İngilizce öğretmenliği programları için eleştirel çokkültürlü eğitim öğrenme modülü

Abstract

Sınıflar giderek kültür ve dil açısından çeşitlenirken, birçok öğretmen eğitimi programı eleştirel çokkültürlü eğitimi (EÇE) benimsemeye başlamıştır. Nitel araştırma tasarımı çerçevesinde, bu çalışmanın amacı, İngilizce öğretmen adaylarına EÇE’yi tanıtan ve onları öğretmenlik uygulamalarında eleştirel bir bakış açısı benimsemeye teşvik eden bir öğrenme modülü oluşturmaktır. Bu modülün geliştirilmesi dört aşamalı bir süreci içermektedir. İlk iki aşamada, modül, tekrarlayan beyin fırtınası oturumları aracılığıyla yapılandırıldı ve sonraki aşamalarda, İngilizce öğretmenliği öğrencilerinden oluşan çeşitli gruplarla uygulandı. Çalışmanın genel bulguları, modülün çeşitliliğe olumlu tutumları teşvik etme, sosyal konuları anlama ve eğitimin hedef ve ideolojileriyle öğretimdeki siyasi pozisyonlar hakkında farkındalığı artırma gibi faydalar sağladığını göstermektedir. Genel olarak öğrenme modülü çeşitlilik, eğitimde eleştirel yaklaşımlar ve eleştirel çok kültürlü eğitim gibi konularda öğretmen adaylarına daha derin bir anlayış kazandırmak için belirlenen hedeflerini gerçekleştirmiştir. Öğretmen eğitiminde EÇE’nin uygulanmasının öğretmen adaylarının eğitimde eleştirel bakış açılarını geliştirdiği açıktır. Dolayısıyla, bu çalışma öğretmen adayları üzerinde EÇE derslerinin önemli etkisini vurgulamaktadır.

Keywords

• Eleştirel çokkültürlü eğitim
• Eleştirel çokkültürlü eğitim dersi geliştirme
• İngilizce öğretimi
• Öğretmen eğitimi

Ethical Statement

Ethics committee approval was obtained from Canakkale Onsekiz Mart University dated 25/03/21 and numbered E-84026528-050.01.04-2100049960.

A critical multicultural education learning module for English language teacher education programs

Abstract

As classrooms become increasingly diverse in terms of culture and language, many teacher education programs have started to incorporate critical multicultural education (CME). Within the framework of a qualitative research design, the aim of this study was to construct a concise learning module that introduces CME to pre-service English language teachers and encourages them to adopt a critical perspective in their teaching. Developing this module involved a meticulous four-stage process. In the initial two stages, the module was formulated through iterative brainstorming sessions, and in the latter stages, it was implemented with groups of English language teaching students. The overall findings indicate that the module provided various benefits including fostering positive attitudes towards diversity, promoting an understanding of social issues, and raising awareness about educational goals, the ideologies behind education, and the political position of teaching. It is evident that the implementation of CME in teacher education positively impacts pre-service teachers by instilling more favorable attitudes toward diversity. This study highlights the significant influence of CME courses on pre-service teachers.

Keywords

• Critical multicultural education
• Developing critical multicultural education course
• English language teaching
• Teacher education

Ethical Statement

Ethics committee approval was obtained from Canakkale Onsekiz Mart University dated 25/03/21 and numbered E-84026528-050.01.04-2100049960.

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