INTERACTIVE DECISION MAKING PROCESSES OF TEACHERS OF ENGLISH AT PUBLIC SCHOOLS

Öz

The purpose of this study was to investigate how foreign language teachers at public schools framed their interactive decision making processes in instruction. We studied interactive decision-making strategies and principles of Teachers of English as a Foreign Language (EFL) with qualitative research methods. The focal participants were four EFL teachers from public high schools in a city in Central Turkey. Data were collected during a focus group interview which targeted a natural discussion on instructional practices among teachers. Data analysis involved transcription, coding, and identification of emergent themes. We found that the teachers primarily refer to class management, facilitation, guidance, rapport, and unpredictability while discussing decision-making processes

Anahtar Kelimeler

• Decision-making
• Interactive decisions
• Strategies
• Principles

DEVLET OKULLARINDA ÇALIŞAN İNGİLİZCE ÖĞRETMENLERİNİN DERSLERİNDEKİ ETKİLEŞİMLERİNDE KARAR VERME SÜREÇLERİ

Öz

Bu çalışmanın amacı devlet okullarında çalışan İngilizce öğretmenlerinin ders anlatımları esnasındaki etkileşimlerde karar verme süreçlerinin araştırılmasıdır. İngilizce öğretmenlerinin ders esnasında anlık karar verme stratejileri ve ilkeleri nitel araştırma yöntemleri kullanılarak incelenmiştir. Çalışmaya katılan odak grup devlet liselerinde çalışmakta olan dört İngilizce öğretmeninden oluşmaktadır. Çalışmaya ait veri, öğretmenlerin ders anlatma süreçleri üzerine doğal bir tartışma ortamının hedeflendiği bir odak grup görüşmesiyle toplanmıştır. Veri analizi transkripsiyon, kodlama ve ortaya çıkan temaların belirlenmesi işlemlerini sırasıyla içermektedir. Öğretmenlerin karar verme süreçleri üzerine tartışmaları süresince, sınıf yönetimi, öğrenmeyi kolaylaştırma, rehberlik etme, öğrenciyle uyumluluk ve öğretmen davranışının tahmin edilemez olması temalarına odaklandıkları tespit edilmiştir

Anahtar Kelimeler

• karar verme
• anlık kararlar
• stratejiler
• ilkeler

Kaynakça

1. Alwright, D. & Bailey, K.M. (1991). Focus on the language classroom. New York, NY:
2. Cambridge University Press. Bailey, K. M. (1996). The best laid plans: teachers’ in-class decisions to depart from their lesson plans. In, K. M. Bailey and D. Nunan (Eds.), Voices From the Language Classroom (pp. 15-40).
3. New York: Cambridge University Press. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Cambridge Journals. Language Teaching.36, 81-109.
4. Borg, S. (2006). Teacher cognition and language education. London: Continuum.
5. Borko, H., Whitkomb, J., & Byrnes, K. (2008). Genres of research in teacher education.In M.
6. Cochran-Smith, S., Freiman-Nemser, & J. McIntyre (Eds.).Handbook of research on teacher education: Enduring issues in changing contexts, (3rd ed., pp. 1017-1049). New York, NY: Routledge.
7. Eysenck, M., W. & Keane, M. T. (2010). Cognitive psychology: A student’s handbook. 6th edition. East Sussex: Psychology Press.
8. Freeman, D. (1989). Teacher training, development, and decision making: A modal of teaching and related strategies for language teacher education. TESOL Quarterly. 23(1), 27-45.

9. Golombek, P. (2009). Personal practical knowledge in L2 teacher education. In A. Burns & J.
10. C. Richards (Eds), The Cambridge guide to second language teacher education. (pp. 155-162). New York: Cambridge University Press. Güven, S., & Çakır, Ö. (2012). A study on primary school English teachers’ self-efficacy beliefs. Eğitim ve Bilim, 37(163), 43-52.
11. Karaman, A. C. (2010). Systems thinking for studying international professional program participants’ thoughts. Systemic Practice and Action Research, 23(3), 203-220.
12. Richards, J. C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly. 30(2), 281- 2
13. Richards, J. C.and Lockhart, C. (1996). Reflective teaching in second language classrooms. New
14. York: Cambridge University Press. Shavelson, R. J. (1983). Review of research on teachers’ pedagogical judgments, plans, and decisions. The Elementary School Journal. 83(4), 392-413.
15. Turanlı, A., & Yıldırım, A. (2007). A comparative assessment of high and low control teachers’ classroom management behaviors. Eğitim ve Bilim, 32(143), 100-116.
16. Woods, D. (1996). Teacher cognition in language teaching: beliefs, decision-making and classroom practice. New York: Cambridge Univesrity Press. Şeyda SELEN ÇIMEN
17. Research Assistant, Muğla Sıtkı Koçman University, Department Of Foreign Languages Education Muğla/TURKEY [e-mail] A. Cendel KARAMAN Assist. Prof. Dr, Middle East Technical University, Department Of Foreign Languages Education, Ankara/TURKEY [e-mail]