İngilizce Öğretmenleri için En Uygun Rol: Düşünen Uygulayıcı

Bu çalışmanın amacı İngilizce öğretmenlerinin mevcut öğretmen kimliğini nasıl tanımladığını incelenmektir. Çalışmaya İngiliz Dili Öğretimi Yüksek Lisans programına kayıtlı olan ve öğretmen rolleri hakkında bilgi sahibi olan hizmet içi İngilizce öğretmenleri katılmıştır. Bu nitel çalışmada veriler anket ve tüm katılımcılar ile yapılan (N=13) yarı yapılandırılmış görüşmeler yolu ile toplanmıştır. Yapılan tematik analiz sonucu iki temel tema belirlenmiştir. Bu temalar 1) İngilizce öğretmenlerinin mevcut rollerinin tanımlanması ve 2) İngilizce öğretmenleri için ideal rol olarak adlandırılmıştır. Bulgular bu çalışmadaki İngilizce öğretmenlerinin büyük çoğunluğunun kendini düşünen uygulayıcı olarak tanımladıklarını ortaya koymaktadır. Entelektüel dönüştürücü, katılımcılar arasında saygın bir yere sahip olsa da erişilemez olarak görülmektedir. Bunun yanında bazı öğretmenler bir kısım ideolojileri savunduğu için bu role karşı temkinlidirler. Pasif teknisyen öğretmenler arasında tercih edilebilir bir rol değildir ve sadece koşullar onları zorladığında bu rolü benimsemektedirler. Bu nedenle İngilizce öğretmenleri için en uygun (optimal) rolün düşünen uygulayıcı olduğu sonucuna varılmıştır. Öğretmen rollerinin dinamik ve durumsal olduğu anlaşılmıştır. Bu bulgulara dayanarak önerilerde bulunulmuştur.

The Optimal Role for English Teachers: Reflective Practitioner

This study aims to investigate how English teachers define their current teacher roles. In-service English teachers enrolled in an MA TESOL program and knowledgeable about teacher roles partook in the study. The data in this qualitative study were collected through questionnaires and semi-structured interviews conducted with all of the participants (N=13). Two themes are reached after the thematic analysis. They are identified as 1) the definition of the current role of English teachers, and 2) the ideal role for English Teachers. The findings reveal that the majority of the English language teachers in this study define themselves as reflective practitioners. Although teachers as transformative intellectuals is a reputable role among the participants, it is considered to be unachievable. In addition, some teachers are cautious about this role because it advocates some ideologies. Being a passive technician is not preferable among the teachers and they adopt this role only when the circumstances compel them to do so. Therefore, it is concluded that the optimal role for English teachers is the reflective practitioner. It is understood that teacher roles are dynamic and situated. Based upon these findings, suggestions are presented.

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