Alıştırma Yapmak Mükemmelleştirir mi? Eğretileme Yoluyla İngilizce Öğretmen Adayı Görüşlerinin İncelenmesi

Year 2023, Volume: 36 Issue: 3, 907 - 924, 15.12.2023

Gulumser Efeoglu

https://doi.org/10.19171/uefad.1355050

Abstract

İngilizce öğretmen adaylarının mesleki kimliklerini nasıl kavramsallaştırdıkları doğrudan yabancı dil öğretimini etkilediği için her zaman bilimsel araştırmaların bir parçası olmuştur. Fakat mesleki kimlik gelişimi ve sınıf-içi alıştırma arasındaki ilişkiyi ortaya çıkarmak eğretileme analizi gibi sınırlı sayıdaki araştırma yöntemleri ile mümkündür. Buradan hareketle, bu çalışmanın amacı öğretme deneyimi açısından farklılık gösteren İngilizce öğretmen adaylarının mesleki kimliklerini nasıl anlamlandırdıklarını eğretileme yöntemiyle bulmak ve sonrasında küçük ölçekli öğretim ya da uygulamalı staj ile elde edilen sınıf içi alıştırmalarının eğretileme tercihlerinde bir etkisi olup olmadığını araştırmaktır. Eğretileme çözümleme yöntemi ile 184 katılımcıdan toplanan veriler Saban, Kocbeker, Saban (2007) tarafından önerilen çerçevede nitel olarak incelenmiştir. Sonuçlar her ne kadar öğretmen adaylarının tercihlerinde farklılık olsa da deneyimsizden çok deneyimliye kadar üç grup şeklinde sınıflandırılan katılımcıların sınıf içi alıştırma bakımından birbirinden farklılaştığını göstermiştir. Özellikle, öğretmen adaylarının deneyimlerinin artmasıyla öğretmen odaklı bir yaklaşımdan öğrenci odaklı bir yaklaşıma geçiş gözlemlenmiştir.

Keywords

İngiliz Dili Eğitimi, Eğretileme, Öğretmenlik Bilişi

Ethical Statement

Yayın Etiği Beyanı Bu araştırmanın, Yıldız Teknik Üniversitesi Etik Kurulu tarafından 10.03.2022 tarihinde 2022.10 sayılı kararıyla verilen etik kurul izni bulunmaktadır. Bu araştırmanın planlanmasından, uygulanmasına, verilerin toplanmasından verilerin analizine kadar olan tüm süreçte “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Bu araştırmanın yazım sürecinde bilimsel, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamıştır. Bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir.

Does Practice Make Perfect? Insights from Pre-service EFL Teachers via Metaphors

Abstract

How pre-service EFL teachers conceptualize their professional identities has always been part of scientific inquiry since it is one of the fundamentals of language teaching settings. Yet, uncovering its interaction with constructs such as in-class practice has been only possible via a limited set of instruments one of which is the metaphor analysis. Hence, the aim of the current study was to figure out how pre-service EFL teachers with different experience backgrounds perceive their professional identities, namely English language teachers in the form of metaphors and then to understand if in-class practice either via micro-teachings or practicum courses had any say on their preferences. Data collected from 184 participants through the metaphor analysis methodology were analyzed qualitatively in line with the framework proposed in Saban, Kocbeker, Saban (2007). Results revealed that although choices were diversified practice type tested across three groups ranging from no experience to experienced affected pre-service EFL teachers’ metaphors. In specific, it was observed that there was a focus shift from a teacher centered account to a learner centered one in line with the accumulation of in-class practice.

