Erasmus Öğrenci Hareketliliğinin Türk İngilizce Öğretmen Adayları Üzerine Etkisi: Kazanımlar ve Zorluklar

Günümüzün küreselleşen dünyasında eğitimin dinamikleri her gün değişmektedir. Bu durumun bir sonucu olarak Erasmus değişim programı Türk öğrenciler için yurt dışı eğitim tecrübesi edinmeyi daha kolay hale getirmiştir. Bu çalışmanın amacı, Türk ingilizce öğretmen adaylarının Erasmus değişim programının akademik, dil, sosyal, kültürel, kişisel ve kariyer gelişimlerine katkıları hakkındaki görüşlerini; ve Erasmus öncesinde, sırasında, sonrasında karşılaştıkları problemleri araştırmaktır. Bu çalışma ölçüt örneklem yöntemi ile belirlenen 37 İngilizce öğretmen adayının katılımıyla gerçekleşmiştir. Bu çalışmada karma yöntem kullanılmıştır. Önen (2017) tarafından hazırlanan çevrimiçi anket ve yarı yapılandırılmış görüşme yoluyla nitel ve nicel veriler toplanmıştır. Anketin ikinci bölümü nicel olarak analiz edilerken, yarı yapılandırılmış görüşmelerin içerik analizi için nitel veri analiz programı MAXQDA 2020 kullanılmıştır. Sonuçlar, katılımcıların Erasmus programından özellikle kişisel ve kültürel gelişim açısından yararlandığına inandıklarını ortaya koymuştur. Dil gelişimleri daha çok konuşma becerileri ve akıcılık konusunda gerçekleşmiştir. Aynı zamanda katılımcıların Erasmus sürecinde birçok problem yaşadıkları saptanmıştır. Katılımcılar, Erasmus öncesinde daha fazla problem yaşadıklarını belirtmiştir. Erasmus öncesinde yaşanan temel problemler bilgi eksikliği ve evrak işlerinden kaynaklanırken, Erasmus sırasında genellikle akademik ve finansal problemler yaşanmıştır. Bazı katılımcılar Erasmus hareketliliği sonrasında günlük hayatlarına adapte olmakta zorluk çektiklerini belirtmiştir. Bulgular ilgili litratür ışığında tartışılmış ve ileriki araştırmalar için öneriler sunulmuştur.

Anahtar Kelimeler:

Erasmus değişim programı, uluslararası öğrenci hareketliliği, İngilizce öğretmeni adayları, katkılar, problemler

The Impact of the Erasmus Student Mobility on Turkish Pre-service EFL Teachers: Contributions and Challenges of the Experience

In today’s globalized world, the dynamics of education are changing each day. As a result of this situation, the Erasmus exchange program has made it easier for Turkish students to have study abroad experience. The primary goal of this study was to investigate the perceptions of Turkish prospective EFL teachers regarding the contributions of Erasmus exchange program to their academic, language, social, cultural, personal, and career development as well as the problems that they encountered before, during and after Erasmus mobility. The study was carried out with 37 Turkish prospective EFL teachers. Mixed methods design was adopted in the study. Data were collected via an online survey developed by Önen (2017) and semi-structured interview. The second part of the survey was analysed quantitatively and a qualitative analysis software called MAXQDA 2020 was used for the content analysis of semi-structured interview. Results revealed that the participants believed they benefited from Erasmus program mostly in terms of personal and cultural development. Their language development was mainly related to speaking skills and fluency. It was also found that participants encountered many problems in the Erasmus process. They believed that “pre-Erasmus” was the most problematic process. While a lack of information and paper work were the main problems encountered before the Erasmus, “during the Erasmus process” mainly academic and financial problems were encountered. Some participants experienced “post-Erasmus syndrome” after the Erasmus mobility. Findings are discussed in the light of related literature and suggestions for further research are presented.

Keywords:

Erasmus exchange program, international student mobility, prospective EFL teachers, contributions, problems,

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