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PRESERVICE ENGLISH TEACHERS' MOTIVATION FOR TEACHING DIFFERENT GRADE LEVELS

Yıl 2020, Sayı: 54, 133 - 155, 29.04.2020
https://doi.org/10.21764/maeuefd.616995

Öz

Learners
from different age groups are motivated to learn English as it is counted to be
the prevalent lingua franca in the world. Nevertheless, the current English
teacher education departments in Turkey have a common curriculum with a rather
limited focus on different age characteristics. This study aimed to investigate
preservice teachers’ (PT) motivation with regard to teaching learners from
different age levels and the factors affecting their motivation. The data were
collected from preservice English teachers’ (N=156) through a questionnaire.
Friedman test was used to analyze the ranking item and content analysis was
employed for open ended responses. Preservice English teachers’ motivation
level to teach different age groups can be sorted from the most to the least as
secondary school, primary school, high school, university and kindergarten.
Factors affecting PTs’ motivation were efficacy beliefs, instructional
concerns
, beliefs about learners, attitude towards learners
and professional development aspirations.



 

Kaynakça

  • Baltacı, A. (2017). Nitel veri analizinde miles-huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3 (1),1-15.
  • Bekleyen, N. (2011). Can I teach English to children? Turkish preservice teacher candidates and very young learners. Journal of Early Childhood Teacher Education, 32,256–265.
  • British Council and TEPAV. (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek.
  • British Council/TEPAV. (2015). The state of english in higher education in Turkey: A baseline study. Ankara: British Council. Retrieved from: https://www.britishcouncil.org.tr/sites/default/files/he_baseline_study_book_web_-_son.pdf
  • Çakır, A., & Güngör, M. N. (2017). Pre-service teachers‟ evaluations of practices in teaching English to young learners in terms of 21st century teacher qualifications. Journal of Language and Linguistic Studies, 13(1), 244-259.
  • Çamlıbel-Acar, Z. (2016). Teaching English to young learners: some challenges faced by pre-service teachers. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 5, 323- 377.
  • Çelik, S., Arıkan, A. (2012). Öğretmen yetiştirme programlarının İngilizce öğretmen adaylarını ilköğretimde İngilizce öğretimine ne kadar hazırladığına yönelik nitel bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32, 77-87.
  • Doğançay-Aktuna, S., and Z. Kızıltepe. (2005). English in Turkey. World Englishes, 24 (2), 253-65.
  • Ellis, R. (1994). The Study of Second Language Acquisition. Oxford University Press.
  • Enever, J. (2015). The advantages and disadvantages of English as a foreign language with young learners. In J. Bland (Ed.), Challenges in teaching English to young learners: global perspectives and local realities (pp.13-31). Bloomsbury Publishing PLC
  • Güngör, M. N. (2016). Turkish pre-service teachers’ reflective practices in teaching English to young learners. Australian Journal of Teacher Education, 41(2). 137-151. Kırkgöz,Y., (2007). English language teaching in Turkey: policy changes and their implementations. RELC J. 38, 216-228.
  • Krashen S.D., Long M.H.,& Scarcella R.C .(1979). Age, rate and eventual attainment in second language acquisition. TESOL Quarterly ,13, 573–582.
  • MEB. (2018). Milli Eğitim Bakanlığı İngilizce dersi öğretim programı, Ankara. Retrieved from: http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=327 Ortega, L. (2013). Understanding second language acquisition. New York: Routledge
  • Othman, J., & Kiely, R. (2016). preservice teachers’ beliefs and practices in teaching English to young learners. Indonesian Journal of Applied Linguistics, 6(1), 50- 59.
  • Özkan, H. & Arıkan, A. (2010). To what extent does English language teacher education curriculum prepare prospective teachers for teaching young learners? Paper presented at the International Conference on New Trends in Education and Their Implications (ICONTE), Antalya, Turkey.
  • Şad, S. N. (2010). Theory–practice dichotomy: prospective teachers' evaluations about teaching English to young learners. Journal of Language and Linguistic Studies, 6 (2),22- 53.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
  • Uztosun, M. S. (2018). Professional competences to teach English at primary schools in Turkey: a Delphi study, European Journal of Teacher Education, 41 (4), 549-565.
  • Uztosun, M.S. (2016). Pre-service and in-service English teachers’ efficacy beliefs about teaching English at primary schools. İlköğretim Online, 15(4), 1191-1205.
  • Yangın Ekşi, G. & Aşık, A. (2015). Enriching microteaching in teaching English to young learners: an action research. International Online Journal of Education and Teaching (IOJET), 2(1). 26-41.

