Identifying Gen Z Student-teachers’ English Teaching Constructs through a Personal Construct Psychology Approach
Öz
Purpose: The 'apprenticeship of observation' student-teachers are exposed to could complicate teaching actions and constructs in teacher education. These teaching constructs potentially vary across generations in today's evolving society. This qualitative, exploratory study aims to elucidate the constructs of 51 first-year English student-teachers regarding the teaching of English, utilizing the repertory grid technique within the framework of personal construct theory.
Method: Data was collected individually to obtain information on specific elements and structures that form constructs for teaching English. Group discussion sessions were held to reveal the constructs possessed by the group, and whole-class discussions were employed for the final analysis. Separate data analysis was conducted for each data collection phase.
Findings: The results indicated that Gen Z student-teachers had negative perceptions of homework, writing, memorization, and traditional teaching methodologies. They conveyed favorable views on instruction via interaction, media, and games. The study has significant implications for teacher educators as it introduces the English teaching constructs that Gen Z student-teachers should enhance or modify.
Highlights: This study examined the constructs of teaching English among Gen Z student-teachers, providing insights into the evolving perceptions of future educators. It utilized the repertory grid technique within personal construct theory to analyze individual and group perceptions in depth. It combined individual interviews, group and whole-class discussions. The findings identified Gen Z student-teachers' negative attitudes toward traditional practices such as homework and memorization, highlighting a shift in educational value and revealing a strong preference for interactive and media-rich teaching strategies, suggesting a need for teacher education programs to adapt accordingly.
Anahtar Kelimeler
EFL, Teacher education, Personal constructs theory, Repertory grid, Constructivism
Kaynakça
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