Mikroöğretim Uygulamasının Hizmet Öncesi İngilizce Öğretmenlerinin Mesleki Öz-yeterlik İnançlarına Etkisi

Öz

Lisans eğitiminde yürütülen mikroöğretim uygulaması artan sayıda araştırmada incelenmiştir. Mevcut alanyazın, mikroöğretimin hizmet öncesi öğretmenlerin iletişim becerilerine ve öğretim becerilerine etkisi ve uygulamanın avantaj ve dezavantajlarını incelemiştir. Ancak, özellikle de İngiliz Dili ve Eğitimi alanında uygulanan mikroöğretim uygulamalarının hizmet öncesi öğretmenlerin öz-yeterlik inançlarına etkisinin araştırılması konusunda alanda eksiklik vardır. Bu nitel durum araştırması, mikroöğretim deneyimlerinin hizmet öncesi İngilizce öğretmenlerinin meslekî öz-yeterlik inançlarını incelemektedir. Çalışmanın verileri, 45 katılımcının açık uçlu sorulara verdikleri cevaplar, öğretim üyesinin gözlem notları ve akran gözlem notları yoluyla toplanmıştır. İçerik analizi mikroöğretim uygulamasının katılımcıların öz-yeterlik inançlarını büyük ölçüde geliştirdiğini göstermiştir. Uygulamanın içeriğinde bulunan ders planlama ve tasarlama, öğretmen rolünü üstlenme, sınıf kontrolü, geribildirim alma ve güçlü/zayıf yönleri görme gibi aşamalar katılımcıların öz-yeterlik inançlarını artıran temel faktörler arasında gösterilmiştir. Ancak, bazı katılımcılar mikroöğretim uygulamasının öz-yeterlik inançlarını olumsuz yönde etkilediğini belirtmiştir. Bulgular ilgili alanyazın ışığında tartışılmış ve bazı öneriler sunulmuştur. 

Anahtar Kelimeler

• mikroöğretim,öz-yeterlik,hizmet öncesi öğretmen,yabancı dil olarak İngilizce

The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development

Öz

The microteaching practice followed in undergraduate level has been a topic of increasing investigation. Literature presents studies on the effects of microteaching on pre-service teachers’ communicative skills, their teaching skills and the advantages and disadvantages of the process. However, there is still scarcity in research examining how microteaching practices affect the self-efficacy levels of pre-service English teachers, especially in the Turkish context. This qualitative case study examined the effects of microteaching experiences on the pre-service EFL teachers’ professional self-efficacy. The data were collected through the participants’ (N=45) answers to open-ended questions, instructor observation notes and peer observation notes. The content analysis of the data revealed that microteaching mostly helped the participants develop their self-efficacy. Such components of the practice as planning and designing a lesson, taking the teacher role, controlling a classroom, receiving feedback and having the chance to realize the strengths and weaknesses were the major contributors to the participants’ self-efficacy. However, some of the participants considered microteaching as a practice negatively affecting their professional self-efficacy. The findings are discussed in the light of relevant literature and some implications are suggested. 

Anahtar Kelimeler

• Microteaching,Self-efficacy,Pre-service teacher,efl

Kaynakça

1. Adedapo, A. (2013). Interactive effect of microteaching modes and learning styles on preservice teacher’s practical teaching achievement; 34th International Proceedings of Nigeria Association for Educational Media and Technology (NAEMT) 1-355- 356.
2. Akkuş, H. & Üner, S. (2017). The effect of microteaching on pre-service chemistry teachers’ teaching experiences. Çukurova Unversity-Journal of Education Faculty, 46(1), 202-230.
3. Al-Humaidi, S. H., & Abu-Rahman M. S. (2015). Enhancing microteaching at Sultan Qaboos University. Studies in English Language Teaching, 3(1), 28-40.
4. Allen, D. W. (1966). Micro-teaching: A new framework for in-service education. The High School Journal, 49, 355-362.
5. Ambusaidi, A. K., & Al-Balushi, S. M. (2012). A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist. International Journal of Environmental & Science Education, 7(2), 291-311. Retrieved from http://www.ijese.com/IJESE_v7n2_Ambusaidi-and-Al-Balushi.pdf
6. Arsal, Z. (2014). Mikro öğretimin öğretmen adaylarının sınıf yönetimi tutum ve inançlarına etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 137-150.
7. Bakır, S. (2014). The effect of microteaching on the teaching skills of pre-service science teachers. Journal of Baltic Science Education, 13(6). 789-801.
8. Bakır, S. (2014). The effect of microteaching on the teaching skills of pre-service science teachers. Journal of Baltic Science Education, 13(6). 789-801.

