Kuram ve Uygulamadaki Boşluğa Bir Bakış: İngilizce Öğretmen Adaylarının Öğretmenliklerine Dair Değerlendirmeleri

Öz

Bu çalışma İngiliz Dili Eğitimi Bölümü 3. Sınıf öğrencilerin öğretmenlik uygulamalarına dair farkındalıklarını hızlandırmak amacıyla ‘Çocuklara İngilizce Öğretimi’ dersinde yapılan mikro öğretim uygulamalarını incelemektedir. Bu uygulamalar sırasında toplam 72 öğrencinin en sık kullandığı 45 olumlu veya olumsuz öğretmen davranışı tanımlanmış ve bu davranışlar temel alınarak, hayali bir öğretmenin bir dersinin metni yaratılmıştır. Sonrasında bu hayali ders metni bir sınav formunda öğrencilere verilerek 45 öğretmen davranışından istedikleri herhangi 20 tanesini olumlu ya da olumsuz olarak yorumlamaları istenmiştir. Sınav kâğıtlarının analizinde öğrencilerin mikro öğretim sunularında gözlemlenen öğretmenlik davranışları ile aynı davranışların kâğıt üzerindeki yorumlamaları arasında bir uyumsuzluk olduğu gözlemlenmiştir. Öğrencilerle kuram ve uygulama arasındaki boşluğun nedenleri, dört aylık bu sürecin öğretmenliklerine dair anlayışlarına olan etkileri tartışılmıştır.  Bu tartışmaların saha notları çalışmanın bir diğer veri kaynağı olarak kullanılmıştır. Öğrencilerin deneyim ve güven eksiklikleri, utangaçlık, heyecan ve sınav üzerinde yapılan değerlendirmenin öğrencilerin geldikleri sistemle uyuşuyor olması çalışma sonuçlarına yön veren etkenler olarak ortaya çıkmıştır.  

Anahtar Kelimeler

• yabancı dil öğretmen eğitimi,yansıtıcı uygulama,öz-değerlendirme,akran değerlendirme,öğretmenlerin mesleki bilgileri

Mirroring the Gap between Theory and Practice: ELT Juniors’ Auto-Criticism on their Teaching

Abstract

To trigger the ELT sophomores’ awareness on their teaching practices, in the Teaching English to Young Learners course, most frequent 45 positive and negative teaching practices of 72 students were identified during their micro teaching sessions. On the basis of these, a script of an imaginary session of an anonymous teacher was created. Then, as a sit-down exam, the students were asked to criticize any 20 out of 45 behaviors in the script. Analysis of the exam papers revealed a mismatch in how students conducted their lessons and how they evaluated the same teaching practice. The discrepancies in theory and practice and the consequences of this procedure on students’ understanding of their own teaching were discussed with the students. Field notes of these discussions constituted another data source. Lacking in experience and confidence, feeling of shyness and nervousness and finally the exam, harmonizing with the existing educational system through which the students came to the university, appeared to be the underlying reasons for the results. 

Keywords

• Language Teacher Education,Reflective Practice,Teachers’ Self-Evaluation,Peer Evaluation,Teachers’ Pedagogical Knowledge

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