Mesleki Gelişim Aracı Olarak Bilişsel Koçluk Yaklaşımı: İngilizce Öğretmenlerinin Eğitsel Becerilerinin Gelişiminin İncelenmesi

Abstract

Yapılandırmacı yaklaşımla birlikte değişen eğitim anlayışı, öğretmenler için farklı roller ve sorumluluk alanları tanımlamıştır. Bu bağlamda, öğretmenlerin günümüz eğitim sisteminde ortaya çıkan değişimlere uyum sağlayabilmeleri için mesleki gelişimlerini ve eğitsel becerilerini geliştirmelerini sağlayacak çağdaş denetim uygulamalarıyla desteklenmeleri oldukça önemli hale gelmiştir. Bu çalışma, çağdaş denetim uygulamalarından bilişsel koçluk yaklaşımına odaklanmakta ve bilişsel koçluğun İngilizce öğretmenlerinin eğitsel becerilerinin geliştirilmesinde işlevsel bir kaynak olarak kullanılıp kullanılamayacağını keşfetmeyi amaçlamaktadır. Bu amaç kapsamında, Çanakkale’de özel bir okulda farklı kademelerde çalışan on beş İngilizce öğretmenine 2022-2023 öğretim yılı güz dönemi boyunca on dört haftalık Bilişsel Koçluk eğitim programı uygulanmıştır. Bu araştırma, ön/son test desenine dayalı tek durum çalışması olup, araştırma yöntemi olarak nitel ve nicel analizlerin her ikisini de içeren iç içe geçmiş karma yöntem kullanılmıştır. Çalışmanın veri tabanı, nicel veri toplama aracı olarak kullanılan Ders Sonrası Öz Değerlendirme Ölçeği ile elde edilen nicel veriler ve nitel veri toplama aracı olarak kullanılan koçla yapılan bireysel görüşmelerin ses kayıtları, her bir öğretmenden alınan ders video kayıtları ve bilişsel koçluk eğitimi değerlendirme formu ile elde edilen nitel veriler kullanılarak yapılandırılmıştır. Araştırma sonuçları, bilişsel koçluğun öğretmenlerin eğitsel becerilerinin geliştirilmesinde etkili bir kaynak olduğunu göstermekte ve güçlü bir denetim aracı olarak kullanılabileceğini önermektedir.

Keywords

• Bilişsel koçluk
• eğitsel beceriler
• mesleki gelişim
• denetim yaklaşımları.

Cognitive Coaching Approach as a Professional Development Tool: Examining the Development of Instructional Skills of English Language Teachers

Abstract

The changing conception of education with the constructivist approach has remarked different roles and domains of responsibility for teachers. In this context, it has become very significant for teachers to be supported with contemporary supervision practices that enable them to improve their professional development and instructional skills in order to adjust to the changes that have emerged in today’s education system. This study focuses on the cognitive coaching approach from contemporary supervision practices and aims to discover whether cognitive coaching approach can be used as a functional source in the development of instructional skills of English teachers. Within this scope, a fourteen-week Cognitive Coaching training program was implemented for fifteen English teachers working at different levels in a private school in Çanakkale during the fall semester of the 2022-2023 academic year. This research is a single case study based on a pre/post-test design and an embedded mixed method involving both qualitative and quantitative analysis was used as the research method. The database of the study was structured through the “Self-Assessment Tool for Post-Lesson Reflection” used as a quantitative data collection tool and audio recordings of individual interviews with the coach, video recordings of lessons taken from each teacher and data obtained with the cognitive coaching training evaluation form used as a qualitative data collection tool. The results of the research indicate that cognitive coaching is an effective source in the development of teachers’ instructional skills and suggest that cognitive coaching can be used as a powerful supervision tool.

Keywords

• Cognitive coaching
• instructional skills
• professional development
• supervision practices.

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