Pre-Service English Language Teacher Readiness Before and After a Practicum Interrupted by the Pandemic

Yıl 2024, , 111 - 128, 24.06.2024

Hüsem Korkmaz , İlknur Keçik

https://doi.org/10.52826/mcbuefd.1368024

Öz

With a quantitative research design, the present study aims to explore the teacher readiness of pre-service foreign language teachers during the practicum in terms of their perceived teaching self-efficacies, attitudes towards teaching, and teaching motivations. In order to uncover changes in pre-service foreign language teachers' perceived teaching self-efficacies, attitudes towards teaching, and teaching motivations, two sets of quantitative data from 80 last year English Language Teaching students enrolled in a teaching practice class at a Turkish state university were collected through three different scales before and after the practicum period, which was interrupted by the COVID-19 pandemic. The findings revealed significant increases in the participants' perceived teaching self-efficacies and attitudes towards teaching at the end of the practicum. Moreover, the teaching motivations of the participants appeared to have changed towards more altruistic and intrinsic orientations at the end of the practicum. Considering the unique and unusual conditions emerged during the data collection period, the study sheds light on the cruciality of the practicum period in teacher education even in such crisis situations.

Anahtar Kelimeler

Teacher Readiness, Practicum, Self-efficacy, Attitude, Motivation

Etik Beyan

This paper was reproduced from the PhD dissertation of the corresponding author who was financially supported by The Scientific and Technological Research Council of Turkey (TUBITAK)-2211/A Program during his PhD education at Anadolu University, English Language Teaching Program.

İngilizce Öğretmen Adaylarının Pandemiyle Bölünen Bir Staj Dönemi Öncesi ve Sonrası Hazır Bulunuşlukları

Öz

Nicel bir araştırma desenine sahip olan bu çalışma, yabancı dil öğretmen adaylarının öğretmenlik stajları döneminde algılanan öz yeterlikleri, öğretmeye yönelik tutumları ve öğretim motivasyonları açısından öğretmen hazırbulunuşluğu kavramını araştırmayı amaçlamaktadır. Yabancı dil öğretmen adaylarının algıladıkları öğretmenlik öz yeterlikleri, öğretmenliğe yönelik tutumları ve öğretmenlik motivasyonlarındaki değişimleri ortaya çıkarmak amacıyla, Türkiye'deki bir devlet üniversitesinde öğretmenlik uygulaması dersine kayıtlı 80 İngilizce öğretmenliği son sınıf öğrencisinden, COVID-19 salgını nedeniyle kesintiye uğrayan uygulama dönemi öncesinde ve sonrasında üç farklı ölçek aracılığıyla iki set nicel veri toplanmıştır. Bulgular, staj dönemi sonunda katılımcıların algıladıkları öğretmenlik öz yeterliklerinde ve öğretmenliğe yönelik tutumlarında önemli artışlar olduğunu ortaya koymuştur. Ayrıca, katılımcıların öğretme motivasyonlarının uygulamanın sonunda daha özgeci ve içsel yönelimlere doğru değiştiği görülmüştür. Bu çalışmanın bulguları ışığında, yüz yüze, kısmen uzaktan ve tamamen uzaktan öğretmenlik stajı dönemlerinin öğretmen hazırbulunuşluğu sonuçlarını karşılaştıran başka çalışmalar öğretmen eğitimi literatürüne önemli katkılar sağlayabilir.

Anahtar Kelimeler

Öğretmen Hazırbulunuşluğu, Staj Dönemi, Öz yeterlilik, Tutum, Motivasyon

Kaynakça

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