İngilizce Öğretmen Adaylarının Pandemiyle Bölünen Bir Staj Dönemi Öncesi ve Sonrası Hazır Bulunuşlukları

Öz

Nicel bir araştırma desenine sahip olan bu çalışma, yabancı dil öğretmen adaylarının öğretmenlik stajları döneminde algılanan öz yeterlikleri, öğretmeye yönelik tutumları ve öğretim motivasyonları açısından öğretmen hazırbulunuşluğu kavramını araştırmayı amaçlamaktadır. Yabancı dil öğretmen adaylarının algıladıkları öğretmenlik öz yeterlikleri, öğretmenliğe yönelik tutumları ve öğretmenlik motivasyonlarındaki değişimleri ortaya çıkarmak amacıyla, Türkiye'deki bir devlet üniversitesinde öğretmenlik uygulaması dersine kayıtlı 80 İngilizce öğretmenliği son sınıf öğrencisinden, COVID-19 salgını nedeniyle kesintiye uğrayan uygulama dönemi öncesinde ve sonrasında üç farklı ölçek aracılığıyla iki set nicel veri toplanmıştır. Bulgular, staj dönemi sonunda katılımcıların algıladıkları öğretmenlik öz yeterliklerinde ve öğretmenliğe yönelik tutumlarında önemli artışlar olduğunu ortaya koymuştur. Ayrıca, katılımcıların öğretme motivasyonlarının uygulamanın sonunda daha özgeci ve içsel yönelimlere doğru değiştiği görülmüştür. Bu çalışmanın bulguları ışığında, yüz yüze, kısmen uzaktan ve tamamen uzaktan öğretmenlik stajı dönemlerinin öğretmen hazırbulunuşluğu sonuçlarını karşılaştıran başka çalışmalar öğretmen eğitimi literatürüne önemli katkılar sağlayabilir.

Anahtar Kelimeler

• Öğretmen Hazırbulunuşluğu
• Staj Dönemi
• Öz yeterlilik
• Tutum
• Motivasyon

Pre-Service English Language Teacher Readiness Before and After a Practicum Interrupted by the Pandemic

Öz

With a quantitative research design, the present study aims to explore the teacher readiness of pre-service foreign language teachers during the practicum in terms of their perceived teaching self-efficacies, attitudes towards teaching, and teaching motivations. In order to uncover changes in pre-service foreign language teachers' perceived teaching self-efficacies, attitudes towards teaching, and teaching motivations, two sets of quantitative data from 80 last year English Language Teaching students enrolled in a teaching practice class at a Turkish state university were collected through three different scales before and after the practicum period, which was interrupted by the COVID-19 pandemic. The findings revealed significant increases in the participants' perceived teaching self-efficacies and attitudes towards teaching at the end of the practicum. Moreover, the teaching motivations of the participants appeared to have changed towards more altruistic and intrinsic orientations at the end of the practicum. Considering the unique and unusual conditions emerged during the data collection period, the study sheds light on the cruciality of the practicum period in teacher education even in such crisis situations.

Anahtar Kelimeler

• Teacher Readiness
• Practicum
• Self-efficacy
• Attitude
• Motivation

Kaynakça

1. Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219. https://doi.org/10.1080/13664530701414720
2. Aydın, M. K., Bavlı, B., & Alcı, B. (2013). Examining the effects of pre-service teachers' personality traits on their teaching competencies. International Online Journal of Educational Sciences, 5(3), 575-586.
3. Baker, P. H. (2005). Managing student behaviour: How ready are teachers to meet the challenge? American Seconday Education, 33(3), 51-64.
4. Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology: Special Issue: Self-Efficacy Theory in Contemporary Psychology, 4, 359-373. https://doi.org/10.1521/jscp.1986.4.3.359
5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company. Beckmann, T., & Ehmke, T. (2023) Remote internships: The experiences of pre-service teachers during the COVID-19 pandemic, Cogent Education, 10(2), 2260679. http://dx.doi.org/10.1080/2331186X.2023.2260679
6. Bhargava, A., & Pathy, M. (2011). Perceptions of student teachers about teaching competencies. American International Journal of Contemporary Research, 1(1), 77-81.
7. Boz, N., & Boz, Y. (2006). Do prospective teachers get enough experience in school placements? Journal of Education for Teaching, 32, 353-368. http://dx.doi.org/10.1080/02607470600981912
8. Bruinsma, M., & Jansen, E. (2010). Is the motivation to become a teacher related to pre‐service teachers' intentions to remain in the profession? European Journal of Teacher Education, 33(2), 185-200. http://dx.doi.org/10.1080/02619760903512927

