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Yıl 2019, Cilt 21 , Sayı 2, Sayfalar 15 - 29 2019-08-30

Mikroöğretim Uygulamasının Hizmet Öncesi İngilizce Öğretmenlerinin Mesleki Öz-yeterlik İnançlarına Etkisi
The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development

Ayşegül TAKKAÇ TULGAR [1]


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. 

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. 

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Birincil Dil en
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Orcid: 0000-0001-6401-969X
Yazar: Ayşegül TAKKAÇ TULGAR (Sorumlu Yazar)
Kurum: ATATÜRK ÜNİVERSİTESİ
Ülke: Turkey


Tarihler

Yayımlanma Tarihi : 30 Ağustos 2019

Bibtex @araştırma makalesi { erziefd519041, journal = {Erzincan Üniversitesi Eğitim Fakültesi Dergisi}, issn = {2148-7758}, eissn = {2148-7510}, address = {}, publisher = {Erzincan Üniversitesi}, year = {2019}, volume = {21}, pages = {15 - 29}, doi = {10.17556/erziefd.519041}, title = {The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development}, key = {cite}, author = {TAKKAÇ TULGAR, Ayşegül} }
APA TAKKAÇ TULGAR, A . (2019). The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development. Erzincan Üniversitesi Eğitim Fakültesi Dergisi , 21 (2) , 15-29 . DOI: 10.17556/erziefd.519041
MLA TAKKAÇ TULGAR, A . "The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development". Erzincan Üniversitesi Eğitim Fakültesi Dergisi 21 (2019 ): 15-29 <https://dergipark.org.tr/tr/pub/erziefd/issue/48374/519041>
Chicago TAKKAÇ TULGAR, A . "The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development". Erzincan Üniversitesi Eğitim Fakültesi Dergisi 21 (2019 ): 15-29
RIS TY - JOUR T1 - The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development AU - Ayşegül TAKKAÇ TULGAR Y1 - 2019 PY - 2019 N1 - doi: 10.17556/erziefd.519041 DO - 10.17556/erziefd.519041 T2 - Erzincan Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 15 EP - 29 VL - 21 IS - 2 SN - 2148-7758-2148-7510 M3 - doi: 10.17556/erziefd.519041 UR - https://doi.org/10.17556/erziefd.519041 Y2 - 2019 ER -
EndNote %0 Erzincan Üniversitesi Eğitim Fakültesi Dergisi The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development %A Ayşegül TAKKAÇ TULGAR %T The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development %D 2019 %J Erzincan Üniversitesi Eğitim Fakültesi Dergisi %P 2148-7758-2148-7510 %V 21 %N 2 %R doi: 10.17556/erziefd.519041 %U 10.17556/erziefd.519041
ISNAD TAKKAÇ TULGAR, Ayşegül . "The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development". Erzincan Üniversitesi Eğitim Fakültesi Dergisi 21 / 2 (Ağustos 2019): 15-29 . https://doi.org/10.17556/erziefd.519041
AMA TAKKAÇ TULGAR A . The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development. Erzincan Üniversitesi Eğitim Fakültesi Dergisi. 2019; 21(2): 15-29.
Vancouver TAKKAÇ TULGAR A . The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development. Erzincan Üniversitesi Eğitim Fakültesi Dergisi. 2019; 21(2): 29-15.