AKRANLARLA VE AKRANLARDAN MESLEKİ ÖĞRENME: İNGİLİZCE ÖĞRETMEN ADAYLARININ ORTAK ÇALIŞMAYA DAYALI DERS PLANLAMA YANSIMALARI
öğretmenlik uygulaması boyunca, üç farklı İngilizce öğretmenliği, öğretmen
yetiştirme programında bulunan öğretmen adaylarının bir çevrimiçi ortak ders
planlama uygulaması hakkındaki deneyimlerini algılarını incelemeyi
amaçlamıştır. Bu amaçla, İngilizce öğretmen adaylarının ders planlarıyla ilgili
geri bildirimleri ve sürece yönelik yansımalarında ortaya çıkan temalar
incelenmiştir. Buna ek olarak, çevirim içi ortaklaşa ders planı hazırlama
deneyiminin uygulamaları üzerine yapılan değerlendirmelerde, zaman yönetimi ve
profesyonel sorumluluk eksikliği öne çıkan temalar arasındadır. Sonuçlar,
çevrimiçi ortak ders planı hazırlama sürecinin, İngilizce öğretmen adaylarına
çeşitli yabancı dil olarak İngilizce öğretimi yapılan öğretim ortamlarını tanıma
ve akranlarıyla öğretim uygulamalarını planlama olanağı sağladığını
PROFESSIONAL LEARNING WITH AND FROM PEERS: PRE-SERVICE EFL TEACHERS’ REFLECTIONS ON COLLABORATIVE LESSON-PLANNING
The present study seeks to examine the
experiences and perceptions of pre-service teachers from three different
English as a foreign language (EFL) teacher education programs regarding an
online collaborative lesson-planning experience throughout the practicum. Thus,
the emerging themes in pre-service EFL teachers’ reflections and feedback on
the lesson plans were examined. According
to the data analysis, it was observed
that the differences in pre-service EFL teachers’ training backgrounds had a
significant effect on their perceptions and achievements in the process of
lesson planning and implementation. Additionally, the challenges of the online
collaborative lesson-planning experience were time management and lack of professional
responsibility. The results indicated that the online collaborative lesson
planning experience provided pre-service EFL teachers with opportunities to
explore a variety of EFL practicum contexts and lesson planning practices with
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