Öğretmenlik Uygulamasında İngilizce Öğretmeni Adaylarının Öğretmeye Hazırbulunuşluk Durumları ve Onun Kaynakları

Abstract

Bu çalışma İngilizce öğretmeni adaylarının uygulama okullarındaki öğretmenlik uygulaması sürecinde öğretmeye hazırbulunuşluk durumlarını ve onun kaynaklarını incelemiştir. Okul deneyimi ve öğretmenlik uygulaması fazlarını kapsayan boylamsal betimsel araştırma dizaynı içerisinde, 30 İngilizce öğretmeni adayı ile bire-bir, yarı-yapılandırılmış görüşmeler yapılmıştır. Kesitsel ve retrospektif veri toplanmış ve sürekli kıyaslama yöntemi ile analiz edilmiştir. Tüm sürecin en başında, öğretmen adaylarının ya öğretmeye hazır ya da öğretmeye hazır olmadıkları gözlenmiştir. Ancak öğretmenlik uygulaması süreci devam ettikçe, öğretmeye kısmen hazır olanlar da ortaya çıkmıştır. Ayrıca, süreç içerisinde sayılarında bariz bir düşüş olsa da, öğretmeye hazır olanlar, öğretmeye hazır olmayanlar ve öğretmeye kısmen hazır olanlara göre sayıca daha fazladır. Öğretmen adayları, öğretmenlik uygulaması süreci öncesinde öğretmeye hazırbulunuşluklarını yüksek öğretmenlik yeterliği algılarına, öğretmeye hazır olmayışlarını test edilmemiş öğretmenlik yeterliklerine bağlamış olsalar da, tüm süreci deneyimledikten sonra okul-tabanlı mentörleri tarafından karşılanan mesleki ve gelişimsel ihtiyaçlarına kuvvetli şekilde vurgu yaptıkları görülmüştür. Öğretmen adaylarının öğretmeye hazırbulunuşluklarını atfettikleri kaynaklardaki çeşitliliğe ve dalgalanmaya rağmen, yüksek öğretmenlik yeterliği algılarının yanı sıra, bulgular okul-tabanlı mentörlüğün öğretmen adaylarının öğretmeye hazırbulunuşlukları üzerindeki esas ve önemli rolünü göstermiştir.

Keywords

• öğretmenlik uygulaması
• okul-tabanlı mentörlük;
• öğretmen adayı eğitimi
• öğretmeye hazırbulunuşluk

Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience

Abstract

This study examined senior pre-service English teachers’ (PSTs) state of preparedness to teach and its sources during their field experience in practicum schools. In a longitudinal descriptive design, including school experience and teaching practicum phases, one-on-one, semi-structured interviews were conducted with 30 PSTs. Cross-sectional and retrospective data were collected and analyzed through constant comparison method. In the beginning of the entire process, the PSTs were observed to be either prepared or not prepared to teach. However, as the field experience continued, those who felt somehow prepared to teach emerged. Besides, despite obvious decrease in their number over the field experience, those who felt prepared to teach were more compared to those who were not prepared or somehow prepared to teach. Although the PSTs attached their preparedness to teach to higher teaching-efficacy perceptions and their unpreparedness to teach to untested teaching competencies before experiencing field experience, having been through the process, they were observed to put strong emphasis on their fulfilled professional and developmental needs by their school-based mentors. Despite variations and fluctuations in the sources that the PSTs attached their preparedness to teach to, and among others such as perceptions of higher teaching efficacy, the findings revealed the pivotal role that school-based mentoring played upon the development of PSTs’ preparedness to teach.

Keywords

• field experience
• pre-service teacher education;
• preparedness to teach;
• school-based mentoring

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