Understanding foreign language teachers' practical knowledge: What's the role of prior language learning experience?

Öğretmenlerin pratik bilgileri, öğretmenlerin genel bilgisi, inanışları ve düşünceleri olarak kabul edilir (Borg, 2003), öğretmenlerin pratiklerinde gizlidir (Connelly & Clandinin, 1998), ve çeşitli öz geçmiş kaynakarıyla biçimlenir (Borg, 2003; Grossman, 1990; Meijer, Verloop, and Beijard, 1999). Bu makalede ilk olarak, dil öğretmenlerinin bilgisinin üç öz geçmiş kaynağından etkilendiği tartışılır: geçmişteki dil öğrenim deneyimleri, hizmet öncesi ve hizmet içi mesleki çalışmaları, ve öğretim deneyimleri. Ayrıca yazarın uzun süreli bir çalışmasından alınan vakalar arası bulgulardan, İngilizceyi yabancı dil olarak öğreten üç This paper was drawn from the author’s dissertation research.öğretmenin geçmişteki dil öğrenme deneyimleriyle ilgili bir tema sunulur. Bu yazı öğretmenlerin kendi bilgileri konusunda yapılan çalışmalara katılmalarının araştırmaya bilgi sağlarken aynı zamanda öğretmenlerin kendi farkındalığını nasıl arttırdığını da ele alır

Anahtar Kelimeler:

Yabancı dil öğretmenleri, İngilizce’yi yabancı dil olarak öğreten öğretmenler, öğretmenlerin pratik bilgisi, geçmişteki dil öğrenme deneyimleri, yabancı dil öğretmenlerinin gelişimi

Teachers’ practical knowledge is considered as teachers’ general knowledge, beliefs and thinking (Borg, 2003) which can be traced in teachers’ practices (Connelly & Clandinin, 1988) and shaped by various background sources (Borg, 2003; Grossman, 1990; Meijer, Verloop, and Beijard, 1999). This paper initially discusses how language teachers are influenced by three background sources: teachers’ prior language learning experiences, prior teaching experience, and professional coursework in pre- and in-service education. By drawing its data from the author’s longitidunal study, it also presents the findings of a cross-case theme emerged from the investigation of three English as a foreign language (EFL) teachers’ prior language learning experiences. The paper also discusses how the participation in studies on teachers’ knowledge raises teachers’ own awareness while it informs the research.

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Sibel ARIOĞUL, PhD. Foreign Languages Teaching Department, Faculty of Education,

Hacettepe University, Ankara, Turkey. Her research interests include teacher cognition,

foreign language teachers’ professional development, qualitative research methods, and critical literacy.