Türkiye’nin Yeni İngilizce Öğretmeni Eğitim Programında Kapsayıcı Eğitimin Yeri

Yıl 2021, Cilt: 2 Sayı: 1, 1 - 9, 27.04.2021

Ahmet Erdost Yastıbaş

Öz

Göçmen ve mülteci olmak gibi birçok faktör, İngilizce öğrenen öğrenciler için öğrenme zorluklarına neden olabilir. İngilizce öğretmenleri böyle öğrencilerle çalışabilirler. Bir İngilizce sınıfındaki tüm öğrencilerin eğitim materyallerine ulaşabileceğinden ve başarılı olabileceğinden emin olmak için, kapsayıcı uygulamalar İngilizce öğretiminde kullanılmalıdır. Kapsayıcı uygulamaların başarısı için, kapsayıcı eğitim İngilizce öğretmeni yetiştirme programında bulunmalıdır; fakat alan yazın öğrenci ve çalışan İngilizce öğretmenlerinin kapsayıcı eğitim konusunda yeterli eğitimleri olmadığını ortaya çıkarmıştır. Bu nedenle, bu nitel çalışma, Türkiye’nin yeni İngilizce öğretmeni eğitim programını, öğrenci İngilizce öğretmenlerini kapsayıcı eğitim konusunda eğitip eğitmediğini bulmak için değerlendirmeyi amaçlamıştır. Türkiye’nin yeni İngilizce öğretmeni eğitim programı, veri toplama aracı olarak kullanılmış ve doküman analizine tabi tutulmuştur. Bulgular, Türkiye’nin yeni İngilizce öğretmeni eğitim programının kapsayıcı eğitimle alakalı altı dersi içerdiğini ve böylelikle öğrenci İngilizce öğretmenlerini kapsayıcı eğitim konusunda eğittiğini göstermiştir. Bulgular, alan yazından elde edilen bulgular ile tartışılmıştır. Çalışmanın sınırlılıklarına değinilmiş ve sonraki çalışmalar için önerilerde bulunulmuştur.

Anahtar Kelimeler

İngilizce öğretmeni eğitim programı, Kapsayıcı eğitim, Türkiye

The Place of Inclusive Education in the New English Language Teacher Education Program of Turkey

Öz

Several factors such as being a migrant and refugee can lead to learning difficulties for students who learn English. English language teachers can work with such students. To ensure all students in an English language class can have access to teaching materials and become successful, inclusive practices should be used in English language teaching. For the success of inclusive practices, inclusive education should be included in English language teacher education. However, the literature has revealed that preservice and in service English language teachers lack enough training on inclusive education. Therefore, the present study aimed to evaluate the new English language teacher education program (ELTEP) of Turkey to find out whether it trains preservice English language teachers on inclusive education. It was designed as a qualitative study in which the new ELTEP of Turkey was used as the data collection tool and document analyzed. The results have shown that the new ELTEP of Turkey includes six courses relating to inclusive education, so it trains preservice English language teachers on inclusive education. The results were discussed with the findings of the literature review. Limitations of the study were mentioned and suggestions for further studies were made. 

Anahtar Kelimeler

English language teacher education program, Inclusive education, Turkey

Kaynakça

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