Keywords

English Language Teaching, Metaphors, Teacher Cognition

References

• Allen, D. W., & Eve, A. W. (1968). Microteaching. Theory into Practice, 7(5), 181-185. https://doi.org/10.1080/00405846809542153
• Bağrıaçık Yılmaz, A. (2019). Distance and face-to-face students’ perceptions towards distance education: A comparative metaphorical study. Turkish Online Journal of Distance Education, 20(1), 191-207. https://doi.org/10.17718/tojde.522705
• Benlioğlu, B., & Kesen Mutlu, A. (2022). Online education through the eyes of Turkish EFL instructors: A study on metaphorical perceptions. Yıldız Journal of Educational Research, 7(2), 88-100.
• Borg, S. (2003a). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109. https://doi.org/10.1017/S0261444803001903
• Borg, S. (2003b). Teacher cognition in grammar teaching: A literature review. Language Awareness, 12, 96-108. https://doi.org/10.1080/09658410308667069
• Borg, M. (2004). The apprenticeship of observation. ELT Journal, 58(3), 274-276.
• Borg, S., (2006). Teacher cognition and language education. Continuum.
• Cantürk, G., & Cantürk, A. (2021). Determining the opinions of English teachers about the distance online education experience in COVID-19 pandemic by using metaphors. International Journal of Current Approaches in Language, Education and Social Sciences, 3(1), 1-37. https://doi.org/10.35452/caless.2021.1
• Celen, K. M., & Akcan, S. (2017). Evaluation of an ELT practicum programme from the perspectives of supervisors, student teachers and graduates. Journal of Teacher Education and Educators, 6(3), 251-274.
• Creswell, J. W. (2007). Qualitative inquiry and research design (2nd ed.). Sage.
• De Guerrero, M. C., & Villamil, O. S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research, 6(2), 95–120. https://doi.org/10.1191/1362168802lr101oa
• Erickson, L. B., & Pinnegar, S. (2017). Consequences of personal teaching metaphors for teacher identity and practice. Teachers and Teaching, 23(1), 106-122. https://doi.org/10.1080/13540602.2016.1203774
• Farrell, T. S. C. (2006). ‘The teacher is an octopus’: Uncovering preservice English language teachers’ prior beliefs through metaphor analysis. RELC Journal, 37(2), 236-248. https://doi.org/10.1177/0033688206067430
• Farrell, T. S. C. (2023). From doctor to facilitator: Reflecting on the metaphors of early career EFL teachers. Reflective Practice, 24(1), 14-26. https://doi.org/10.1080/14623943.2022.2128100
• Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems?. System, 38(2), 272-279. https://doi.org/10.1016/j.system.2010.02.001
• Hamilton, E. R. (2016). Picture this: Multimodal representations of prospective teachers' metaphors about teachers and teaching. Teaching and Teacher Education, 55, 33-44. http://dx.doi.org/10.1016/j.tate.2015.12.007
• Kaban, A. (2021). Determining teachers’, students’, and participants’ perceptions of distance education through metaphors. International Journal of Research in Education and Science, 7(1), 245-264. https://doi.org/10.46328/ijres.1316
• Kagan, D. M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle. Review of Educational Research, 60, 419-469. https://doi.org/10.3102/00346543060003419
• Kavanoz, S. (2016). Unveiling pre-service language teachers’ conceptualizations of teachers of English through metaphors. Journal of Education and Training Studies, 4(10), 17-32. http://dx.doi.org/10.11114/jets.v4i10.1690
• Kesen, A. (2010). Turkish EFL learners’ metaphors with respect to English language coursebooks. Novitas-ROYAL: Research on Youth and Language, 4(1), 108-118.
• Keser-Özmantar, Z., & Yalçın-Arslan, F. (2019). Metaphorical perceptions of prospective EFL teachers related to Turkish educational system. Pegem Journal of Education and Instruction, 9(1), 255-304. https://doi.org/10.14527/pegegog.2009.009
• Kotelawala, U. (2012). Lesson Study in a methods course: connecting teacher education to the field. The Teacher Educator, 47(1), 67-89. https://doi.org/10.1080/08878730.2012.633840
