Assumptions and pedagogical knowledge: Teaching and learning according to teachers of English

Bu çalışma Türkiye'de ilk, orta ve yüksek öğrenim kurumlarında çalışan İngilizce öğretmenlerinin öğretim ve öğrenime karşı tutumlarını, inançlarını ve mesleki bilgilerini incelemektedir. Çalışmada 197 öğretmene uygulanan bir anket kullanılmıştır. Öğrenim ve öğretim üzerine hazırlanmış iki ayrı bölümden oluşan anket, öğretmen görüşlerinin öğretmen yetiştiren bölümlerde verilen bilgilerle ne kadar örtüştüğünü ve mevcut alan yazın bilgilerinden kayda değer tarzda ayrılan inanç ve tutumlarını ortaya koyacak şekilde tasarlanmıştır. Bulgular göstermektedir ki ankete katılan öğretmenlerin yabancı dil öğrenimi ve öğretimi alanındaki görüşleri, alanda kabul gören prensiplerle geniş çapta örtüşmektedir. Bununla birlikte, işitsel-dil yönteminin izleri hala görülmektedir. Öğretmenlerin dil laboratuarı ve tekrara dayanan alıştırmaları destekledikleri görülmüştür. Ayrıca, cinsiyet, yaş ve deneyimin inançlar ve pedagojik bilgileri belirlemede istatistiksel olarak anlamlı bir etkide bulunmadığı da gözlemlenmiştir.

İnançlar ve pedagojik bilgi: İngilizce öğretmenlerine göre öğretim ve öğrenim

This article investigates assumptions and pedagogical knowledge of English teachers working in primary, secondary and higher education in Turkey to identify their current orientations towards practices in foreign language learning and teaching. A survey was administered to 197 participants. The two questionnaires, on learning and teaching, were designed in a way to identify the extent to which teachers' views overlap with those offered at teacher training programs as well as their beliefs and assumptions that markedly deviate from the current state of the art research. Findings overall reveal that teachers' views overlap considerably with those in foreign language learning and teaching scholarship. However, traces of Audiolingual Method can be seen in teachers' thinking. They favor the use of language laboratories as well as the repetition drills. Gender, age, and experience do not play a statistically significant role in the assignment of assumptions and pedagogical knowledge.

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