MATERYAL DEĞERLENDİRME VE UYARLAMA: ÖĞRETMEN ADAYLARININ ALGILARI VE TECRÜBELERİ

Year 2020, Volume: 33 Issue: 2, 558 - 586, 20.08.2020

Şule Çelik Korkmaz Sedat Korkmaz

https://doi.org/10.19171/uefad.484619

Abstract

Bu çalışma, Bursa Uludağ Üniversitesi’nde öğrenim gören 120 dördüncü sınıf İngiliz dili eğitimi öğretmen adayının, ilk olarak materyal değerlendirme, uyarlama ve oluşturma, ikinci olarak etkili bir İngilizce öğretimi ünitesinin bileşenleri ve son olarak da materyal tasarımını etkileyen bazı temel yaklaşımlar ile ilgili perspektif ve deneyimlerini bir anket ve yarı yapılandırılmış görüşme uygulayarak araştırmayı amaçlamıştır. Sonuçlar, katılımcıların en çok materyal oluşturma, sonra uyarlama ve son olarak da değerlendirme becerilerini geliştirdiklerini ortaya çıkarmıştır. Ayrıca, katılımcılar materyal değerlendirme, uyarlama ve oluşturma ile ilgili deneyimlerinin, aldıkları öğretmen eğitimine, uygulama okul türlerine, uygulama okullarındaki danışman öğretmenlerine, öğrencilere ve okul politikalarına göre şekillendiğini rapor etmişlerdir. Katılımcılar, materyal tasarımında çok izlenceli güncel yaklaşımı ve iletişimsel yaklaşımı desteklemiş ve geleneksel yaklaşımı sorgulamışlardır. Katılımcılar yaklaşımlara olan görüşlerine paralel olarak, etkili bir İngilizce öğretimi ünitesinin bileşenlerinde en çok ısınma bölümlerinin, dört beceri bileşenlerinin, iletişimsel aktivitelerin, kelime ve telaffuz kısımlarının olması gerektiğini bildirmişlerdir.

Keywords

materyal değerlendirme ve uyarlama, etkili bir İngilizce öğretimi ünitesi, öğretmen adaylarının bakış açıları ve deneyimleri

MATERIALS EVALUATION AND ADAPTATION: TEACHER TRAINEES' PERCEPTIONS AND EXPERIENCES

Abstract

The study aimed to investigate the perspectives and experiences of 120 fourth-year ELT teacher trainees of Bursa Uludag University regarding: first, materials evaluation, adaptation, and creation; second, the components of an effective ELT unit in a coursebook; and finally some basic approaches that affect materials design. A questionnaire and a semi-structured interview were administered to these aims. The results revealed that they mostly developed materials creation, then adaptation, and finally evaluation skills. In addition, they reported that their experiences in the materials evaluation, adaptation, and creation were shaped by their teacher training program, practicum school types, their mentor teachers, learners, and school policies. They advocated the current approach with multi-syllabus and communicative approach and questioned the traditional approach in materials design. In parallel with their perspectives about the approaches, they reported that an effective ELT unit should involve mostly warm-up sessions, integration of four skills, communicative activities, vocabulary, and pronunciation parts.

Keywords

Materials evaluation and adaptation, teacher trainees’ perspectives and experiences, effective ELT unit

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