Araştırma Makalesi
BibTex RIS Kaynak Göster

Reversing the Question: Do Language Teachers Preach What They don’t Do?

Yıl 2020, Cilt: 37 Sayı: 1, 85 - 102, 30.06.2020

Öz

The present qualitative study investigates the relationship between the stated ideas and actual practices of 11 English language teachers (ELTs) in a Turkish higher education institution as a part of their professional development. The researchers focused on the stated beliefs and observed practices of those language teachers on skill teaching, providing feedback, classroom management, student-teacher interaction, the medium of instruction and material development. The data for the study were collected through reflection journals, observations and semi-structured interviews. The results indicated that there were some mismatches between the stated beliefs of teachers and their actual practices in the classroom deriving from the interaction and intervention of multiple reasons. Despite having some negative connotations, such divergences were not perceived as a hindrance. Rather, they were regarded as contributive factors to their professional development. Moreover, it was revealed that there are three different types of beliefs held by the participants based on the data obtained from the participants which are preserved belief (the ones applicable in a context), enhanced belief (the improved ones and still applicable in a context) and gained belief (the ones adopted by abandoning an inapplicable one in a context).

Kaynakça

  • Baştürkmen, H. (2012). Review of research into correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282-295.
  • Borg, M. (2001). Teacher’s beliefs. English Language Teaching Journal, 55(2), 186-188.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903.
  • Borg, S. (2006). Teacher cognition and language education. London: Continuum.
  • Borg, S. (2010). Contemporary themes in language teacher education. Foreign Languages in China, 7(4), 84-89.
  • Brownlee, J., Boulton-Lewis, G., & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: developing a holistic conceptualization of epistemological beliefs. Australian Journal of Educational and Developmental Psychology, 2, 1-16.
  • Bryman, A. (2012). Social research methods (4th Ed.). New York: Oxford University Press
  • Check. J., & Schutt. R. K. (2012). Research methods in education. California: Sage
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Ed.). London and New York: Routledge.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th Ed.). London: Sage
  • Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press
  • Erkmen, B. (2014). Novice EFL teachers’ beliefs about teaching and learning, and their classroom practices. Hacettepe University Journal of Education, 29(1), 99-113.
  • Farrel, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176.
  • Gabillon, Z. (2012). Revisiting foreign language teacher beliefs. Frontiers of Language and Teaching, 3, 190-203.
  • Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development. Teachers and Teaching 10(3), 307-327.
  • Gray, D. E. (2009). Doing research in the real world (2nd Ed.). London: Sage
  • Hermans, R., Tondeur, J., van Braak, & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Science Direct: Computers and Education, 51, 1499–1509.
  • Isikoglu, N., Basturk, R., & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish perspective. Teaching and Teacher Education, 25, 350–356.
  • Levitt, K. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-22.
  • Matthews, B., & Ross, L. (2010). Research methods: A practical guide for the social sciences. Harlow: Longman
  • Orafi, S. M. S., & Borg. S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 745-758.
  • Osam, U. V., & Balbay, S. (2004). Investigating the decision-making skills of co-operating teachers and student teachers of English in a Turkish context. Teaching and Teacher Education, 20(7), 745-758.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
  • Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches (2nd Ed.). London: Sage
  • Richards, J. C. (1996). Teachers' maxims in language teaching. TESOL Quarterly, 30(2), 281-296.
  • Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586.
  • Sato, K., & Kleinsasser, R. (2004). Beliefs, practices and interactions of teachers in a Japanese high school English department. Teaching and Teacher Cognition, 20(8), 797-816.
  • Trent, J. (2013). From learner to teacher: practice, language and identity in a teaching practicum. Asia-Pacific Journal of Teacher Education, 41 (4), 426-440.
  • Urzua, A. & Vasquez, C. (2008). Reflection and professional identity in teachers’ future oriented discourse. Teaching and Teacher Education, 24(7), 1935-1946.

Soruyu bir de Şöyle Soralım: Dil Öğretmenlerinin Söylemleri ile Sınıf içi Eylemleri Tutarlı mıdır?

