Hizmet Öncesi İngilizce Öğretmenlerinin Mesleki Gelişimi: Bir Öz Düzenlemeli Öğrenme Eğitim Modeline Dair Görüşleri

Öz

Bu çalışma, senaryo tabanlı öz düzenlemeli öğrenme (ÖDÖ) eğitiminin hizmet öncesi İngilizce öğretmeni adaylarının öğretim özgüvenlerini ve mesleki gelişimlerini nasıl etkilediğini araştırmaktadır. Niteliksel fenomenolojik bir tasarım kullanan çalışma, bir Öğretmenlik Uygulaması dersine entegre edilmiş sekiz haftalık ÖDÖ eğitimine katılan 23 hizmet öncesi öğretmenin yaşanmış deneyimlerini ele almaktadır. Yarı yapılandırılmış görüşmelerin, odak gruplarının ve gözlemlerin tematik analizi, ÖDÖ eğitiminin sınıf yönetimi becerilerini, öğretim uyarlanabilirliğini ve yansıtıcı pratiği geliştirdiğini ortaya koymaktadır. Katılımcılar, artan öğretim özgüveni ve teorik bilgiyi pratik sınıf uygulamasıyla birleştirme konusunda daha büyük bir kapasite bildirdiler. Ancak, kurumsal kısıtlamalar nedeniyle ÖDÖ uygulamasının gerçek dünya eğitim bağlamlarında sürdürülebilirliği konusunda endişeler dile getirildi. Bulgular, ÖDÖ tabanlı eğitimin dönüştürücü potansiyelini vurgularken, devam eden mentörlük ve kurumsal desteğe duyulan ihtiyacın altını çizmektedir. Bu çalışma, ÖDÖ'yü öğretmen eğitimi ve mesleki gelişimin temel bir bileşeni olarak savunan büyüyen araştırma literatürüne katkıda bulunmaktadır.

Anahtar Kelimeler

• öğretmen mesleki gelişimi
• senaryo tabanlı İngilizce Öğretimi (İÖ) eğitimi
• öz düzenlemeli öğrenme
• hizmet öncesi İngilizce Yabancı Dil (İYDL) öğretmenleri
• K-12 okul bağlamları

Etik Beyan

Başvuru dosyasında etik sorun oluşturabilecek sorular/maddeler, süreçler ya da unsurlar bulunmadığından 10.09.2025 tarihli ve 17 numaralı toplantıda 2025-SBB-0786 numaralı başvuruya araştırma için ETİK KURUL ONAY belgesinin verilmesine karar verilmiştir.

Teşekkür

Yazar, veri toplama sürecinde değerli katkıları ve özverileri için bu çalışmaya katılan öğretmen adaylarına teşekkür eder.

Pre-Service English Language Teachers’ Professional Development: Insights from a Self-Regulated Learning Training Model

Öz

This study investigates how scenario-based self-regulated learning (SRL) training influences pre-service English language teachers’ teaching confidence and professional development. Employing a qualitative phenomenological design, the study captures the lived experiences of 23 pre-service teachers participating in an eight-week SRL training integrated into a Teaching Practice course. Thematic analysis of semi-structured interviews, focus groups, and observations reveals that SRL training enhances classroom management skills, instructional adaptability, and reflective practice. Participants reported increased teaching confidence and a greater capacity to bridge theoretical knowledge with practical classroom application. However, concerns were raised regarding the sustainability of SRL implementation in real-world educational contexts due to institutional constraints. The findings highlight the transformative potential of SRL-based training while emphasizing the need for ongoing mentorship and institutional support. This study contributes to the growing body of research advocating for SRL as a foundational component of teacher education and professional development.

Anahtar Kelimeler

• teacher professional development
• scenario-based ELT training
• self-regulated learning
• pre-service EFL teachers
• K-12 school contexts

Etik Beyan

Since the application file did not contain any questions/items, processes, or elements that could pose ethical problems, it was decided at the 17th meeting dated September 10, 2025, to grant ETHICS COMMITTEE APPROVAL for the research application numbered 2025-SBB-0786.

Teşekkür

The author would like to thank the pre-service teachers who participated in this study for their invaluable contributions and dedication during the data collection process.

Kaynakça

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