Professional Development Programs and English Language Instructors: A Critical-Postmodern Study

Mesleki gelişim programları ve ingilizce okutmanları ilişkisini anlamlandırmaya yönelik bu tamamlanmış nitelik araştırmasına dayalı doktora tezinde okutmanların katıldığı hizmet içi eğitim programlarındaki uygulamalar katılımcıların deneyimleri yardımıyla incelenmektedir. Çalışma 9 katılımcıyla ve onların adı geçen programlardaki deneyimlerini elde etmeyi amaçlayan bir anlatı araştırması deseniyle tamamlanmış ve bu sürece eleştirel-postmodern bir bakış açısı rehberlik etmiştir. Çalışmanın sonuçları bize okutmanların bu programlardaki öğrenme deneyimlerinin onların bu programlara bakışlarını şekillendirirken onların mesleki gelişimlerinde ve ingilizce öğretimlerinde de etkili olduğunu göstermiştir. Çalışmada derinlemesine ve yüzyüze yapılan görüşmeler ve yorumlama basamağında da eleştirel teori ve postmodern yaklaşımlardan yararlanılmıştır. Bulgular, bu programlarda görülen erk kavgalarını da ortaya çıkarmış ve bu gerçeğin de okutmanların özellikle öğretmen yetiştiricilerini, gözlemlerini, programı ve yönetimi anlama ve kavramada etkilediğini göstermektedir. Sonuç olarak okutmanların mesleki gelişmelerinin adı geçen programların dışında da sürdürüldüğü görülmekte ve programların güncel paradigmaları temel alacak şekilde yeniden yapılandırılmaları gerekliliği de ortaya çıkmaktadır.

İngilizce Okutmanları ve Mesleki Gelişim Programları: Bir Eleştirel-Postmodern Çalışma

In this completed qualitative dissertation research, the nature of the relationship between professional development programs (in-service training programs) and English language instructors was studied with a critical postmodern lense focusing on the narratives of nine English language instructors on their experiences in their professional development programs. The results revealed that the instructors conceptualize these programs as domains in which they develop themselves professionally amidst many hardships that have the power of hindering their development. It is noted that such conceptualization has effects on their professional development as well as their own classroom teaching. Data collection method was in-depth interviewing and it was found that the instructors’ narratives included themes of power struggles affecting their conceptualizations of teacher trainers, classroom observations, the delivering of these programs and the administrative units all of which signal the need for a shift towards more humanitarian and innovative professional development practices.

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