Araştırma Makalesi
BibTex RIS Kaynak Göster

Unveiling the Role of Identity in Teacher Education

Yıl 2016, Cilt: 167 Sayı: 2, 45 - 54, 01.06.2016
https://doi.org/10.1501/Dilder_0000000233

Öz

Understanding who teachers are has turned out to be a prerequisite in order to understand language teaching and learning since teaching is not limited to the skills and knowledge of language teaching but it overall covers who a language teacher is. To this effect, teacher identity has emerged as the focus for many researchers. Different learning theories define the nature of teacher identity in their particular terms. In behaviourism, the teacher is the information transmitter; in humanism, he is the counsellor. In constructivist theory, the teacher is the designer of educational experiences. Like behaviourism and humanism, constructivism focuses only on the psychological and mental dimensions and neglects the social role of teaching, teachers’ relations with each other, and the expectations of others. As teacher identity is a social phenomenon that can be constructed, reconstructed or developed in a social environment, this directs us to socio-constructivist theory. The teacher acts like a designer and mediator of educational and social experiences and creates a democratic learning environment which is appropriate for peer interaction and collaborative learning. Why some teachers can develop their identity and how they can do that is another intriguing aspect. What happens in the shifting from one identity to another? Who or what influences the change? How should teacher education programmes approach teacher identity development/ reconstruction? This article also focuses on the roles of teacher educators and the professional development activities conducted to help teachers develop their teacher identity

Kaynakça

  • Beatty, B. R. (2000). Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers. Journal of In-Service Education. 26:1, 73-97.
  • Beauchamp, C. Thomas, L. (2009). Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education. Cambridge Journal of Education. 39:2, 175 – 189.
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185-209.
  • Dewey, J. 1938. Art as Experience. New York: Minton, Balch.
  • Dodd, A. W. (2001). From survival to self-actualization: reflections on teaching and teacher educa- tion. The High School Journal. 84:3, 13-18.
  • Hawkings, M. and Norton, (2009). B. Critical Language Teacher Education. In A. Burns & J.
  • Richards, Cambridge Guide to Second Language Teacher Education. (pp. 30-39), Cambridge: Cam- bridge University Press.
  • Johnson A. (2014). Educational Psychology: Theories of Learning and Human Development, EL Cajon, CA: National Science Press.
  • Johnson and Golombek (2016). Mindful L2 Teacher Education. New York: Routledge, 3-46.
  • Mitchell R., Myles F. and Marsden E. (2013). Second Language Learning Theories
  • New York: Routledge, Third Edition.
  • Mercer, N. (2000). Words & Minds: How we use language to think together. London: Routledge.
  • Norton, B. (2005). Towards a Model of Critical Language Teacher Education, Language Issues, Vol- ume 17, No 1, 12-17.
  • Pavlenko, A. (2003). “I never Knew I was a Bilingual”: Reimagining Teacher Identities in TESOL, Journal of Language, Identity and Education, 2(4), 251-268.
  • Richardson, V. (1997). Constructivist Teacher Education Building a World of New Understandings, Lon- don: The Falmer Press.
  • Roberts, J. (2016). Language Teacher Education, London: Routledge.
  • Schunk, D. H. (2012). Learning Theories An Educational Perspective (Sixth Edition), Boston: Pearson.
  • Varghese, M., Morgan, B., Johnston, B., Johnson, K. A. (2005). Theorizing Language Teacher Iden- tity: Three Perspectives and Beyond. Journal of Language, Identity and Education. 4:1, 21- 44.
  • Vygotsky, L. S. (1986). Thought and Language (Rev. ed.), Cambridge: MIT Press.
  • Vygotsky, L.S. (1978). Mind in Society. London: Harvard University Press.

Öğretmen Eğitiminde Kimlik Rolünü Açığa Çıkarmak

Yıl 2016, Cilt: 167 Sayı: 2, 45 - 54, 01.06.2016
https://doi.org/10.1501/Dilder_0000000233