9. Bandura, A. (1997). Self-efficacy: the exercise of control. New York, Freeman.
10. Banerjee, K., Halder, S., & Guha, A. (2015). Application of micro teaching skill for improving the quality of teachers: Exploring opinion of trainee teachers. I-Manager’s Journal of Educational Tehcnology, 12(1), 28-35.
11. Büyükkarcı, K. (2014). Formative microteaching in teaching and foreign language anxiety. Anthropologist, 18(2), 505-511. Cheng, J. (2017). Learning to attend to precision: the impact of micro-teaching guided by expert secondary mathematics teachers on pre-service teachers’ teaching practice. ZMD Mathematics Ecucation, 49, 279-289. DOI: 10.1007/s11858-017-0839-7
12. Cinici, A. (2016). Pre-service teachers’ science teaching self-efficacy beliefs: the influence of a collaborative peer microteaching program. Mentoring & Tutoring: Partnership in Learning, 24(3), 228-249. doi: 10.1080/13611267.2016.1222812
13. Coşkun, A. (2016). Exploring the microteaching component of an EFL teacher education program. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(3).810-829.
14. Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
15. Elghotmy, H. E. A. (2012). Investigation into the Microteaching Practices of Egyptian Pre-service Teachers of English in an EFL Teacher Preparation Programme: Implications for Curriculum Planning and Design. Unpublished doctoral dissertation. The University of Exeter, the UK.
16. Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26(4), 37-47. doi:10.1080/01626620.2005.10463341
17. Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26, 351-362. doi:10.1016/j.tate.2009.09.012
18. Göçer, A. (2016). Assessment of the opinions and practices of student teachers on micro-teaching as a teaching strategy. Acta Didactica Napocensia, 9(2), 33-46.
19. Griffiths, J. (2016). Bridging the school placement gap with peer micro-teaching lesson study. International Journal for Lesson and Learning Studies, 5(3), 227-238.
20. Gürbüz, F. (2015). The Vıews of Pre-Servıce Teachers Who Take Specıal Teachıng Course within the Context of Pedagogıcal Formatıon Certıfıcate Program about Mıcro-Teachıng Method and a Physıcs Lesson Plan. International Journal on New Trends in Education and Their Implications, 6(4), 17.
21. Gürbüzoğlu Yalmancı, S., & Aydın, S. (2014). The views of Turkish pre-service science teachers concerning microteaching practices. Turkish Journal of Education, 3(4), 4-14.
22. He, C., & Yan, C. (2011). Exploring authenticity of microteaching in pre-service teacher education programmes. Teaching Education, 22(3), 291-302. doi: 10.1080/10476210.2011.590588
23. Hu, C. (2008). Research into microteaching in application of mathematics teaching theory. Journal of Chongqing Normal University, 1, 87-90.
24. Ismail, S. A. (2011). Student teachers' microteaching experiences in a preservice English teacher education program. Journal of Language Teaching and Research, 2(5), 1043-1051.
25. Karışan, D. (2017). The impact of student centered microteaching practices on preservice science teachers’ self-efficacy beliefs. Turkish Journal of Education, 6(4), 186-199. DOI: 10.19128/turje.341776.
26. Kavanoz, S., & Yüksel, G. (2010). An investigation of peer-teaching technique in student teacher development. The International Journal of Research in Teacher Education. 1, 1-19.
27. Kılıç, A. (2010). Learner-Centered Micro Teaching in Teacher Education. International Journal of Instruction, 3(1), 77-100.
28. Kuran, K. (2009). The Effect of Micro Teaching on Teachers’ Gaining of Knowledge and Skills. Mustafa Kemal University Journal of Social Sciences Institute, 6(1): 384-401.
29. Kpanja, E. (2001). A study of the effects of the video tape recording in microteaching training. British Journal of Educational Technology, 32(4), 483-486. doi: 10.1111/1467-8535.00215
30. Mahmud, I. & Rawshon, S. (2013). Micro teaching to improve teaching method: An analysis on students’ perspectives. IOSR Journal of Research and Method in Education, 1(4), 69-76.
31. Mergler, A. G., & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre-service teachers. Teaching Education, 21(2), 199-210. doi: 10.1080/10476210902998466
32. Napoles, J. (2008). Relationships among instructor, and self-evaluations of undergraduate music education majors micro-teaching experiences. Journal of Research in Music Education, 56(1), 82-91.
33. Onwuagboke, B., Osuala, R., & Nzeako, R. (2017). The impact of microteaching in developing teaching skills among pre-service teachers in Alvan Ikoku College of Education Owerri, Nigeria. African Research Review, 11(2), 237-250.
34. Ögeyik, M. C. (2009). Attitudes of the student teachers in English language teaching programs towards microteaching technique. English Language Teaching, 2(3), 205-212.
35. Ping, W. (2013). Micro-teaching: a powerful tool to embedding the English teacher certification testing in the development of English teaching methodologies. International Journal of English Language and Literature Studies, 2(3), 163- 175.
36. Quinn, F. (2000). Principles and Practice of Nurse Education. Cheltenham: Stanley Thornes.
37. Retelj, A. & Puljić, B. (2016). “We Need more Practice!” How future teachers evaluate their experiences with micro-teaching? Revija za elementarno izobraževanje št, 4, 139-154.
38. Rozimela, Y. (2013). Using reflective teaching to develop student' teaching skill. Jurnal Bahasa dan Seni, 41(1), 69-80.
39. Saban, A. & Çoklar, A. N. (2013). Pre-Servıce Teachers’ Opinions about the Micro-Teaching Method in Teaching Practise Classes. TOJET: The Turkish Online Journal of Educational Technology, 12(2): 234-240.
40. Savas, P. (2012). Micro-teaching videos in EFL teacher education methodology courses: Tools to enhance English proficiency and teaching skills among trainees. Procedia-Social and Behavioral Sciences, 55, 730-738.
41. Shanu, Y. M. (2016). Impact of microteaching video feedback on student-teachers’ performance in the actual teaching practice classroom. International Journal of Instructional Technology and Distance Learning 13(11) 45-52.