Araştırmacı ve Geleceğin Profesyonelleri Olarak İngilizce Öğretmen Adayları

Year 2022, Volume: 35 Issue: 3, 763 - 784, 22.12.2022

Ebru Atak Damar , Pınar Salı

https://doi.org/10.19171/uefad.1171718

Abstract

Bu araştırmanın amacı İngilizce öğretmen adaylarının araştırma kavramı ve araştırma deneyimleri hakkındaki algılarını ortaya koymaktır. Hem nitel hem de nicel kapsamlı bir araştırmanın bir parçası olan bu çalışmanın çıktıları ile İngilizce öğretmen adaylarının araştırma kavramına karşı tutumlarının geliştirilmesi ve böylece kendi bilgilerini üreten, sınıf içinde ya da dışında tespit ettiği sorunlara yansıtıcı bir bakış açısıyla yaklaşan araştırmacı profesyoneller olmalarına katkı sağlamak hedeflenmiştir. Araştırma Türkiye’de büyük bir devlet üniversitesinde İngilizce Öğretmenliği bölümünde okuyan 4. sınıf öğrencisi olan 85 öğretmen adayı ile gerçekleştirilmiştir. Araştırmaya katılan öğrenciler hâlihazırda Bilimsel Araştırma Yöntemleri ve İngilizce Öğretim Yöntemleri gibi araştırma ve ilgili kavramları içeriklerinde barındıran ve öğrencilere araştırma deneyimi edinme fırsatı sunan dersleri almışlardır. Bu araştırmada veriler anket yoluyla elde edilmiş ve nicel yöntemle analiz edilmiştir. Sonuçlar incelendiğinde İngilizce öğretmen adaylarının araştırma kavramına ve kendi araştırma deneyimlerine karşı pozitif bir tutum sergiledikleri gözlemlenmiştir. Öte yandan katılımcıların kendi yaşamlarında araştırma bazlı düşünme, kendilerini araştırmacı olarak ve araştırma yaparken görme, araştırma planlarını üzerinde tekrar tekrar çalışabilme ve gelecekteki olası araştırma başarıları gibi konularda kendilerini güvende hissetmedikleri gözlemlenmiştir.

Keywords

Eğitimsel araştırma, Araştırmacı öğretmen, Yansıtıcı düşünme, Eylem araştırması

Pre-service EFL Teachers as Future Professionals and Researchers

Abstract

This paper reports on the preliminary findings of a larger qualitative and quantitative research study which attempted to unearth pre-service English as a foreign language (EFL) teachers’ perceptions of educational research and their own research experiences in their research methodology courses. The participants were 85 fourth-year pre-service EFL teachers who had already completed their compulsory ‘Research Methodology’ and ‘ELT Methodology’ courses in a large state university in Turkey. Data presented in this paper were collected by means of a questionnaire which was developed on the basis of a detailed literature review and the iterative discussions of the questionnaire items by the authors. For each survey item, frequency distributions and means were calculated. The findings revealed that EFL pre-service teachers held positive views about the concept of research and their own research experiences in general. Notwithstanding these positive views, they reported rather lower levels of certainty in relation to the role of research-oriented thinking in their lives, their confidence in themselves as researchers and in their research-related work, changing their research plans and revisiting key issues in their research, their feelings of satisfaction in doing research, the value of their work, and the possibility of their future research accomplishments.

Keywords

Educational research, Teacher as a researcher, Reflective thinking, Action research

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