İngilizce Öğretmeni Adaylarının Sahip Olduğunu Belirttiği ve Uyguladığı İnançlarının Tutarlılığı

Bu çalışmanın amacı, İngilizce öğretmeni adaylarının olası pedagojik inançlarının, sınıf içerisindeki yansımalarını ve bunların tutarlılığını incelemeyi amaçlamıştır. Bu amaç doğrultusunda, etkileşimsel veriler ile çalışma bulgu ve sonuçlarını desteklemek amacıyla, öğretmen adaylarının sınıf içindeki öğretmenlik uygulamaları video ile kayıt altına alınmış, ardından yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Son olarak, katılımcıların (dört İngilizce öğretmeni adayı) bireysel yansıtıcı yazma formları veri olarak toplanmıştır. Bu çalışma, nitel araştırma deseninde tasarlanmış olup, verilerin analizinde söylem analizi ve içerik analizi yöntemlerine başvurulmuştur. Yarı yapılandırılmış görüşme maddeleri ise Li ve Walsh (2011)’un çalışmasından uyarlanarak, Türkiye bağlamına uyumu ve anlaşılabilirliği bakımından İngiliz dili eğitimi alanında uzman Muğla Sıtkı Koçman Üniversitesi akademik personeli olan iki araştırmacı tarafından kontrol edilmiştir. Çalışmadaki İngilizce öğretmeni adayı dört katılımcı, Muğla Sıtkı Koçman Üniversitesi gündüz bakım evinde öğretmenlik uygulamalarını tamamlamaları için görevlendirilmiştir. Toplanan demografik verilerin de gösterdiği gibi, sadece bir katılımcının (P1) özel ders vermesi dışında katılımcıların geçmişlerinde gerçek sınıf içerisinde bir öğretim deneyimleri yoktur. Verilerin analizi sonucunda; bulgular, Türkiye ve uluslararası bağlamlardaki çalışmaların sonuçları ile karşılaştırılmıştır. Sonuç olarak, İngilizce öğretmeni adayı olan dört katılımcının sahip olduğunu iddia ettikleri inançları ile uygulamada sergilemiş oldukları öğretim yaklaşımları arasında bazı yönlerden tutarlılık mevcut olsa da, birçok açıdan bu tutarlılık mevcut değildir. Bu tutarlılık farkının ise, çocukların yaşlarının ve seviyelerinin düşük olması, gerçek sınıf ortamının karmaşıklığı, katılımcılarının deneyimsizliğinden kaynaklandığı düşünülmektedir.

Anahtar Kelimeler:

Öğretmen İnançları, Çocuklara Yabancı Dil Öğretimi, İngilizce Öğretmeni Adayları, İngiliz Dili Eğitimi

Correspondence of Turkish Pre-Service EFL Teachers’ Stated Beliefs and Their Classroom Practices

This study aims to investigate the correspondence between pre-service English as a foreign language (EFL) teachers’ stated beliefs about pedagogy and their classroom practices. Aimed at exploring the interactional facets of classroom practice, data were drawn from video recordings of classroom practices and follow-up semi-structured interviews and reflection forms of each participant which were four in total. As the focus of the study is to inquire these four pre-service teachers’ pedagogical beliefs and their correspondence, the study employs discourse analysis (Hence fort DA) of the qualitative research designs. In addition to that, the semi-structured interview questions given by Li and Walsh (2011) were adapted to arrange the questions to Turkish context accordingly and the questionnaire which was checked by two colleagues as specialists in the field of foreign language education at Muğla Sıtkı Koçman University. These four pre-service EFL teachers were assigned to work at a kindergarten to complete their teaching practices. As understood from the interviews, apart from one-to-one tutorial sessions, these practices were their first time teaching experience in a real classroom setting. The findings were then analyzed and after, findings were compared and contrasted with the studies previously conducted in Turkish and other contexts. Findings revealed from the data indicate that, even though there are some correspondences between the stated beliefs of these pre-service teachers, there are still differences which were believed to be based on the complexity of the classroom atmosphere and students at kindergarten as level.

Keywords:

Teacher Belief, Teaching English to Young Learners, Pre-service EFL Teachers, EFL Education,

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