A study of emotion in Turkish teacher education: Task appraisal styles

Bu çalışma, duygu teorisindeki duygunun bilişsel değerlendirilmesi kavramından yola çıkarak, Türkiye’de öğretmen adaylarının hoşnutluk, amaca uygunluk ve başa çıkma yetisi ile ilgili olarak yaptıkları etkinlik (task) değerlendirmelerini (appraisals) araştırmıştır. Çalışmanın amacı, öğretmen adaylarının bu değerlendirmelerde gösterecekleri olası değerlendirme stillerini (appraisal styles) ortaya çıkarmaktır. Yapılan çalışmadaki etkinlikler, öğretmen adaylarının özel öğretim yöntemleri dersinde katıldıkları ve Nöro Linguistik Programlama (NLP) disiplininden aktarılan teknik, strateji ve teorilerle zenginleştirilmiş etkinliklerdir. Yöntem ve zaman kıyaslaması yapılarak, üç yılı kapsayan bir sürede içinde toplanan veriler, 423 öğretmen adayından anket ve 6 eğitmenden mülakat yoluyla elde edilmiştir. Sonuçlar, değerlendirme stilleri açısından yararlılık, kullanışlılık ve zevk alma kriterlerini ortaya çıkarmıştır. Çalışmada, bu 3 kriterden yola çıkarak öğrenmede bilişsel etkinlik değerlendirme ölçeği önerilmektedir.

Türkiye'den bir vaka çalışması: Öğretmen adaylarının etkinlik değerlendirme stilleri

Building on the notion of cognitive stimulus appraisals from emotion theory, this study attempted to identify trainees’ appraisals of tasks along the dimensions of pleasantness, goal congruence, and coping potential in Turkish pre-service teacher education. The aim was to identify possible task appraisal styles of learning tasks in methodology input enriched with techniques, strategies and theories taken from Neuro Linguistic Programming (NLP). Using method and time triangulation, the data in this case study of longitudinal design were collected by means of 423 trainee questionnaires and 6 teacher interviews over a period of three years. The findings reveal the three major criteria of usefulness, applicability and enjoyment indicative of positive appraisal styles and the criteria of applicability and competence for negative appraisals. A scale for cognitive appraisals of tasks incorporating these three criteria is proposed.

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