İNGİLİZCE ÖĞRETMEN ADAYLARININ TOPLUMSAL DUYARLILIK VE SOSYAL ADALET DÜZEYLERİ İLE YENİ MEDYA OKURYAZARLIKLARI ARASINDAKİ İLİŞKİ

Year 2021, , 1332 - 1372, 27.12.2021

Servet Çelik , Esin Saylan , Nuray Çaylak , Pınar Kefeli Berber

https://doi.org/10.19171/uefad.934052

Abstract

Günümüzde dijital medya kullanımının yaygınlaşmasıyla, fiziksel ortamlar için kullanılan toplumsal duyarlılık ve sosyal adalet kavramları, dijital ortamlar için de kullanılmaya başlanmıştır. Hem bu yeni dijital dünyada adaletin sağlanması hem de dijital medya araçlarının gerçek dünyada sosyal adaleti sağlama konusundaki etkisi önem kazanmıştır. Bu durum sosyal yapının bir parçası olan okullarda, öğretmenlere de yeni sorumluluklar yüklemiştir. Bu bağlamda yürütülen çalışmada İngilizce öğretmen adaylarının dijital medya kullanım yeterlikleri ile toplumsal duyarlılık ve sosyal adalet düzeyleri arasındaki ilişkinin incelenmesi amaçlanmıştır. İlişkisel desenin kullanıldığı araştırma İngilizce Öğretmenliği programında öğrenim görmekte olan 33 son sınıf öğrencisi ile gerçekleştirilmiştir. Araştırmanın amacına uygun olarak araştırmanın verileri Yeni Medya Okuryazarlığı Ölçeği ve Sosyal Sorunlar Ölçeği kullanılarak toplanmıştır. İngilizce öğretmen adaylarının medya okuryazarlık düzeyleri ve toplumsal sorunlara karşı duyarlılıkları ve sosyal adalet algıları arasındaki ilişki Pearson Momentler Çarpımı Korelasyon katsayısı kullanarak korelasyon analizi ile değerlendirilmiştir. Araştırmadan elde edilen bulgular öğretmen adaylarının eleştirel medya üretimi becerileri ile toplumsal duyarlılık ve sosyal adalet düzeyleri arasında pozitif yönde bir ilişki ortaya koymuştur. Bu araştırma, öğretmen yetiştirme programlarında dijital medya kullanımına ilişkin becerilere yer verilmesinin, gelecekte öğretmenlerin bu yeni çevrim içi dünyada eleştirel tüketici ve üretici olarak var olmaları ve aynı zamanda toplumda sosyal adalet kültürünün gelişmesi açısından önemli olduğuna dikkat çekmektedir.

Keywords

Dijital medya, Yeni medya, Dijital okuryazarlık, Sosyal adalet, Yabancı dil eğitimi

THE RELATIONSHIP BETWEEN ENGLISH LANGUAGE TEACHER CANDIDATES’ SOCIAL RESPONSIBILITY AND SOCIAL JUSTICE LEVELS AND THEIR NEW MEDIA LITERACY

Abstract

With the widespread use of digital media today, the concepts of social responsibility and social justice, traditionally applied in physical environments, are now also considered with respect to digital environments, as well. As such, the role of digital media tools in ensuring social justice has gained importance, particularly in the context of education, implying a new responsibility for teachers. With this in mind, the current study was designed to identify the existence of a relationship, if any, between pre-service English language teachers' use of digital media and their levels of social sensitivity and justice. The research was carried out with 33 senior students who were studying in an English Language Teaching program at a Turkish university. The instruments in the study consisted of the New Media Literacy Scale and the Social Issues Scale. The relationship between pre-service English language teachers' media literacy proficiency levels and their sensitivity to social problems, as well as their perceptions of social justice, were examined using Pearson product-moment correlation coefficient in the correlation analysis. The findings revealed a positive relationship between the critical media production skills of the teacher candidates and their social sensitivity and social justice levels. This research draws attention to the development of digitally literate candidates in teacher training programs; in this sense, future teachers exist as online critical consumers and producers, simultaneously contributing to societal development.

Keywords

Digital media, New media, Digital literacy, Social justice, Foreign language education

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