Çocuklara yabancı dil öğretimi uygulamalarının öğretmen adayları tarafından 21. yüzyıl öğretmen yeterliklerine göre değerlendirilmesi

Bu çalışmanın amacı çocuklara yabancı dil öğretimi uygulamalarının hizmet öncesi öğretmenlerin bakış açısıyla 21.yüzyıl öğretmen yeterliklerine göre değerlendirilmesidir. Karma desen çalışmasının temel alındığı bu çalışmada, nitel veri beş farklı üniversitede öğrenim görmekte olan öğretmen adaylarına uygulanan görüşme sorularından elde edilmiştir. Nicel veri ise, bu üniversitelerin mevcut “Çocuklara yabancı dil öğretimi” dersinin içeriklerinin analizinden oluşmaktadır. Bulgular, öğretmen adaylarının öğrenme becerilerinin altında ele alınan karar verme, problem çözme gibi becerilerde, teknolojiyi bu alanda uygulama ve çocuk psikolojisini uygulamaya aktarabilme becerilerinde sorun yaşadıklarını göstermektedir. Mevcut ders içerikleri ise 21. Yüzyıl öğretmen yeterlikleri bakımından öğretmen yetiştirme konusunda yeterince işlevsel bulunmamıştır. Çalışmada, öğretmen adaylarının çocuklara yabancı dil öğretimi konusunda yeterliklerini geliştirmelerine yönelik ders içeriğine ve temel ihtiyaçlarına yönelik önerilerde bulunulmuştur.

Pre-service teachers‟ evaluations of practices in teaching English to young learners in terms of 21st century teacher qualifications

This study investigates the 3rd year and 4th year pre-service teachers‟ evaluations of the practices in teachingEnglish to young learners in terms of 21st century teacher qualifications. Employing a mixed methods design,this study includes the qualitative data that come from semi-structured interviewed questions administered topre-service teachers in five different English Language Teaching programmes. The quantitative data come fromthe content analysis of the course “Teaching English to Young Learners” syllabi in these universities. Thefindings indicate that pre-service teachers have individual learning needs mainly on organizational skills, the useof technology, and characteristics of young learners. The current syllabi for the course are found to be ineffectivein preparing pre-service teachers for 21st century teacher qualifications. This study also discusses pre-serviceteachers‟ readiness levels as a 21st century teacher to teach young learners English. Suggestions are made for thecourse content and to promote 21st century teacher qualifications at pre-service level.

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