9. Carr, W. (2009). Practice without theory? A postmodern perspective on educational practice. In B. Green (Ed.), Understanding and researching professional practice. Rotterdam: Sense Publishers. (MM)
10. Carroll, J.M, Choo, C. W., Dunlap, D. R., & Isenhour, P. L. (2003). Knowledge management support for teachers. Educational Technology, Research and Development, 51(4), 42-64. http://dx.doi.org/10.1007/BF02504543
11. Chang, Y. (2018). Certified but not qualified? EFL pre-service teachers in liminality, Journal of Language, Identity & Education, 1-15. http://dx.doi.org/10.1080/15348458.2017.1401929
12. Chu, Y. (2023). What motivates high school youths to want to teach? Narratives of homegrown aspiring teachers. Urban Education, 00420859231162898.
13. Cortes, Y. A. M. (2016). Unveiling pre-service teachers' attitudes toward teaching: The role of pedagogical practicums. Profile Issues in Teachers' Professional Development, 18(2), 47-61. http://dx.doi.org/10.15446/profile.v18n2.49591
14. Costello, S., & Boyle, C. (2013). Pre-service secondary teachers' attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4). http://dx.doi.org/10.14221/ajte.2013v38n4.8
15. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA: Sage.
16. Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2009. The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
17. Damar, E. A. (2018). Identifying motivational factors of pre-service EFL teachers. Academic Journal of Interdisciplinary Studies, 7(1), 147-151. http://dx.doi.org/10.2478/ajis-2018-0015
18. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61, 35-47. http://dx.doi.org/10.1177/0022487109348024
19. Dinçer, A., Göksu, A., Takkaç, A., & Yazıcı, M. (2013). Common characteristics of an effective English language teacher. The International Journal of Educational Researchers, 4(3), 1-8.
20. Doğan, M. C. (2003). Türkiye’de Öğretmenlik Mesleğinin Sorunları ve Öğretmen Adaylarının Mesleğe İlişkin Görüşleri. İstanbul: Burak Yayınları.
21. Dörnyei, Z. & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, UK: Pearson Education.
22. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA: W. H. Freeman.
23. Fan, M., Leung, L.P., Hon, S., & Fan, K.L. (2019). Readiness of Hong Kong secondary school teachers for teaching cardiopulmonary resuscitation in schools: A questionnaire survey. Hong Kong J. Emerg. Med., 26, 174–178. http://dx.doi.org/10.1177/1024907918797532
24. Fokkens-Bruinsma, M., Tigelaar, E.H., van Rijswijk, M.M., & Jansen, E.P.W.A. (2023). Preservice teachers’ resilience during times of COVID-19, Teachers and Teaching, 1-14. http://dx.doi.org/10.1080/13540602.2023.2172391
25. Gao, M., & Liu, Q. (2013). Personality traits of effective teachers represented in the narratives of American and Chinese pre-service teachers: A cross cultural comparison. International Journal of Humanities and Social Science 3(2), 1-16.
26. Gao, X. A., & Benson, P. (2012). 'Unruly pupils' in pre-service English language teachers' teaching practicum experiences, Journal of Education for Teaching, 38(2), 127-140. http://dx.doi.org/10.1080/02607476.2012.656440 Giallo, R., & Little, E. (2003). Classroom behavior problems: The relationship between preparedness, classroom experiences and self-efficacy in graduate and student teachers. Australian Journal of Educational and Developmental Psychology, 3, 21-34.
27. Gibson, S., & Dembo, M. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), pp. 569-582. http://dx.doi.org/10.1037/0022-0663.76.4.569
28. Göktepe, F.T. (2014). Attitudes and motivation of Turkish undergraduate EFL students towards learning English language. Studies in English Language Teaching, Vol. 2, No. 3. http://dx.doi.org/10.22158/selt.v2n3p314
29. Graves, K. (2009). The curriculum of second language teacher education. In A. Burns& J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 115-124). NY: Cambridge University Press.
