Self-reported problems of pre-service EFL teachers throughout teaching practicum

Hizmet öncesi öğretmen eğitimi üzerine yapılan çalışmalar öğretmen yetiştirme programlarında öğretmenlik uygulaması ve öğrenci-öğretmenlik deneyiminin önemini vurgulamaktadır. Bu bağlamda, bu çalışma öğrenciöğretmenlerin öğretmenlik uygulaması sürecinde yaşadıkları olumsuz noktaların kendi ifadeleriyle belirlenmesini ve bu noktaların uygulama sürecinde herhangi bir değişiklik gösterip göstermediğini ortaya koymaktır. Bu çalışmaya Anadolu Üniversitesi İngilizce Öğretmenliği Programında öğretmenlik uygulaması yapan 99 İngilizce öğretmen adayı katılmıştır. Veri toplama amacıyla katılımcılardan her bir öğretmenlik deneyimlerini yansıtan yansıtma raporu yazmaları istenmiştir.Elde edilen veriler iletişimbirimlerine bölünmüş, her bir iletişimbirimi problemnoktalara göre isimlendirilmiş ve etiketlendirilmiştir. Bu yöntemle oluşturulan kategoriler aynı zamanda iletişim birimlerinin belirlenme zamanlarına göre zaman aralıklarına bölünmüştür.Verilerin analizi öğrenci-öğretmenlerin problemlerinin kaynağı olarak beş temel kategori ortaya koymuştur: öğrenci-öğretmen kaynaklı problemler, öğrenci kaynaklı problemler,rehber öğretmen kaynaklı problemler,eğitim ortamı/sistem kaynaklı problemler ve rehber öğretim elemanı kaynaklı problemler.Yapılan karşılaştırmalar hizmet öncesi öğretmenler in problemlerinin genel anlamda öğretmenlik uygulaması sürecinin sonunda azaldığını, buna karşılık bazı noktaların genel eğilimin aksine süreç içinde bir artış veya azalma göstermediği gibi bazılarının da genel eğilimin aksi yönde değişim gösterdiği saptanmıştır. Çalışma sonuçlarının hizmet öncesi öğretmen eğitimine nasıl yansıyabileceği, bu programlarda nasıl iyileştirmelere yer verilebileceği ya da değişikliklere gidilirken nelerin göz önünde bulundurulması gerektiği konuları irdelenmiş ve bulgular doğrultusunda önerilerde bulunulmuştur.

İngilizce öğretmen adaylarının öğretmelik uygulaması boyunca yaşadığı sorunlar

Recent literature on pre-service teacher education emphasizes the importance of student teaching in teacher education programs. For this reason, this study was designed to determine the self-reported problems of pre-service teachers' teaching and to find out whether there is any kind of change in the problems of student teachers throughout the practicum. Ninety-nine Turkish EFL teachers were chosen as the participants of the study who were told to write reflections on their each teaching experience. Data were analyzed by dividing the reflection reports into communication units. Each communication unit was named and labeled according to problems in student teachers' teaching experiences.Categorieswere also divided into three time periods considering the time of the communication units as stated by student teachers. The analysis of the data revealed five main categories as the sources of student teachers' problems. The analysis suggested that most of the problems of student teachers decrease in frequency whereas some of them increase towards the end of the practicum, or do not show any changes throughout the practicum. Consequently, the study stresses the need for modification in the teacher training curriculum and offers behavioral guidelines to student teachers, cooperating teachers, and university supervisors.

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