İNGİLİZCE ÖĞRETMEN ADAYLARININ ÖĞRETMEN DUYGULARINA İLİŞKİN EĞİTİM FELSEFELERİ KONUSUNDAKİ İNANÇLARI

Year 2021, Volume: 25 Issue: 2, 623 - 636, 31.08.2021

Aydan Irgatoğlu Özkan Kırmızı

Abstract

İnsan, çevresi ile bilişsel ve sosyal ilişkilerini büyük ölçüde belirleyen duygusal varlıktır. Öğretmenlik insanlarla çalışmayı içeren bir meslek olduğundan, duygular öğretmenler için oldukça önemlidir. Bu nedenle, bu çalışmanın amacı, İngilizce öğretmen adaylarının öğretmen duyguları ile eğitim felsefeleri arasındaki potansiyel ilişkiyi incelemektir. Veri toplamak için iki araştırma aracı kullanılmıştır. Bunlardan ilki, Çetin ve diğerleri (2012) tarafından hazırlanan Felsefi Tercih Değerlendirme Ölçeği'dir. Bu anket eğitim felsefelerini, özellikle kalıcılık, özcülük, varoluşçuluk, ilerlemecilik ve yeniden yapılanma olmak üzere beş başlık altında kavramsallaştırmaktadır. Bu çalışmada kullanılacak ikinci araştırma aracı Chen (2018) tarafından geliştirilen Öğretmen Duygu Envanteri'dir. Bu envanter neşe, öfke, aşk, üzüntü ve korku olmak üzere beş duyguyu içerir. Sonuçlar, neşe ve sevginin, İngilizce öğretmen adaylarının yaşadığı en yaygın iki duygu olduğunu gösterdi. Ayrıca eğitim felsefelerinden en yaygın olanının varoluşçuluk olduğunu gösterdi ve bu durum, İngilizce öğretmen adaylarına eğitimin merkezinin öğrenci olması gerektiğini göstermektedir.

Keywords

İngilizce öğretmen adayları, öğretmen duyguları, eğitim felsefesi, varoluşçuluk

PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER EMOTIONS

Abstract

Human beings are emotional beings, which, to a large extent, determines their cognitive and social relations with their environments. Since teaching is an occupation that involves working with human beings, emotions are highly relevant for teachers. Therefore, the purpose of the present study is to examine the potential relationship between pre-service EFL teachers’ educational philosophies in term of teacher emotions. In order to collect data, two research tools are used. The first one is the Philosophical Preference Evaluation Scale, prepared by Çetin et al (2012). This questionnaire conceptualizes educational philosophies under five headings, notably perennialism, essentialism, existentialism, progressivism and reconstructionism. The second research tool that is utilized in the present study is the Teacher Emotion Inventory, developed by Chen (2018). This inventory includes five emotions, which are joy, anger, love, sadness, and fear. The results indicated that joy and love are two of the most common emotions experienced by pre-service EFL teachers. In addition, as for educational philosophies, the most common one was existentialism, indicating that the center of education, according to pre-service EFL teachers, should be the student.

Keywords

Pre-service EFL teachers, teacher emotions, educational philosophy, existentialism

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