A QUANTITATIVE STUDY ON TEACHER DECISION MAKING BEHAVIOR IN EFL CLASSES

Bu makale Çukurova Üniversitesinde yapılmış olan ““Reflecting on Teaching: Interactive Thoughts and Decisions of Experienced and Novice EFL Teachers”başlıklı daha geniş bir doktora çalışmasının bir parçasıdır. Bu nicel çalışma esasen öğretmenlerin ders sırasında gözlemlemiş oldukları öğrenci performans göstergelerine (ipuçları) karşılık vermiş oldukları etkileşimli kararları incelemektedir. Çalışmanın genelinde video, çağrışım tekniğine dayalı görüşme, yarı yapılandırılmış görüşme, ders planları, sınıf oturma planı, ve snake aktivetesi kullanılarak veriler toplanmıştır. Rakamsal değerler ve ilgili X2 (ki kare) değerleri tablolarda sunulmuştur. Sonuçlar bu çalışmaya katılan deneyimli öğretmenlerin öğrenci performans göstergeçlerine karşılık verirken daha fazla ve değişik öğretimsel hareket kullandıklarını da ortaya koymuştur. Diğer yandan bu çalışmaya katılan hem deneyimli hem deneyimsiz öğretmenlerin sınıf içinde karşılaştıkları öğrenci performans göstergeçlerini tanıyabildikleri saptanmıştır. Bu çalışmanın sonuçları sadece hizmet içi öğretmen eğitimi programları için değil aynı zamanda öğretmen yetiştirme programları için de bir takım değişiklikler ve yenilikler önermektedir.

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A QUANTITATIVE STUDY ON TEACHER DECISION MAKING BEHAVIOR IN EFL CLASSES

This article is one part of a larger doctoral study titled “Reflecting on Teaching: Interactive Thoughts and Decisions of Experienced and Novice EFL Teachers” conducted at Çukurova University The study is concerned with the instructional decisions EFL teachers make in the class i e interactive decisions This quantitative study mainly focuses on interactive decisions of teachers in relation to student performance cues they observed in the class Four novice and four experienced EFL teachers participated in the study The data were collected through videotaping procedure stimulated recall technique semi structured interview lesson plans classroom maps and snakes The numerical data and corresponding X2 values were presented in tables The results have indicated that the experienced teachers employed a wider set of instructional actions in response to the student performance cues However both the experienced teachers and the novices were able to recognize student performance cues they face in the class The results of the study suggest some significant implications not only for in service teacher training programs but also for pre service teacher training programs

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