İNGİLİZCE ÖĞRETMEN ADAYLARININ YAKINLIK DAVRANIŞLARINA DAİR YANSITICI BAKIŞI: ÖĞRENME KAZANIMLARI, ALGILAR VE ÖZDEĞERLENDİRMELER

Bu çalışma İngilizce öğretmen adaylarının almış oldukları 14 haftalık öğretmen yakınlığı temalı bir dersin sonucu olarak yakınlık davranışları ile ilgili öğrenme kazanımlarının, algılarının ve öz-değerlendirmelerinin bir araştırmasıdır. Dersin bitişinden yaklaşık dört ay sonra, öğretmen adaylarından ders süresince edindikleri deneyimleri üzerine tekrar düşünerek dört adet yansıtıcı rapor yazmaları istenmiştir. Dersi tamamlayan 61 öğretmen adayı içerisinden altı tanesi maksimum çeşitlilik örnekleme yöntemi ile seçilmiş ve haftalık bireysel yansıtıcı raporlar yazmışlardır. Bu yansıtıcı raporların esas amacı öğretmen adaylarının ders kazanımlarına ve dersin gelişmekte olan yakınlık davranışları üzerindeki etkilerine dair düşüncelerini elde etmektir. Yansıtıcı raporların tümevarımsal içerik analizi öğretmen adaylarının öğretmen yakınlığı ile ilgili farkındalık kazandıklarını ve bilgilerini genişlettiklerini göstermektedir. Ek olarak, öğretmen adayları eleştirel ve yansıtıcı bir bakış açısıyla hem öğretmen yakınlığı kavramına dair farkındalık kazanma süreçleri üzerine hem de öğretmen yakınlığına sahip İngilizce öğretmenleri olarak gelecekteki kimlikleri üzerine düşünebilmişlerdir.

Anahtar Kelimeler:

Öğretmen yakınlığı, İngilizce öğretmen adayları, Yansıtma.

EFL TEACHER TRAINEES’ REFLECTIVE LENSES ON IMMEDIACY BEHAVIORS: LEARNING GAINS, PERCEPTIONS AND SELF-EVALUATIONS

This study is an investigation of EFL teacher trainees’ learning gains, perceptions and self-evaluations regarding immediacy behaviors resulting from a 14-week Teacher Immediacy course. Approximately four months later, the trainees were invited to write four successive reflections by re-thinking their experiences throughout the course. In total, 61 trainees attended the course; and out of them, six trainees were selected based on the maximal variation sampling method and wrote individual reflection reports. The ultimate aim of these reflective writings was to gather opinions about the outcomes and influences of the course on the trainees’ evolving knowledge of immediacy. Inductive content analysis of the reflections demonstrated that the trainees gained awareness of and expanded theoretical knowledge of teacher immediacy. Besides, they reflectively andcritically looked back on the process of their familiarization with the concept of teacher immediacy and looked beyond their future identity as an immediate EFL teacher.

Keywords:

Teacherimmediacy, EFL teachertrainees, Reflection,

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