Mikroöğretim Uygulamasının Hizmet Öncesi İngilizce Öğretmenlerinin Mesleki Öz-yeterlik İnançlarına Etkisi

Lisans eğitiminde yürütülen mikroöğretim uygulaması artan sayıda araştırmada incelenmiştir. Mevcut alanyazın, mikroöğretimin hizmet öncesi öğretmenlerin iletişim becerilerine ve öğretim becerilerine etkisi ve uygulamanın avantaj ve dezavantajlarını incelemiştir. Ancak, özellikle de İngiliz Dili ve Eğitimi alanında uygulanan mikroöğretim uygulamalarının hizmet öncesi öğretmenlerin öz-yeterlik inançlarına etkisinin araştırılması konusunda alanda eksiklik vardır. Bu nitel durum araştırması, mikroöğretim deneyimlerinin hizmet öncesi İngilizce öğretmenlerinin meslekî öz-yeterlik inançlarını incelemektedir. Çalışmanın verileri, 45 katılımcının açık uçlu sorulara verdikleri cevaplar, öğretim üyesinin gözlem notları ve akran gözlem notları yoluyla toplanmıştır. İçerik analizi mikroöğretim uygulamasının katılımcıların öz-yeterlik inançlarını büyük ölçüde geliştirdiğini göstermiştir. Uygulamanın içeriğinde bulunan ders planlama ve tasarlama, öğretmen rolünü üstlenme, sınıf kontrolü, geribildirim alma ve güçlü/zayıf yönleri görme gibi aşamalar katılımcıların öz-yeterlik inançlarını artıran temel faktörler arasında gösterilmiştir. Ancak, bazı katılımcılar mikroöğretim uygulamasının öz-yeterlik inançlarını olumsuz yönde etkilediğini belirtmiştir. Bulgular ilgili alanyazın ışığında tartışılmış ve bazı öneriler sunulmuştur.

Anahtar Kelimeler:

mikroöğretim, öz-yeterlik, hizmet öncesi öğretmen, yabancı dil olarak İngilizce

The Effects of Microteaching Practices on Pre-service EFL Teachers’ Professional Self-efficacy Development

The microteaching practice followed in undergraduate level has been a topic of increasing investigation. Literature presents studies on the effects of microteaching on pre-service teachers’ communicative skills, their teaching skills and the advantages and disadvantages of the process. However, there is still scarcity in research examining how microteaching practices affect the self-efficacy levels of pre-service English teachers, especially in the Turkish context. This qualitative case study examined the effects of microteaching experiences on the pre-service EFL teachers’ professional self-efficacy. The data were collected through the participants’ (N=45) answers to open-ended questions, instructor observation notes and peer observation notes. The content analysis of the data revealed that microteaching mostly helped the participants develop their self-efficacy. Such components of the practice as planning and designing a lesson, taking the teacher role, controlling a classroom, receiving feedback and having the chance to realize the strengths and weaknesses were the major contributors to the participants’ self-efficacy. However, some of the participants considered microteaching as a practice negatively affecting their professional self-efficacy. The findings are discussed in the light of relevant literature and some implications are suggested.

Keywords:

Microteaching, Self-efficacy, Pre-service teacher, efl,

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