Öğretmen Adaylarında Küresel Vatandaşlık ve İngilizce Öz-Yeterlik: Betimsel ve İlişkisel Bir Araştırma

Öz

Bu araştırma, öğretmen adaylarının küresel vatandaşlık düzeyleri ile İngilizce öz-yeterlik inançlarını belirlemeyi ve demografik değişkenler açısından incelemeyi amaçlamaktadır. Ayrıca öğretmen adaylarının küresel vatandaşlık düzeyleri ile İngilizce öz-yeterlik inançları arasındaki ilişkinin ortaya konulması ve küresel vatandaşlığı yordayan değişkenlerin belirlenmesi de amaçlanmaktadır. Araştırma, betimsel ve ilişkisel araştırma modeli kullanılarak yürütülmüştür. Katılımcıları, iki eğitim fakültesinin çeşitli bölümlerinde öğrenim gören toplam 443 öğretmen adayı oluşturmaktadır. Verilerin analizinde gruplar arasındaki farklılıkların belirlenmesinde karşılaştırma testlerinden, değişkenler arasındaki ilişkilerin incelenmesinde Pearson korelasyon analizinden ve bağımsız değişkenlerin yordama gücünün belirlenmesinde çoklu regresyon analizinden yararlanılmıştır. Araştırmada öğretmen adaylarının küresel vatandaşlık düzeyleri ile İngilizce öz-yeterlik inançlarının genel olarak orta düzey olduğu bulunmuştur. Cinsiyet ve yaş değişkenlerine göre küresel vatandaşlığın bazı boyutlarında anlamlı farklılıklar belirlenmiştir. Ayrıca öğrenim görülen alan ve üniversite değişkenlerine göre küresel vatandaşlık ve İngilizce öz-yeterlik inancının bazı boyutlarında anlamlı farklılıklar olduğu belirlenmiştir. Bununla birlikte, öğretmen adaylarının küresel vatandaşlık düzeyleri ile İngilizce öz-yeterlik inançları arasında pozitif yönlü ve düşük düzeyde anlamlı bir ilişki olduğu tespit edilmiştir. Regresyon analizine göre İngilizce öz-yeterlik inancı, cinsiyet, yaş, alan ve üniversite değişkenleri birlikte değerlendirildiğinde küresel vatandaşlık ile orta düzeyde ve anlamlı bir ilişki gösterdiği; belirtilen değişkenler birlikte küresel vatandaşlıktaki varyansın yaklaşık % 19’unu açıkladığı ortaya çıkmıştır. Elde edilen bulgular, öğretmen adaylarının küresel vatandaşlık düzeyleri ile İngilizce öz-yeterlik inançları arasında pozitif bir ilişki olduğunu ortaya koymakta ve küresel bakış açısı ile İngilizce dil yeterliğini eş zamanlı olarak geliştirmeyi amaçlayan bütüncül öğretmen yetiştirme yaklaşımlarının önemini vurgulamaktadır.

Anahtar Kelimeler

• Öğretmen adayları
• Küresel vatandaşlık
• Dünya vatandaşlığı
• İngilizce öz-yeterlik inancı

Global Citizenship and English Self-Efficacy among Pre-Service Teachers: A Descriptive and Relational Study

Öz

This study aims to determine pre-service teachers’ levels of global citizenship and English self-efficacy beliefs and to examine them in terms of demographic variables. In addition, it aims to reveal the relationship between pre-service teachers’ levels of global citizenship and their English self-efficacy beliefs and to identify the variables predicting global citizenship. The study was conducted using a descriptive and relational research design. The participants consisted of 443 pre-service teachers enrolled in various departments of two faculties of education. In the analysis of the data, comparison tests were used to determine differences among groups, Pearson correlation analysis was employed to examine the relationships between variables, and multiple regression analysis was conducted to determine the predictive power of the independent variables. The findings revealed that pre-service teachers’ levels of global citizenship and English self-efficacy beliefs were generally at a moderate level. Significant differences were identified in some dimensions of global citizenship according to gender and age variables. In addition, significant differences were found in some dimensions of global citizenship and English self-efficacy belief according to field of study and university variables. Furthermore, a positive and low-level significant relationship was found between pre-service teachers’ levels of global citizenship and their English self-efficacy beliefs. According to the regression analysis, English self-efficacy belief, gender, age, field of study, and university variables collectively demonstrated a moderate and significant relationship with global citizenship, and these variables together explained approximately 19% of the variance in global citizenship. The findings reveal a positive relationship between pre-service teachers’ levels of global citizenship and their English self-efficacy beliefs and highlight the importance of holistic teacher education approaches aimed at simultaneously developing global perspectives and English language proficiency.

Anahtar Kelimeler

• Pre-service teachers
• Global citizenship
• World citizenship
• English self-efficacy belief

Etik Beyan

This research was conducted with the permission obtained by the Dicle University Scientific Research and Publication Ethics Social and Human Sciences Board's decision dated 30/05/2023 and numbered 503933.

Teşekkür

This article is derived from the first author's master's thesis conducted under the supervision of the corresponding author.

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