Correspondence of Turkish Pre-Service EFL Teachers’ Stated Beliefs and Their Classroom Practices

Yıl 2017, Cilt: 3 Sayı: 3, 81 - 96, 24.10.2017

Orçin Karadağ Eda Üstünel

Öz

This study aims to investigate the
correspondence between pre-service English as a foreign
language (EFL) teachers’ stated beliefs about pedagogy and their classroom
practices. Aimed at exploring the interactional facets of classroom practice,
data were drawn from video recordings of classroom practices and follow-up
semi-structured interviews and reflection forms of each participant which were
four in total. As the focus of the study is to inquire these four pre-service
teachers’ pedagogical beliefs and their correspondence, the study employs
discourse analysis (Hence fort DA) of the qualitative research designs. In
addition to that, the semi-structured interview questions given by Li and Walsh
(2011) were adapted to arrange the questions to Turkish context accordingly and
the questionnaire which was checked by two colleagues as specialists in the
field of foreign language education at Muğla Sıtkı Koçman University. These
four pre-service EFL teachers were assigned to work at a kindergarten to
complete their teaching practices. As
understood from the interviews, apart from one-to-one tutorial sessions, these
practices were their first time teaching experience in a real classroom
setting. The findings were then analyzed
and after, findings were compared and contrasted with the studies previously
conducted in Turkish and other contexts. 
Findings revealed from the data indicate that, even though there are
some correspondences between the stated beliefs of these pre-service teachers,
there are still differences which were believed to be based on the complexity
of the classroom atmosphere and students at kindergarten as level.

Anahtar Kelimeler

Teacher Belief, Teaching English to Young Learners, Pre-service EFL Teachers, EFL Education

İngilizce Öğretmeni Adaylarının Sahip Olduğunu Belirttiği ve Uyguladığı İnançlarının Tutarlılığı

Öz

Bu çalışmanın amacı, İngilizce öğretmeni adaylarının olası pedagojik
inançlarının, sınıf içerisindeki yansımalarını ve bunların tutarlılığını
incelemeyi amaçlamıştır. Bu amaç doğrultusunda, etkileşimsel veriler ile
çalışma bulgu ve sonuçlarını desteklemek amacıyla,  öğretmen adaylarının sınıf içindeki
öğretmenlik uygulamaları video ile kayıt altına alınmış, ardından yarı
yapılandırılmış görüşmeler gerçekleştirilmiştir. Son olarak, katılımcıların (dört
İngilizce öğretmeni adayı) bireysel yansıtıcı yazma formları veri olarak
toplanmıştır. Bu çalışma, nitel araştırma deseninde tasarlanmış olup, verilerin
analizinde söylem analizi ve içerik analizi yöntemlerine başvurulmuştur. Yarı
yapılandırılmış görüşme maddeleri ise Li ve Walsh (2011)’un çalışmasından uyarlanarak,
Türkiye bağlamına uyumu ve anlaşılabilirliği bakımından İngiliz dili eğitimi
alanında uzman Muğla Sıtkı Koçman Üniversitesi akademik personeli olan iki araştırmacı
tarafından kontrol edilmiştir. Çalışmadaki İngilizce öğretmeni adayı dört
katılımcı, Muğla Sıtkı Koçman Üniversitesi gündüz bakım evinde öğretmenlik
uygulamalarını tamamlamaları için görevlendirilmiştir. Toplanan demografik
verilerin de gösterdiği gibi, sadece bir katılımcının (P1) özel ders vermesi
dışında katılımcıların geçmişlerinde gerçek sınıf içerisinde bir öğretim
deneyimleri yoktur. Verilerin analizi sonucunda; bulgular,  Türkiye ve uluslararası bağlamlardaki
çalışmaların sonuçları ile karşılaştırılmıştır. Sonuç olarak, İngilizce
öğretmeni adayı olan dört katılımcının sahip olduğunu iddia ettikleri inançları
ile uygulamada sergilemiş oldukları öğretim yaklaşımları arasında bazı
yönlerden tutarlılık mevcut olsa da, birçok açıdan bu tutarlılık mevcut
değildir. Bu tutarlılık farkının ise, çocukların yaşlarının ve seviyelerinin
düşük olması, gerçek sınıf ortamının karmaşıklığı, katılımcılarının deneyimsizliğinden
kaynaklandığı düşünülmektedir. 

Anahtar Kelimeler

Öğretmen İnançları, Çocuklara Yabancı Dil Öğretimi, İngilizce Öğretmeni Adayları, İngiliz Dili Eğitimi

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