İngilizce Öğretmen Adaylarının Kritik Kültürel Farkındalıklarının Sanal Değişim Projesi Aracılığıyla Geliştirilmesi

Öz

Bu çalışma öğretmen adaylarının kritik kültürel farkındalıklarının uluslararası sanal değişim projesiyle gelişimini ortaya çıkarmayı amaçlamaktadır. Bu çalışma kapsamında, Türkiye’deki bir üniversitenin İngilizce Öğretmenliği programında öğrenim gören İngilizce öğretmen adayları Almanya ve İsrail ülkelerinde öğrenim gören İngilizce öğretmen adaylarıyla düzenlenen bir sanal değişim projesine katılmışlardır. Katılımcı öğretmen adayları online toplantılar aracılığıyla haftalık olarak birbirleriyle etkileşime girmişler ve ortak bir İngilizce öğretimi ders planı hazırlamak üzere verilen haftalık görevler üzerinde iş birliği yapmışlardır. Bu çalışma nitel araştırma desenine göre tasarlanmış ve yönlendirilmiş nitel içerik analiz prensiplerine göre analiz edilmiştir. Yönlendirilmiş nitel analizde araştırmacılar nitel veriyi kodlamak için bir kuramdan yola çıkmaktadırlar. Bu çalışmada Byram’ın (1997) çerçevesi nitel verilerin analizinde yönlendirici olarak kullanılmıştır. Katılımcıların haftalık etkileşimleri harfi harfine çözümlenmiş ve nitel içerik analizi ilkelerine ve Byram'ın (2021) Kültürlerarası İletişim Yeterliliği (ICC) çerçevesinin kritik kültürel farkındalık boyutuna göre analiz edilmiştir. Verilerin analizi katılımcı öğretmen adaylarının kritik kültürel farkındalıklarının önemli şekilde arttığını ortaya koymuştur.

Anahtar Kelimeler

• kritik kültürel farkındalık
• sanal değişim
• İngilizce öğretmen adayları

Fostering Critical Cultural Awareness Among Prospective Teachers of English via Virtual Exchange Project

Abstract

This study aimed to explore critical cultural awareness improvement of prospective teachers with a transnational virtual exchange project. Within the scope of this study, prospective teachers of English studying at English Language Teaching (ELT) department in Turkey attended a virtual exchange project that was organized with other prospective teachers of English from Germany and Israel. The prospective teachers weekly interacted with each other via online meetings, and they collaborated on assigned tasks to come up with a final product, which is an English teaching lesson plan. The research was designed as a qualitative study and the data were analyzed according to the the principles of directed qualitative content analysis. Directed qualitative content analysis is used when researchers start with a theory to code the qualitative data. In this study, Byram’s (1997) framework was used as a theory to direct analysis of the data. The participants’ weekly interactions were transcribed verbatim and were analyzed according to the principles of qualitative content analysis and Intercultural Communicative Competence (ICC) framework’s critical cultural awareness dimension. The analysis of the data revealed that the prospective teachers’ critical cultural awareness was significantly improved.

Keywords

• critical cultural awareness
• virtual exchange
• ELT prospective teachers

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