Yıl 2020, Cilt: 37 Sayı: 1, 85 - 102, 30.06.2020

Öz

Bu nitel araştırma, Türk bir yükseköğretim kurumunda eğitim veren 11 İngilizce öğretmeninin İngilizce eğitimi ile ilgili belirttikleri fikirler ve sınıfta uyguladıkları eylemler arasındaki ilişkiyi bu öğretmenlerin mesleki gelişimleri açısından incelemektedir. Araştırmacılar; beceri edindirme, geri bildirim sağlama, sınıf yönetimi, öğrenci-öğretmen etkileşimi, eğitim dili ve materyal geliştirme konularını ele alarak çalışmada yer alan öğretmenlerinin belirttikleri inançlarıyla gözlemlenen uygulamalarına odaklanmışlardır. Bu araştırma için veriler öğretmenlerin içe bakış yöntemiyle tuttukları günceler, sınıf içi gözlemler ve yarı yapılandırılmış görüşmelerden toplanmıştır. Sonuçlar, çeşitli nedenlerin etkileşimi ve müdahalesi dolayısıyla, öğretmenlerin belirttikleri düşünceleriyle sınıfta uygulanan asıl eylemleri arasında bazı uyumsuzluklar olduğunu göstermiştir. Bu açıklama bazı olumsuz çağrışımları akla getirse de, esasında bu sapmalar birer engel olarak görülmemekte; bilakis, onların mesleki gelişimlerine katkı sağlayan etkenler olarak değerlendirilmektedir. Ayrıca, araştırmaya katılan kişilerden edinilen veriler katılımcıların üç tür inanca sahip olduğunu ortaya çıkarmıştır: korunmuş inançlar (bir bağlamda uygulanması mümkün olanlar), gelişmiş inançlar (iyileştirilen ve yine bir bağlamda uygulanması mümkün olanlar) ve kazanılmış inançlar (bir bağlamda uygulanması mümkün olmayan inançları terk ederek benimsenen yeni inançlar).

Kaynakça

  • Baştürkmen, H. (2012). Review of research into correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282-295.
  • Borg, M. (2001). Teacher’s beliefs. English Language Teaching Journal, 55(2), 186-188.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903.
  • Borg, S. (2006). Teacher cognition and language education. London: Continuum.
  • Borg, S. (2010). Contemporary themes in language teacher education. Foreign Languages in China, 7(4), 84-89.
  • Brownlee, J., Boulton-Lewis, G., & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: developing a holistic conceptualization of epistemological beliefs. Australian Journal of Educational and Developmental Psychology, 2, 1-16.
  • Bryman, A. (2012). Social research methods (4th Ed.). New York: Oxford University Press
  • Check. J., & Schutt. R. K. (2012). Research methods in education. California: Sage
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Ed.). London and New York: Routledge.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th Ed.). London: Sage
  • Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press
  • Erkmen, B. (2014). Novice EFL teachers’ beliefs about teaching and learning, and their classroom practices. Hacettepe University Journal of Education, 29(1), 99-113.
  • Farrel, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176.
  • Gabillon, Z. (2012). Revisiting foreign language teacher beliefs. Frontiers of Language and Teaching, 3, 190-203.
  • Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development. Teachers and Teaching 10(3), 307-327.
  • Gray, D. E. (2009). Doing research in the real world (2nd Ed.). London: Sage
  • Hermans, R., Tondeur, J., van Braak, & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Science Direct: Computers and Education, 51, 1499–1509.
  • Isikoglu, N., Basturk, R., & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish perspective. Teaching and Teacher Education, 25, 350–356.
  • Levitt, K. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-22.
  • Matthews, B., & Ross, L. (2010). Research methods: A practical guide for the social sciences. Harlow: Longman
  • Orafi, S. M. S., & Borg. S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 745-758.
  • Osam, U. V., & Balbay, S. (2004). Investigating the decision-making skills of co-operating teachers and student teachers of English in a Turkish context. Teaching and Teacher Education, 20(7), 745-758.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
  • Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches (2nd Ed.). London: Sage
  • Richards, J. C. (1996). Teachers' maxims in language teaching. TESOL Quarterly, 30(2), 281-296.
  • Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586.
  • Sato, K., & Kleinsasser, R. (2004). Beliefs, practices and interactions of teachers in a Japanese high school English department. Teaching and Teacher Cognition, 20(8), 797-816.
  • Trent, J. (2013). From learner to teacher: practice, language and identity in a teaching practicum. Asia-Pacific Journal of Teacher Education, 41 (4), 426-440.
  • Urzua, A. & Vasquez, C. (2008). Reflection and professional identity in teachers’ future oriented discourse. Teaching and Teacher Education, 24(7), 1935-1946.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Özgün Çalışma
Yazarlar

Mehmet Durmaz Bu kişi benim

Nur Yiğitoğlu Bu kişi benim

Yayımlanma Tarihi 30 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 37 Sayı: 1

Kaynak Göster

APA Durmaz, M., & Yiğitoğlu, N. (2020). Reversing the Question: Do Language Teachers Preach What They don’t Do?. Bogazici University Journal of Education, 37(1), 85-102.