Mikro-Öğretim ve Uygulama Okulu Sınıf Ortamındaki Sınıf Söyleminin Karşılaştırmalı Bir İncelemesi

Year 2022, Volume: 22 Issue: 2, 111 - 127, 30.12.2022

Ali İlya

https://doi.org/10.53629/sakaefd.1140040

Abstract

Sosyokültürel Kuramın doğuşu, bireyleri belli bir sosyal yapılanmanın üyeleri olarak ön plana çıkarmıştır. İlgili kuram, bireylerin en iyi diğerleriyle etkileşim içerisinde öğreneceklerini savunmuştur ve dil öğrenimi de bunun bir parçasıdır. Etkileşimin dil öğrenimindeki yerini, etkileşim içerisindeki konuşmanın doğasını ve çeşitli ortamlardaki konuşmaların özelliklerini irdeleyen araştırmalar yapılmıştır. Etkileşimin öğrenme sürecindeki öneminin kavranmasını takiben, öğretmenlerin dil kullanımı ve sınıftaki etkileşimi yönetme becerileri de ön plana çıkmıştır. Bu bağlamda öğretmenlerin sınıf içi söylemlerine yönelen çalışmalar ağırlıklı olarak ortaya konmuşsa da mikro-öğretim ortamlarıyla uygulama okullarındaki gerçek sınıf ortamındaki söylemi karşılaştırmalı olarak inceleyen çalışmaların sayısı kısıtlı kalmıştır. Açıklanan ihtiyaçtan doğan bu çalışma, öğretmen adaylarının uygulama okullarındaki gerçek sınıf ortamı ile mikro-öğretim bağlamı içerisindeki söylemini karşılaştırmalı olarak incelemeyi amaçlamaktadır. Üç öğretmen adayının, iki farklı ortamdaki öğretim uygulamaları kaydedilmiş, sınıf-içi etkileşimlerin transkripsiyonu çıkarılmış ve detaylı bir çözümlemesi yapılmıştır. Ayrıca bir öğretmen adayıyla video temelli görüşme yapılmıştır. Çalışmanın sonuçları mikro-öğretim ve gerçek sınıf ortamındaki sınıf söylemi arasında bazı farklılıkları ortaya koymuştur. Öğretmen konuşma süresindeki eşitsizlik, öğrenci katılım oranındaki farklılık, etkileşimin organizasyonu iki bağlam arasındaki başlıca farklar olmakla beraber, söylemin birlikte yapılandırılmasının öğrenme sürecindeki etkisi ortak nokta olarak ön plana çıkmıştır.

Keywords

sınıf içi etkileşim, mikro öğretim, öğretmen yetiştirme, sınıf söylemi

A Comparative Analysis of Classroom Discourse in Microteaching and Practice School Contexts

Abstract

The rise of the Sociocultural Theory has featured individuals as members of a social group. It primarily asserts that individuals learn best in relation to other people, and language learning is not an exception. A great number of research studies have been conducted to investigate the role of interaction in language learning, nature of talk in interaction, and different aspects of conversations in diverse settings. Subsequent to the discovery of the power of interaction; teachers’ use of language, and skills in managing the interaction in the classroom have also gained importance. Many studies solely focused on the interactions and classroom discourse of in-service teachers in real classroom settings. However, the number of studies comparatively analyzing the classroom discourse managed by pre-service teachers (PSTs) in the microteaching and real classroom settings has remained scarce. The present research emerges out of this need to explore PSTs’ classroom discourse in microteaching and practice school contexts in a comparative manner. Three PSTs’ teaching implementations in two different settings were recorded, the interactions were transcribed, and committed to an in-depth analysis. In addition, one PST was invited to a stimulated-recall interview. The results of the current study demonstrated certain differences between microteaching and practice school contexts in terms of the classroom discourse. Inequalities in the amount of teacher talk in two contexts, difference in the rate of students’ participation, the organization of the interaction were among the major differences while the co-construction of classroom discourse and its effects on the learning process were among the commonalities.

Keywords

micro teaching, teacher education, in-class interaction, classroom discourse

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