Dil Öğretmeni Bilişselliğine Genel Bir Bakış: Kuramın Kökeni, Kavramsal Özellikleri ve Güncel Araştırmalar

Öz

Bu makale, dil öğretmenlerinin sınıftaki kararlarını ve eylemlerini şekillendiren inançlara, bilgilere ve düşünme süreçlerini kapsayan dil öğretmeni bilişselliği hakkında genel bir bakış sunmaktadır. Bu makale, kavramın kökenini ve teorik yönlerini ortaya koymayı ve konu üzerine yapılan çalışmaların kısa bir derlemesini sunmaktadır. İncelemenin tartışması, bağlamsal faktörlerin dil öğretmenlerinin uygulamalarını etkileyen en yaygın faktörlerden olduğunu ve bu etkinin farklı bağlamlarda değişebileceğini ortaya koymaktadır. Bu makale kapsamında, dil öğretmeni bilişselliği üzerine yapılan güncel çalışmalar da taranmıştır. Ayrıca bu çalışma, zaman kısıtlamalarının ve inanç ile uygulama arasındaki tutarsızlığın, dil öğretmenlerinin uygulamalarını engelleyen yaygın faktörler olduğunu öne sürmektedir. Bu makalenin sonucunu olarak; gelecekteki çalışmalar, bağlamsal faktörleri ele almaya, sınıftaki zorlukların üstesinden gelmek için etkili stratejiler geliştirmeye, daha esnek müfredat kapsamında dil öğretmenlerinin uygulamalarını ve bilişlerini incelemeye ve dil eğitiminde öğrenci ve öğretmen bilişselliği arasındaki etkileşimi incelemeye odaklanabileceği önerilmektedir. Makale, dil öğretmeni bilişi kavramının öğrenciler için anlamlı öğrenme ortamları yaratmaya daha fazla odaklanması gerektiğini ve araştırmacıların alanı daha verimli hale getirmenin yollarını bulması gerektiğini savunmaktadır.

Anahtar Kelimeler

• Dil öğretmeni bilişselliği
• ilişkili faktörler
• araştırma derleme
• güncel çalışmalar

An Overview of Language Teacher Cognition: Origin, Theoretical Aspects, and Current Research

Öz

This paper provides an overview of language teacher cognition which refers to the beliefs, knowledge, and thinking processes that shape the language teachers' decisions and actions in the classroom. This paper lays out the origin of language teacher cognition, its theoretical aspects, and provides a brief review of the concept. The discussion of the review reveals that contextual factors are the most common ones that affect language teachers' practices, and their degree of effect may vary in different contexts. Recent research in language teacher cognition was also reviewed in the article. Moreover, the research suggests that time constraints and the discrepancy between belief and practice are common factors that hinder language teachers' practices. As a result of the review, some suggestions were made for future studies such as concentrating on addressing contextual factors, developing effective strategies for overcoming difficulties in the classroom, examining the practices and cognition of language teachers under more flexible curricula, and examining the interaction between student and teacher cognition in language education. The paper concludes by arguing that the concept of language teacher cognition must concentrate more on creating meaningful learning environments for students, and researchers ought to find ways to make the field more productive.

Anahtar Kelimeler

• Language teacher cognition
• related factors
• recent studies
• research review

Kaynakça

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