Okul Öncesi Eğitiminde Yabancı Dil Öğretimi: Öğretmen Adaylarının Tutumları ve İnançları

Öz

Bu araştırma, okul öncesi öğretmeni adaylarının yabancı dil öğretimine yönelik tutumlarındaki ve yabancı dil eğitimi hakkındaki inançlarındaki değişiklikleri çeşitli açılardan incelemektedir. Araştırma kapsamında, yabancı dil becerilerini geliştirmeyi amaçlayan bir eğitim programı araştırma ortamı olarak kullanılmıştır. Katılımcılar, TÜBİTAK 2237-A Bilimsel Eğitim Etkinlikleri Desteği Programı kapsamında yürütülen, teorik ve uygulamalı derslerden oluşan 40 saatlik bir eğitim programına katılmıştır. Çalışma grubu, Türkiye'deki farklı üniversitelere kayıtlı 18 okul öncesi öğretmeni adayından oluşmuştur. Araştırma hem nitel hem de nicel veri kaynaklarını kullanan karma bir araştırma yöntemi olan sıralı dönüşümsel araştırma tasarımına uygun olarak yürütülmüştür. Toplanan veriler, karşılaştırma testleri ve içerik analizi tekniği kullanılarak analiz edilmiştir. Araştırmanın bulguları, anaokullarındaki yabancı dil öğretimine yönelik tutumların değişimini, üniversitelerdeki yabancı dil eğitiminin yeterliliğini, anaokullarındaki yabancı dil öğretim sorumluluklarını, anaokulu döneminde yabancı dil öğretiminin gerekliliğini, erken yaşta yabancı dil öğrenmenin olumsuz etkilerini ve anaokulu öğretmeni adaylarının okul türleri tercihlerini ortaya koymaktadır. Çalışma, politika yapıcılara, öğretmenlere ve gelecekteki çalışmalara önerilerle sona ermektedir.

Anahtar Kelimeler

• okul öncesi
• dil eğitimi
• okul öncesi öğretmeni adayları
• erken çocukluk eğitimi

Foreign Language Teaching in Early Childhood Education: Attitudes and Beliefs of Pre-service Teachers

Öz

This study examines changes in attitudes towards foreign language teaching and beliefs about foreign language education among pre-service preschool teachers from multiple perspectives. The research was conducted within the framework of a training program organized under the TÜBİTAK 2237-A Scientific Education Activities Support initiative, which aimed to enhance the foreign language skills of pre-service preschool teachers. The participants underwent a 40-hour training program comprising both theoretical and practical components. The research sample consisted of 18 pre-service preschool teachers enrolled in various universities across Turkey. A sequential transformational research design, a mixed-method approach, was employed, incorporating both qualitative and quantitative data sources. The collected data were analyzed using comparative tests and inductive thematic analysis. The findings reveal shifts in attitudes towards foreign language teaching in preschool education, along with insights into the adequacy of foreign language training at universities, the teaching responsibilities associated with foreign language instruction in preschools, the necessity of introducing foreign languages at the preschool level, concerns regarding potential negative effects of early foreign language learning, and the school preferences of pre-service preschool teachers. The study concludes with recommendations for policymakers, educators, and future research.

Anahtar Kelimeler

• Preschool
• Language Education
• Early Childhood Education
• Language Learning in Preschools
• pre-service preschool teachers

Kaynakça

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