30. Haigh, M., Ell, F., & Mackisack, V. (2013). Judging teacher candidates' readiness to teach. Teaching and Teacher Education 34, 1-11. http://dx.doi.org/10.1016/j.tate.2013.03.002
31. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, pp. 1-12
32. Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. http://dx.doi.org/10.1016/j.tate.2005.01.007
33. İnceçay, G., & Keşli Dollar, Y. (2012). Classroom management, self-efficacy and readiness of Turkish pre-service English teachers. ELT Research Journal, 1(3), 189-198.
34. Joseph, P. B., & Green, N. (1986). Perspectives on reasons for becoming teachers. Journal of Teacher Education, 37(6), 28–33. https://doi.org/10.1177/002248718603700605
35. Jusoh, R. (2012). Effects of teachers' readiness in teaching and learning of entrepreneurship education in primary schools. International Interdisciplinary Journal of Education, 1(7), pp. 98-102. http://dx.doi.org/10.12816/0002885
36. Kılınç, A., Watt, H. M. G., & Richardson, P. W. (2012). Factors influencing teaching choice in Turkey. Asia-Pacific Journal of Teacher Education, 40, 199-226. http://dx.doi.org/10.1080/1359866X.2012.700048
37. Koç, H. K. (2023).The preschool teachers’ perceptions and views on foreign language teaching via distance education for preschoolers. International Primary Education Research Journal, 7(3), 91-103.
38. Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc. Englewood Cliffs, NJ.
39. Kosar, G. (2021). Distance teaching practicum: Its impact on pre-service EFL teachers' preparedness for teaching. IAFOR Journal of Education, 9(2), 111-126.
40. Kyriacou, C., & Kobori, M. (1998) Motivation to learn and teach English in Slovenia, Educational Studies, 24, pp. 345-351. http://dx.doi.org/10.1080/0305569980240307
41. Lee, I., & Yuan, R. (2014). Motivation change of pre-service English teachers: A Hong Kong study. Language, Culture and Curriculum, 27(1), 89-106, DOI: 10.1080/07908318.2014.890211
42. Liaw, E. C. (2009). Teacher efficacy of preservice teachers in Taiwan: The influence of classroom teaching and group discussions. Teaching and Teacher Education 25(1), 176–180. https://doi.org/10.1016/j.tate.2008.08.005
43. MacDonald, C. (1993). Coping with stress during the teaching practicum: The student teachers' perspective. The Alberta Journal of Educational Research, 39, 407-418.
44. Merriam-Webster. (n.d.). Ad vitam aut culpam. In Merriam-Webster.com dictionary. https://www.merriamwebster.com/dictionary/ad%20vitam%20aut%20culpam
45. Parylo, O., Süngü, H., & Ilgan, A. (2015). Connecting attitudes toward teaching and pedagogical formation courses: A study of Turkish pre-service teachers. Australian Journal of Teacher Education, 40(5), pp. 85-102. http://dx.doi.org/10.14221/ajte.2015v40n5.5
46. Peters, J. H. (2012). Are they ready? Final year pre-service teachers' learning about managing student behaviour. Australian Journal of Teacher Education, 37(9). http://dx.doi.org/10.14221/ajte.2012v37n9.2
47. Polat, M. (2017). Teachers' attitudes towards teaching English grammar: A scale development study. International Journal of Instruction, 10(4), 379-398. http://dx.doi.org/10.12973/iji.2017.10422a
48. Richards, G., & Clough. (2004). ITE students' attitudes to inclusion. Research in Education, 72, pp. 77-86. http://dx.doi.org/10.7227/RIE.72.6
49. Richardson, P. W., & Watt, H. M. G. (2006). "Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities." Asia-Pacific Journal of Teacher Education 34(1), 27-56. http://dx.doi.org/10.1080/13598660500480290
50. Roberts, J. (1998). Language Teacher Education. London: Arnold, a member of the Hodder Headline Group. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
51. Sinclair, C. (2008) Initial and changing student teacher motivation and commitment to teaching, Asia‐Pacific Journal of Teacher Education, 36(2), 79-104, http://dx.doi.org/10.1080/13598660801971658