Öz

Öğretmenlerin kim olduğunu anlamak dil öğrenimi ve öğretimini anlamanın bir önşartıdır çünkü öğretmenlik dil öğretimi bilgi ve becerileri ile sınırlı olmayıp genl itibariyle bir dil öğretmeninin kim olduğunu kapsamaktadır. Bu doğrultuda, öğretmen kimliği pek çok araştırmacının ilgi alanı haline gelmiştir. Farklı öğrenme kuramları öğretmen kimliğinin doğasını kendine özgü ifadelerle tanımlar. Davranışçı yaklaşımda öğretmen bil aktaran; İnsancılık’ta ise danışmandır. Yapılandırmacılık kuramında öğretmen eğitimsel faaliyetlerin tasarımcısıdır. Davranışçılık ve İnsancılık’ta olduğu gibi, Yapılandırmacı yaklaşımında da psikolojik ve zihinsel boyutların üzerinde durulmuş öğretimin sosyal rolü, öğretmenin ilişkileri ve öğretmenin diğer kişilerden beklentileri göz ardı edilmiştir. Bu durum bizi sosyal yapılandırmacı kuramına yönlendirir çünkü öğretmen kimliği sosyal bir ortamda yapılandırılan, yeniden yapılandırılan ya da geliştirilen bir olgudur. Sosyal yapılandırmacılıkta öğretmen, eğitim ve sosyal faaliyetlerin tasarımcısı olarak hareket eder ve işbirlikli öğrenme ve öğrencilerin birbirleriyle etkileşimi için uygun öğrenme ortamı yaratır. Neden bazı öğretmenlerin kimliklerini geliştirebildiği ve bunu nasıl yaptıkları dikkat çeken bir başka konudur. Bu değişim sırasında neler olur? Bu değişime kim ve ne etken olur? Öğretmen eğitim programlarının öğretmen kimliği geliştirme / yeniden yapılandırmaya yaklaşımı nasıl olmalıdır? Bu makale öğretmen eğitimcilerinin rolleri ve öğretmen kimliğini geliştirmek amaçlı mesleki gelişim faaliyetleri üzerinde de durmaktadır

Kaynakça

  • Beatty, B. R. (2000). Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers. Journal of In-Service Education. 26:1, 73-97.
  • Beauchamp, C. Thomas, L. (2009). Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education. Cambridge Journal of Education. 39:2, 175 – 189.
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185-209.
  • Dewey, J. 1938. Art as Experience. New York: Minton, Balch.
  • Dodd, A. W. (2001). From survival to self-actualization: reflections on teaching and teacher educa- tion. The High School Journal. 84:3, 13-18.
  • Hawkings, M. and Norton, (2009). B. Critical Language Teacher Education. In A. Burns & J.
  • Richards, Cambridge Guide to Second Language Teacher Education. (pp. 30-39), Cambridge: Cam- bridge University Press.
  • Johnson A. (2014). Educational Psychology: Theories of Learning and Human Development, EL Cajon, CA: National Science Press.
  • Johnson and Golombek (2016). Mindful L2 Teacher Education. New York: Routledge, 3-46.
  • Mitchell R., Myles F. and Marsden E. (2013). Second Language Learning Theories
  • New York: Routledge, Third Edition.
  • Mercer, N. (2000). Words & Minds: How we use language to think together. London: Routledge.
  • Norton, B. (2005). Towards a Model of Critical Language Teacher Education, Language Issues, Vol- ume 17, No 1, 12-17.
  • Pavlenko, A. (2003). “I never Knew I was a Bilingual”: Reimagining Teacher Identities in TESOL, Journal of Language, Identity and Education, 2(4), 251-268.
  • Richardson, V. (1997). Constructivist Teacher Education Building a World of New Understandings, Lon- don: The Falmer Press.
  • Roberts, J. (2016). Language Teacher Education, London: Routledge.
  • Schunk, D. H. (2012). Learning Theories An Educational Perspective (Sixth Edition), Boston: Pearson.
  • Varghese, M., Morgan, B., Johnston, B., Johnson, K. A. (2005). Theorizing Language Teacher Iden- tity: Three Perspectives and Beyond. Journal of Language, Identity and Education. 4:1, 21- 44.
  • Vygotsky, L. S. (1986). Thought and Language (Rev. ed.), Cambridge: MIT Press.
  • Vygotsky, L.S. (1978). Mind in Society. London: Harvard University Press.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Dilbilim
Bölüm Araştırma Makalesi
Yazarlar

Haldun Kaya Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2016
Gönderilme Tarihi 1 Ocak 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 167 Sayı: 2

Kaynak Göster

APA Kaya, H. (2016). Öğretmen Eğitiminde Kimlik Rolünü Açığa Çıkarmak. Dil Dergisi, 167(2), 45-54. https://doi.org/10.1501/Dilder_0000000233