PRESERVICE ENGLISH TEACHERS' MOTIVATION FOR TEACHING DIFFERENT GRADE LEVELS

Yıl 2020, Sayı: 54, 133 - 155, 29.04.2020
https://doi.org/10.21764/maeuefd.616995

Öz

Farklı yaş gruplarından öğrenciler dünyanın önde gelen ligua frankası
olarak kabul edildiği için İngilizce öğrenmek istemektedirler. Bununla birlikte
Türkiyede mevcut İngilizce öğretmenliği bölümleri farklı yaşlardan öğrencilerin
özelliklerine sınırlı bir biçimde odaklanan ortak bir müfredata sahiptir. Bu çalışma
öğretmen adaylarının (N=156) farklı yaş kademelerindeki öğrencilere öğretmenlik
yapma motivasyonları ve bu motivasyonları etkileyen faktörleri incelemeyi
hedeflemektedir. Sıralama maddelerini analiz etmek için Friedman testi, nitel
verilerin analizi için içerik analizi kullanılmıştır. İngilizce öğretmen
adaylarının farklı yaş gruplarına öğretmenlik yapma motivasyonları en yüksekten
en düşüğe olmak üzere şu şekilde sıralanmaktadır: ortaokul, ilkokul, lise,
üniversite ve anaokulu. Öğretmen adaylarının motivasyonlarını etkileyen
faktörler yeterlik inançları, öğretime dair endişeler, öğrencilere dair
inançlar, öğrencilere yönelik tutumlar ve mesleki gelişim istekleridir.

Kaynakça

  • Baltacı, A. (2017). Nitel veri analizinde miles-huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3 (1),1-15.
  • Bekleyen, N. (2011). Can I teach English to children? Turkish preservice teacher candidates and very young learners. Journal of Early Childhood Teacher Education, 32,256–265.
  • British Council and TEPAV. (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek.
  • British Council/TEPAV. (2015). The state of english in higher education in Turkey: A baseline study. Ankara: British Council. Retrieved from: https://www.britishcouncil.org.tr/sites/default/files/he_baseline_study_book_web_-_son.pdf
  • Çakır, A., & Güngör, M. N. (2017). Pre-service teachers‟ evaluations of practices in teaching English to young learners in terms of 21st century teacher qualifications. Journal of Language and Linguistic Studies, 13(1), 244-259.
  • Çamlıbel-Acar, Z. (2016). Teaching English to young learners: some challenges faced by pre-service teachers. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 5, 323- 377.
  • Çelik, S., Arıkan, A. (2012). Öğretmen yetiştirme programlarının İngilizce öğretmen adaylarını ilköğretimde İngilizce öğretimine ne kadar hazırladığına yönelik nitel bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32, 77-87.
  • Doğançay-Aktuna, S., and Z. Kızıltepe. (2005). English in Turkey. World Englishes, 24 (2), 253-65.
  • Ellis, R. (1994). The Study of Second Language Acquisition. Oxford University Press.
  • Enever, J. (2015). The advantages and disadvantages of English as a foreign language with young learners. In J. Bland (Ed.), Challenges in teaching English to young learners: global perspectives and local realities (pp.13-31). Bloomsbury Publishing PLC
  • Güngör, M. N. (2016). Turkish pre-service teachers’ reflective practices in teaching English to young learners. Australian Journal of Teacher Education, 41(2). 137-151. Kırkgöz,Y., (2007). English language teaching in Turkey: policy changes and their implementations. RELC J. 38, 216-228.
  • Krashen S.D., Long M.H.,& Scarcella R.C .(1979). Age, rate and eventual attainment in second language acquisition. TESOL Quarterly ,13, 573–582.
  • MEB. (2018). Milli Eğitim Bakanlığı İngilizce dersi öğretim programı, Ankara. Retrieved from: http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=327 Ortega, L. (2013). Understanding second language acquisition. New York: Routledge
  • Othman, J., & Kiely, R. (2016). preservice teachers’ beliefs and practices in teaching English to young learners. Indonesian Journal of Applied Linguistics, 6(1), 50- 59.
  • Özkan, H. & Arıkan, A. (2010). To what extent does English language teacher education curriculum prepare prospective teachers for teaching young learners? Paper presented at the International Conference on New Trends in Education and Their Implications (ICONTE), Antalya, Turkey.
  • Şad, S. N. (2010). Theory–practice dichotomy: prospective teachers' evaluations about teaching English to young learners. Journal of Language and Linguistic Studies, 6 (2),22- 53.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
  • Uztosun, M. S. (2018). Professional competences to teach English at primary schools in Turkey: a Delphi study, European Journal of Teacher Education, 41 (4), 549-565.
  • Uztosun, M.S. (2016). Pre-service and in-service English teachers’ efficacy beliefs about teaching English at primary schools. İlköğretim Online, 15(4), 1191-1205.
  • Yangın Ekşi, G. & Aşık, A. (2015). Enriching microteaching in teaching English to young learners: an action research. International Online Journal of Education and Teaching (IOJET), 2(1). 26-41.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Zeynep Ölçü Dinçer

Yayımlanma Tarihi 29 Nisan 2020
Gönderilme Tarihi 8 Eylül 2019
Yayımlandığı Sayı Yıl 2020 Sayı: 54

Kaynak Göster

APA Ölçü Dinçer, Z. (2020). PRESERVICE ENGLISH TEACHERS’ MOTIVATION FOR TEACHING DIFFERENT GRADE LEVELS. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(54), 133-155. https://doi.org/10.21764/maeuefd.616995