Türkiye ulusal öğretmen eğitimi reform tarihi boyunca araştırmada yetkin İngilizce öğretmenlerinin tasvirlenmesi

Abstract

Öğretmen adaylarının araştırma faaliyetleri konusundaki artan ilgiye rağmen, hizmet öncesi İngilizce dili eğitimi programlarındaki (İDEP) araştırmaya yönelik organizasyon ve pedagojilerin politik önemi ve temsili hakkında çok az şey bilinmektedir. Aynı şekilde, Türkiye'de hizmet öncesi öğretmen eğitimini çevreleyen akademik tartışmalar çoğunlukla öğretmen adaylarına araştırma bilgisi ve becerilerinin kazandırılması dışındaki konularda yoğunlaşmıştır. Bu çalışmada, araştırma odaklı öğretmen eğitiminin temel ilkeleri ışığında, resmi olarak belgelenmiş öğretmen eğitimi reformlarının ve takibi müfredat geliştirme geçmişi hakkında bir ön araştırma yapılmış, bahsi geçen bilgi boşluğu irdelenmiştir. Temel bulgular, ulusal düzeyde, sarih araştırma yöneliminin standart İDEP müfredatında yeterince temsil edilmediğini ve entegrasyonu için sunulan gerekçelerin belirsiz ve yüzeysel olduğunu göstermektedir. Öğretmen eğitiminde kapsamlı araştırma yönelimi vizyonunu yansıtan iddialar ile bunların müfredattaki tezahürü arasındaki uyuşmazlık ise çalışmada kayda değer bir vargıdır.

Keywords

• İngilizce,öğretmen eğitimi,reform,Türkiye,müfredat

Profiling research-capable English teachers throughout Turkey’s national teacher education reform history

Abstract

Despite the growing interest in student-teachers’ research engagement, little is known about the political significance and representation of research-oriented organization and pedagogies in pre-service English language teacher education (ELTE) programs. Likewise, in Turkey, the predominant scholarly discourse surrounding initial teacher education (ITE) has thus far focused heavily on issues other than the teaching of research knowledge and skills to would-be teachers. This paper attempts to address this gap in knowledge by proposing a preliminary exploration of the officially documented history of I(EL)TE reforms and curriculum development in Turkey through the lens of basic research-oriented teacher education principles. Key outcomes indicate that at the national level, explicit research orientation is underrepresented in the standardized ELTE curriculum and the justifications provided for its integration are nebulous and shallow. Incongruousness between the claims to intensified research-inclusive visions in teacher education and the corresponding manifestation of these in the curricula is a noteworthy conclusion.

Keywords

• English,teacher education,reform,Turkey,curriculum

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