İngilizce öğretmenlerinin yüz yüze ve çevrim içi eğitime yönelik öz yeterlik inançlarının ve algılarının incelenmesi

Abstract

Çalışmanın amacı, Türkiye’de çalışan İngilizce öğretmenlerinin yüz yüze ve çevrim içi derslere yönelik öz-yeterlik algılarının belirlenmesidir. Çalışma, nicel analizden sonra nitel analizin geldiği karma yöntemli, açıklayıcı bir yaklaşım kullanmıştır. Çalışmada, Öğretmen Öz-Yeterlik Ölçeği (TEBS-Self) (Dellinger ve ark., 2008) ve Michigan Hemşire Eğitimcilerinin Çevrim içi Öğretim İçin Yeterlilik Duygusu Ölçeği (MNESEOTS) (Robinia, 2008) ve araştırmacıların tasarladığı ve uyguladığı yarı yapılandırılmış görüşme soruları kullanılmıştır. Nicel analiz sonuçlarına göre, yüz yüze ders veren öğretmenlerin öz yeterlik görüşleri, çevrim içi ders verenlere göre daha yüksek düzeydedir. Deneyimli eğitmenlerin, okul türü, cinsiyet ve deneyim gibi değişkenlere bağlı olarak öz-yeterlik inançları konusunda, deneyimsiz öğretmenlere göre daha başarılı oldukları keşfedilmiştir. Ancak öğretmenlerin öz-yeterlik görüşlerinde deneyime göre kayda değer bir farklılık bulunmuştur. Yarı yapılandırılmış görüşmelerin sonuçları aynı zamanda yüz yüze etkileşimin ve hızlı geri bildirimin değerini vurgularken, çevrim içi öğrenmenin esnekliğini ve erişilebilirliğini de kabul etmiştir.

Keywords

• öz-yeterlik inançları
• öğretmen algıları
• yüz yüze eğitim
• çevrim içi eğitim
• öğretmen yetiştirme

Investigation of self-efficacy beliefs and perceptions of English language teachers towards face-to-face and online education

Abstract

This study aims to reveal the self-efficacy beliefs of English language teachers regarding face-to-face and online education. The study used an explanatory mixed-method research design, with quantitative analysis preceding qualitative analysis. The Teacher's Self-Efficacy Scale (TEBS-Self) (Dellinger et al., 2008) and the Michigan Nurse Educators' Sense of Competence for Online Teaching Scale (MNESEOTS) (Robinia, 2008) scales were used for the study. 10 English language teachers participated in semi-structured interviews that the researchers devised and piloted. The study's results indicated that face-to-face teachers had greater self-efficacy views than those who taught online. Experienced teachers had higher levels of self-efficacy beliefs than inexperienced teachers, depending on the variables, including school type, gender, and experience. However, there was a significant difference in teachers' self-efficacy views based on teaching experience. The results of semi-structured interviews also highlighted the value of face-to-face contact and prompt feedback while acknowledging the flexibility and accessibility of online education.

Keywords

• self-efficacy beliefs
• teacher perceptions
• face-to-face education
• online education
• teacher training

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