PROFESSIONAL LEARNING IN THE ELT PRACTICUM: CO-CONSTRUCTING VISIONS

Öz

This article reports the results of a teacher educator self-study exploring the dynamics of professional learning and mentoring among university practicum supervisors, cooperating teachers, and prospective English teachers in Turkey. Bringing together five teacher educators with 12+ years of supervision experience, this study focused on the improvement of the quality in practicum in ELT teacher education programs in different cities. Integrating the perspectives of cooperating teachers and student teachers, we found that there is a need for co-constructing visions for professional learning early on in practicum among teacher educators and cooperating teachers. Our one-and-a-half year-long collaborative inquiry revealed three themes related to the practicum:  the need for improving communication patterns among teacher educators and cooperating teachers; clarifying roles and visions for professional development of student teachers; and the need for all practicum stakeholders to develop stronger professional enthusiasm and ownership of ELT based on their professional identities. 

Anahtar Kelimeler

• Pre-service teacher education,ELT,practicum,teacher educators,professional learning,selfstudy

İNGİLİZ DİLİ EĞİTİMİ ÖĞRETMENLİK UYGULAMASINDA ÖĞRENME SÜREÇLERİ: BİRLİKTE GELİŞTİRİLEN YAKLAŞIMLAR

Öz

Bu çalışma, öğretmenlik uygulamasında görev alan öğretim elemanlarının, öğretmenlik uygulaması okullarında görev yapan danışman öğretmenlerin ve öğretmen adaylarının mesleki öğrenme ve danışma etkileşimlerinin bireysel bakış açısı aracılığıyla değerlendirilmesini amaçlamaktadır. Bu amaçla, 12 yıldan fazla danışmanlık deneyimi olan ve farklı şehirlerde İngilizce öğretmeni yetiştirme programlarında görev yapan öğretmen yetiştiriciler, öğretmenlik uygulaması dersinin iyileştirmesini amaçlayarak bir araya gelmiş ve deneyimlerini yansıtmıştır. Daha sonra öğretmenlik uygulaması sürecinde danışman öğretmen olarak görev yapan hizmet içi öğretmenlerin ve öğretmen adaylarının görüşleri de alınmıştır. Bunların sonucunda, öğretim elemanları ile okullardaki danışman öğretmenlerin, öğretmenlik uygulamasının planlanması aşamasından itibaren "birlikte geliştirilen yaklaşımlar" oluşturmasının gerekliliği ortaya çıkmıştır. Bir buçuk yıl süren ortak çalışmaya dayalı olan bu araştırmada, öğretmenlik uygulamasına yönelik olarak üç tema öne çıkmıştır. Bu temalar, öğretim elemanları ile danışman öğretmenler arasındaki iletişim kalıplarının geliştirilmesi, öğretmen adaylarının öğretmenlik uygulaması sürecindeki rollerinin ve yaklaşımlarının belirginleştirilmesi ve tüm öğretmenlik uygulaması paydaşlarının İngilizce öğretmeye dayalı mesleki kimliklerine ilişkin güçlü profesyonel istek ve sahiplenme duygularını geliştirmelerinin gerekliliği olarak gruplanmıştır.

Anahtar Kelimeler

• Hizmet öncesi öğretmen eğitimi,İngilizce öğretmenliği,öğretmenlik uygulaması,öğretmen yetiştiriciler,mesleki öğrenme,bireysel çalışma

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