İngilizce Öğretmen Adaylarının Öğretme-Öğrenme Anlayışları ile Öz-Yeterlik Duyguları Arasındaki İlişki

Öz

Öğretmenlerin öğretme-öğrenme anlayışları ve öz yeterlik duyguları, birbirlerini etkileyebilen ve öğretimin etkililiğini doğrudan etkileyen önemli unsurlardır. Bu çalışma, İngilizce öğretmen adaylarının öğretmeöğrenme anlayışları ile öz-yeterlik algıları arasındaki ilişkiyi karma yöntemli bir araştırma deseni kullanarak incelemektedir. Nicel veriler, devlet üniversitelerinde İngilizce öğretmenliği okuyan 374 4. sınıf öğretmen adayından toplanmıştır. Bu çalışmada, Öğretme ve Öğrenme Anlayışları Anketi ve Öğretmen Yeterlik Algısı Ölçeği'nin Türkçe versiyonları kullanılmıştır. Yanıt vermeyi kabul eden 42 öğretmen adayından nitel veri toplamak için açık uçlu sorular kullanılmıştır. Veri analizi için betimsel istatistik teknikleri ve içerik analizi kullanılmıştır. Çalışma, öğretmenlerin yapılandırmacı anlayışı geleneksel anlayıştan daha fazla benimsediklerini ortaya koymuştur. Sonuçlar ayrıca öğretmen adaylarının yüksek düzeyde öz-yeterlik inancına sahip olduğunu göstermektedir. Sonuçlar, öğretmen adaylarının öğretme-öğrenme anlayışları ile öz-yeterlik duygularının ilişkili olduğunu göstermiştir. Yapılandırmacı anlayışları ile öğrenci katılımı yeterliği, öğretim stratejileri yeterliği ve sınıf yönetimi yeterliği arasında yüksek ve pozitif korelasyonlar bulunmuştur. Öğretmen adayları öğretim stratejileri, öğrenci katılımı ve sınıf yönetimi konularında kendilerini yeterli hissetmektedir. Geleneksel anlayışları ise öğrenci katılımına yönelik yeterlikleriyle negatif ilişkilidir. Sonuçlar dikkate alınarak, dil öğretmeni eğitiminin ana paydaşları için çıkarımlar ve öneriler sunulmuştur

Anahtar Kelimeler

• Öğretme-öğrenme anlayışları
• öz-yeterlik
• yapılandırmacı anlayış
• geleneksel anlayış
• öğretmen eğitimi.
• Öğretme-öğrenme anlayışları, öz-yeterlik, yapılandırmacı anlayış, geleneksel anlayış, öğretmen eğitimi.

The Relationship between Teaching-Learning Conceptions and Sense of Self-Efficacy of Pre-Service EFL Teachers

Abstract

Teachers’ teaching-learning conceptions and sense of selfefficacy are important constructs that can affect each other and directly influence the effectiveness of teaching. This study investigates the relationship between teachinglearning conceptions and sense of self-efficacy of preservice EFL teachers using a mixed-method research design. The quantitative data were collected from 374 4th grader pre-service teachers who were studying ELT in state universities. This study used the Turkish versions of the Teaching and Learning Conceptions Questionnaire and Teacher Sense of Efficacy Scale. Open-ended questions were used to gather qualitative data from 42 pre-service teachers who consented to respond. Descriptive statistical techniques and content analysis were used for the data analysis. The study found that teachers adopted a constructivist conception more than a traditional one. The results also suggest that the pre-service teachers have high level of self-efficacy beliefs. The results showed that preservice teachers' teaching-learning conceptions and sense of self-efficacy were related. High and positive correlations were found between their constructivist conception and efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management. The preservice teachers felt efficacious in instructional strategies, student involvement, and classroom management. Their traditional conception is negatively correlated to their efficacy for student engagement.Taking the results into consideration, implications and suggestions were formulated for the main stakeholders of language teacher education.

Keywords

• : teaching-learning conceptions
• self-efficacy
• constructivist conception
• traditional conception
• teacher training.
• Öğretme-öğrenme anlayışları
• öz-yeterlik
• yapılandırmacı anlayış
• geleneksel anlayış
• öğretmen eğitimi.

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