Bir Büyük Britanya Üniversitesinin Yabancı Dil Olarak İngilizce Öğretimi Yüksek Lisans Programı Uluslararası Öğrencilerinin Öğretmen Kimlikleri

Yıl 2019, Cilt: 48 Sayı: 2, 1455 - 1465, 30.10.2019

Ammar Tekin

Öz

Öğretmen
kimliği çalışmaları, 1990lardaki sosyokültürel dönüşümle birlikte yabancı dil
öğretimi araştırmalarının önemli bir kısmı haline gelmiştir. Yabancı dil
öğretimi müstakil bir araştırma alanı olarak gelişimini sürdürmekte ve öğretmen
kimliği çalışmaları da birçok yönden önemli bilimsel araştırmalara konu
olmaktadır. Uluslararası lisansüstü öğrencilerinin eğitim ortamlarına nasıl
uyum sağlayacakları akademik gelişimleri için önemli sayılmaktadır. Bu
bağlamda, mevcut çalışma Birleşik Krallık’ta Yabancı Dil Olarak İngilizce
Öğretimi Yüksek Lisans Programı’nda öğrenim gören altı uluslararası öğrencinin
öğretmen kimliği inşalarını yarı yapılandırılmış mülakat yöntemiyle niteliksel
olarak incelemektedir. Bulgular her ne kadar öğrenci-öğretmenlerin ilk başta bir
öğrenme şoku ve üniversite çevrelerine uyum sağlamada sorunlar yaşasalar da,
akademik ortamlarına iyi uyum sağladıklarını göstermektedir. Katılımcılar,
kendi ülkeleriyle Büyük Britanya’daki yaşamları ve çalışmaları arasında değerli
karşılaştırmalar yapmakta ve gelecekteki meslek yaşamları için kendilerini
teorik olarak daha donanımlı gördüklerini belirtmektedirler.

Anahtar Kelimeler

Öğretmen kimliği, Yabancı dil olarak İngilizce öğretimi, Yabancı dil öğretmen iradesi, Uygulama toplulukları

Second Language Teacher Identities of International MSc TESOL Students in a UK University

Öz

Teacher identity studies are now an important part
of second language teacher education research, following the sociocultural turn
in the 1990s. Second language teaching continues its development as a research
area on its own and exploration of teacher identity comprises a substantial
research field, from many aspects. How international post-graduate students
adapt to educational settings is considered to be important for their academic
development. Accordingly, this current study explores the second language
teacher identity constructions of six international MSc TESOL students at a
United Kingdom University, by means of semi-structured interviews with a
qualitative interpretative approach. The findings indicate that, although they
first go through a learning shock and difficulties in adapting to the academic
environment, the student teachers accommodate well into the collegiate setting.
They make valuable comparisons between their lives and studies in the UK and
their own contexts. It can also be seen that they consider themselves more
theoretically equipped for their future teaching careers.  

Anahtar Kelimeler

Teacher identity, Second language teacher education, Language teacher agency, Communities of Practice

Kaynakça

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