52. Strakova, Z. (2015). The perception of readiness for teaching profession: a case of pre-service trainees. Journal of Language Cultural Education. 3(1), 32-42. http://dx.doi.org/10.1515/jolace-2015-0003
53. Stronge, J. H. (2007). Qualities of effective teachers (2nd ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.
54. Symes, W., Lazarides, R., & Hußner, I. (2023). The development of student teachers’ teacher self-efficacy before and during the COVID-19 pandemic. Teaching and Teacher Education, 122, 103941.
55. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon.
56. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248. http://dx.doi.org/10.3102/00346543068002202
57. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. http://dx.doi.org/10.1016/S0742-051X(01)00036-1
58. Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers, Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003
59. Üstüner, M. (2006). Validity and reliability study on an attitude scale towards the profession of teaching. Educational Administration: Theory and Practice, 12(45), 109-127.
60. Üstüner, M., Demirtaş, H., & Cömert, M. (2009). The attitudes of prospective teachers towards the profession of teaching (The case of İnönü University, Faculty of Education). Education and Science, 34(151), pp.140-155.
61. Vick, M. (2006). It's a difficult matter: Historical perspectives on the enduring problem of the practicum in teacher preparation. Asia-Pacific Journal of Teacher Education, 34, 181-198. http://dx.doi.org/10.1080/13598660600720579
62. Wang, L., Lai, M., & Lo, L.N. (2014). Teacher professionalism under the recent reform of performance pay in Mainland China. Prospects, 44, 429-443. http://dx.doi.org/10.1007/s11125-014-9315-0
63. Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice Scale. The Journal of Experimental Education, 75, 167-202. http://dx.doi.org/10.3200/JEXE.75.3.167-202
64. Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 91–120). Academic Press. https://doi.org/10.1016/B978-012750053-9/50006-1
65. Wong, R. (2020). Becoming an EFL teacher: A re-investigation of student teachers' motivation. English Language Teaching, 13(5), pp. 64-79. http://dx.doi.org/10.5539/elt.v13n5p64
66. Wong, A. K. Y., Tang, S. Y.F., & Cheng, M. M. H. (2014). Teaching motivations in Hong Kong: Who will choose teaching as a fallback career in a stringent job market? Teaching and Teacher Education, 41, pp. 81-91. https://doi.org/10.1016/j.tate.2014.03.009
67. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91. http://dx.doi.org/10.1037/0022-0663.82.1.81
68. Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6(2), 137-148. http://dx.doi.org/10.1016/0742-051X(90)90031-Y
69. Yang, J. (2023). A case study of the ımpacts of teaching practicum on the self‐efficacy among pre‐service English teachers. Journal of Education and Educational Research 3(3), 102-105.
70. Yıldırım, İ. (2015). Revised version of physical education teachers' self-efficacy scale. Journal of Human Sciences, 12(1), 870-886. http://dx.doi.org/10.14687/ijhs.v12i1.3100
71. Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers' perceptions of practicum experience. Innovation Education 1(4). https://doi.org/10.1186/s42862-019-0003-z
72. Yong, B. C. S. (1995). Teacher trainees' motives for entering into a teaching career in Brunei Darussalam. Teaching and Teacher Education, 11(3), pp. 275-280. http://dx.doi.org/10.1016/0742-051x(94)00023-y
73. Yuan, R., & Zhang, L. (2017). Exploring student teachers' motivation change in initial teacher education: A Chinese perspective. Teaching and Teacher Education, 61, 142-152. http://dx.doi.org/10.1016/j.tate.2016.10.010
74. Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China's education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55-61. https://doi.org/10.3390/jrfm13030055