İngilizce Öğretmenliği Öğrencilerinin Özyeterlik İnanışlarının İncelenmesi

Year 2017, Issue: 38, 221 - 232, 01.08.2017

Eda Ercan Demirel

Abstract

Bu çalışma, İngilizce Öğretmenliği bölümünde okumakta olan öğretmen adaylarının özyeterlik inanışları konusuna ışık tutmayı amaçlamaktadır. Çalışma, “İngilizce öğretmenliği öğrencilerinin, onları bekleyen öğretmenlik kariyerleriyle ilgili özyeterlik inanışları nedir?” araştırma sorusuna cevap aramaktadır. Nicel bir araştırma yöntemine sahip bu çalışma, Necmettin Erbakan Üniversitesi ve Gazi Üniversitesi’nin İngilizce Öğretmenliği bölümlerindeki 208 öğretmen adayı ile yürütülmüştür. Katılımcılar, 2012-2013 Akademik yılında İngilizce Öğretmenliği bölümünde okumakta olan 4. sınıf öğrencileridir. Necmettin Erbakan Üniversitesi İngilizce Öğretmenliği bölümünden 138 katılımcı ve Gazi Üniversitesi İngilizce Öğretmenliği bölümünden de 70 katılımcı olmak üzere toplamda rastgele seçilmiş 208 öğretmen adayı çalışmaya katılmıştır. 208 öğretmen adayının 164ü kız, 44ü erkektir ve yaş dağılımları 21 ile 25+ arasında değişiklik göstermektedir. Araştırma aracı olarak orijinali Tschannen-Moran, & Hoy 2001 tarafından geliştirilen “Teacher Sense of Efficacy Scale”, “Öğretmen Özyeterlik Ölçeği” Çapa, Çakıroğlu & Sarıkaya, 2005 kullanılmıştır. 24 maddelik ölçek, öğretmen adaylarının öz-yeterlik inanışlarıyla ilgili nicel veri toplama amacıyla uygulanmıştır. Ölçek, araştırmacılar tarafından geçerli TLI and CFI of .99/RMSEA,.065 ve güvenilir .93 bulunmuştur. Ölçek 3 alt boyuttan oluşmaktadır: öğrenci katılımında özyeterlik, öğretim stratejilerinde özyeterlik, ve sınıf yönetiminde özyeterlik. Bu ölçeğe bağlı olarak elde edilen nicel verilerin değerlendirilmesi SPSS Statistical Package for Social Sciences-version 16.00 ve Excel Microsoft Office Professional Plus 2010 ile yapılmıştır. Çalışma sonucunda elde edilen veriler, öğretmen adaylarının özyeterlik ve gelecek kariyerlerine hazırolma/hazırbulunuşluk yönünden yeterli olduklarını göstermektedir. Çalışmada ayrıca yaş ve cinsiyet olarak iki değişken bakımından farklılıklar da aranmış, kız ile erkek öğrenciler karşılaştırıldığında sadece öğrenci katılımında özyeterlik alt boyutunda olmak üzere, kız öğrencilerin lehine anlamlı bir farklılık tespit edilmiştir. Yaş değişkeninde ise anlamlı bir farklılık görülmemiştir. Buradan hareketle, çalışma sonucuna göre Necmettin Erbakan Üniversitesi ve Gazi Üniversitesi İngilizce Öğretmenliği bölümü öğretmen adaylarının özyeterlik inanışları yönünden gelecekte onları bekleyen öğretmenlik kariyerleri ile ilgili yeterli olduklarını söylemek mümkündür. Araştırma verilerine göre özyeterlik açısından anlamlı farklılık gösteren tek değişken ise kadınların lehine olmak üzere cinsiyettir.

Keywords

özyeterlik inanışları, öğretmen adayları, öğretmen eğitimi

Investigating Pre-Service Efl Teachers’ Self-Efficacy Beliefs

Abstract

The present study aims to shed light on the self-efficacy beliefs of pre-service teachers - who are yet studying at ELT departments. The study searches for the answer of the following research question: “What are the self-efficacy beliefs of pre-service EFL teachers in terms of their forthcoming careers? With a quantitative research design, the study was conducted on pre-service English language teachers yet studying at ELT departments to have their BA degrees at Necmettin Erbakan University, and Gazi University. The participants were senior students 4th grade of ELT department in 2012-2013 Academic Year. 138 Senior students 4th grade of NEU ELT department and 70 Senior students 4th grade of Gazi University ELT department -randomly selected 208 pre-service teachers in total- participated in the study. Out of 208 pre-service teachers, 164 were female, and the rest44- were male. The ages of the participants were between 21 and 25+. The data were gathered through “Teacher Sense of Efficacy scale” originally developed by Tschannen-Moran, & Hoy 2001 , the Turkish version of which is developed by Çapa, Çakıroğlu & Sarıkaya 2005 . The 24-item-scale was used to collect quantitative data about pre-service teachers’ self-efficacy beliefs. The scale was found to be valid TLI and CFI of .99/RMSEA,.065 and reliable .93 . The scale consists of 3 dimensions of efficacy: Student Engagement, Instructional Strategies, and Classroom Management. Based on the self-efficacy scale, quantitative data analysis was done through SPSS Statistical Package for Social Sciences , version 16.00 and Excel Microsoft Office Professional Plus 2010 . The data analysis revealed that pre-service teachers were sufficient in terms of their self-efficacy and readiness for their future careers. The study also searched for meaningful differences in terms of gender and age variables. It was concluded that there was significant difference between female and male pre-service teachers in favour of females only in Efficacy in Student Engagement dimension . As for the age variable, no significant difference was found.

Keywords

Self-efficacy beliefs, pre-service teachers, teacher training

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