EXPLORING THE MICROTEACHING COMPONENT OF AN EFL TEACHER EDUCATION PROGRAM

Mikro öğretim, hizmet öncesi İngilizce öğretmeni yetiştirme programlarının önemli bir birleşenidir. Dolayısıyla, bu çalışmanın amacı Türkiye'deki bir üniversitenin İngilizce öğretimi programında eğitim gören ve ana dili İngilizce olmayan 86 üçüncü sınıf öğrencisinin 14 hafta süren bir ders kapsamındaki mikro öğretim uygulamalarıyla ilgili görüşlerini araştırmaktadır. Bu ders boyunca, her öğrenci 15-20 dakika süren bir mikro öğretim uygulaması gerçekleştirmiş, arkadaşlarının uygulamalarını gözlemlemiş ve onlara geribildirimde bulunmuştur. Dönem sonunda, her öğrenciye Likert tipi maddeler ve açık uçlu sorulardan oluşan bir anket verilmiştir. Katılımcıların açık uçlu sorulara verdiği cevaplar içerik analizi yöntemiyle yapılırken nicel verilerin analizi frekans ve yüzde analizi ile yapılmıştır. Sonuçlar, dersin mikro öğretim bileşeninin öğrencilerin İngilizce dili gelişimine, öğretmenlik uygulaması yeterliklerine ve ders hazırlamalarına genel olarak katkı sağladığını göstermiştir. Fakat bazı katılımcılar, yapay mikro öğretim ortamı gibi konulara ilişkin olumsuz duygularını ifade etmiş ve mikro öğretim uygulamalarının geliştirilmesine yönelik tavsiyelerde bulunmuşlardır

BİR İNGİLİZCE ÖĞRETMENİ EĞİTİMİ PROGRAMININ MİKRO ÖĞRETİM BOYUTUNUN İNCELENMESİ

Microteaching is an important component of pre-service English language teacher education programs. Thus, the aim of the study is to explore the views of 86 third-year non-native pre-service teachers at the Department of English Language Teaching at a university in Turkey regarding the microteaching component of a 14-week course. Throughout the course, each pre-service teacher performed a microteaching session which took between 15 and 20 minutes, observed the sessions of their peers, and gave them written feedback. At the end of the term, pre-service teachers were given a questionnaire including Likert-type items and some open-ended questions. The quantitative data were analyzed using frequency and percentage analyses, while participants' responses to the open-ended questions were analyzed through content analysis. The results indicated that the microteaching component of the course generally contributed to participants' improvement of their English language, their teaching practice competence, and their lesson preparation. However, some participants expressed their negative feelings about issues, such as the artificial microteaching environment and made relevant suggestions for the improvement of microteaching activities

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