ARAŞTIRMA YÖNTEMLERİ DERSİNİN İNGİLİZCE ÖĞRETMEN ADAYLARININ ARAŞTIRMA TUTUMLARI ÜZERİNDEKİ ETKİSİ

Öz

Araştırma becerileri öğretmen eğitiminin bileşenlerinden biri olarak görülmektedir. Ancak, araştırma yöntemlerinin öğretilmesi ve öğretim pratiklerinin araştırma tutumu üzerindeki etkileri öğretmen eğitiminin az çalışılan alanları arasındadır. Bu nedenle, bu çalışma Türkiye’de bir devlet üniversitenin İngilizce Öğretmenliği bölümünün ikinci yılında zorunlu olarak verilen bir araştırma yöntemleri dersinin etkilerini değerlendirmeyi amaçlamaktadır. Dersin araştırma tutumlarını etkileme biçimlerini ve 46 adet ikinci sınıf İngilizce Öğretmenliği öğrencisi tarafından nasıl algılandığını incelemek amacıyla gömülü karma desen kullanılmıştır. Araştırmaya yönelik tutumların dersin öncesinde ve sonrasında ölçülmesi için psikometrik bir ölçekten yararlanılmıştır. Öğrencilerin dersi değerlendirmesi için ise açık uçlu bir anket kullanılmıştır. Sonuçlar, dersin sonunda öğrencilerin araştırma tutumlarında azalma olduğunu göstermektedir. Çalışmanın bulguları, araştırmaya karşı olumlu tutum geliştirilebilmesi için ders saatinin artırılması ve ev ödevlerinin azaltılması gerekliliğini ortaya çıkarmıştır.

Anahtar Kelimeler

• Araştırma Tutumu,İngilizce Öğretmen Adayları,Araştırma Öğretimi,Öğretmen Eğitimi

THE EFFECT OF A RESEARCH METHODS COURSE ON THE ATTITUDES TOWARDS RESEARCH AMONG PRE-SERVICE ENGLISH TEACHERS

Abstract

Research skills are considered to be an integral part of teacher education. However, how to teach research and how teaching practices influence attitudes towards research are underresearched areas within the field of teacher education. Therefore, this study aimed to evaluate the effects of a compulsory research methods course given in the second year of an English Language Teaching (ELT) department at a public university in Turkey. An embedded mixed methods design was used to find out how the course influenced research attitudes and how it was perceived by 46 2nd year undergraduate students of ELT. A psychometric scale was used to measure attitudes towards research before and after the course. An open-ended questionnaire was also utilized for the evaluation of the course by the participants. The results indicated a decreasing trend in the attitudes towards research. The findings imply that increasing the course hours and decreasing the number of take-home tasks are needed for more positive attitudes towards research among the participants.

Keywords

• Attitudes Towards Research,Pre-Service English Teachers,Teaching Research,Teacher Education

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