan etkileşimler sayesinde katılımcılar gelecekteki mesleki bağlamları ile yeni bir bağlantı kurmuştur. Bulgulardan elde edilen çıkarımlara göre, öğretmen yetiştirme programlarına öğretmen adaylarının kimlik gelişiminde yardımcı olması için farklı etkinliklerin eklenmesi önerilmektedir

Keywords

Öğretmen adaylarının eğitimi, iki dilli eğitim ve İDİ eğitimi, kimlik

Pre-service Bilingual/ESL Teacher Identity from a Sociocultural Perspective

Abstract

This paper presented the findings of a qualitative study of the professional learning experiences of fifty bilingual/ESL native and non-native English speaking pre-service teachers’ identity and qualification. Grounded in a sociocultural view of teacher learning and identity theory, the study explores native and non-native bilingual/ESL pre-service teachers’ understanding of professional learning in light of their experiences in engaging with course topics, projects, and their peers while participating in teacher preparation program. Analysis of the data revealed that these participants assumed the learning activities and interaction with peers either directly or indirectly, having a positive influence on the student teachers’ role as a teacher. Through the interactions with different aspects, participants in this study seem to have found a new relationship within their future professional contexts. The implications of the findings suggest how teacher preparation programs can include different activities to assist in the development of pre-service teachers’ identities

Keywords

Pre-service teacher education, bilingual and ESL education, identity

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