• Lakoff, G., & Johnson, M. (1980). The metaphorical structure of the human conceptual system. Cognitive Science, 4(2), 195-208.
• Littlemore, J., Low, G.D., (2006). Figurative thinking and foreign language learning. Palgrave Macmillan.
• Lortie, D. (1975). Schoolteacher: A sociological study. University of Chicago Press.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage.
• Onwuagboke, B. B. C., Osuala, R. C., & Nzeako, R. C. (2017). The impact of microteaching in developing teaching skills among pre-service teachers in Alvan Ikoku College of Education Owerri, Nigeria. African Research Review, 11(2), 237-250. https://doi.org/10.4314/afrrev.v11i2.18
• Orland-Barak, L., & Wang, J. (2021). Teacher mentoring in service of preservice teachers’ learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1), 86-99. https://doi.org/10.1177/0022487119894230
• Oxford, R. L. (2001). ‘The bleached bones of a story’: Learners' constructions of language teachers. In M. P. Breen (Ed.), Learner contributions to language learning (pp. 86-111). Routledge.
• Rakıcıoğlu-Söylemez, A., Söylemez, A. S., & Yeşilbursa, A. (2016). Exploring prospective EFL teachers’ beliefs about teachers and teaching through metaphor analysis. In K. Dikilitaş (Ed.), Innovative professional development methods and strategies for STEM education (pp. 220-237). IGI Global. https://doi.org/10.1177/0022487110396716
• Saban, A. (2004). Prospective classroom teachers’ metaphorical images of selves and comparing them to those they have of their elementary and cooperating teachers. International Journal of Educational Development, 24(6), 617-635. https://doi.org/10.1016/j.ijedudev.2004.03.003
• Saban, A., Kocbeker, B. N., & Saban, A. (2007). Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17(2), 123-139. http://dx.doi.org/10.1016/j.learninstruc.2007.01.003
• Seferoğlu, G., Korkmazgil, S., & Ölçü, Z. (2009). Gaining insights into teachers’ ways of thinking via metaphors. Educational Studies, 35(3), 323-335. https://doi.org/10.1080/03055690802648135
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
• Smith, K., & Lev‐Ari, L. (2005). The place of the practicum in pre‐service teacher education: The voice of the students. Asia‐Pacific Journal of Teacher Education, 33(3), 289-302. https://doi.org/10.1080/13598660500286333
• Şimşek, M. R. (2014). A metaphor analysis of English teacher candidates’ pre- and post-course beliefs about language and teaching. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 22, 230-247.
• Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27, 762-769. Https://doi.org/10.1016/j.tate.2010.12.007
• Turnbull, J., Yazan, B., Akayoğlu, S., Üzüm, B., & Mary, L. (2022). Teacher candidates’ ideological tensions and covert metaphors about Syrian refugees in Turkey: Critical discourse analysis of telecollaboration. Linguistics and Education, 69, 1-11. https://doi.org/10.1016/j.linged.2022.101053
• Ulusoy, M. (2022). A metaphorical journey from pre-service to in-service years: A longitudinal study of the concepts of the student and the teacher. Teaching and Teacher Education, 115, 103726. https://doi.org/10.1016/j.tate.2022.103726
• Villarreal Ballesteros, A. C., Olave Monero, I., & Flores Delgado, L. D. (2020). Teaching is not always easy: Mexican pre-service English teachers’ beliefs on teaching and learning. Journal of Language and Education, 6(3), 36-51. https://doi.org/10.17323/jle.2020.10116
• Wan, W., Low, G. D. & Li, M. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39(3), 403-415. https://doi.org/10.1016/j.system.2011.07.012
• Yeşilbursa, A. (2012). Using metaphor to explore the professional role identities of higher education English language instructors. Procedia-Social and Behavioral Sciences, 46, 468-472. https://doi.org/10.1016/j.sbspro.2012.05.143
• Yıldırım, A. & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
• Zhu, J., & Zhu, G. (2018). Understanding student teachers’ professional identity transformation through metaphor: An international perspective. Journal of Education for Teaching, 44(4), 500-504. https://doi.org/ 10.1080/02607476.2018.1450819