Dil öğretmenleri kendileri ile ilgili bilgi vermeli mi? Öğretmenin kendinden bahsetmesi üzerine algılar

Bireyin kendini açması, basitçe tanımlandığında, özel hislerin, düşüncelerin ya da tecrübelerin iki taraf arasında sezgisel olarak anlaşılmasıdır. Bu kendi hakkında bilgileri başkalarına açmaktır. Öğrencilerin derste aktif olmalarına ve derse katılımlarına sebep olacak ve öğrencilerin yabancı dil öğrenimini daha üst seviyelere çıkartabilecek bu bahsedişin öğrenciler ile öğretmenler arasında tamamen samimi bir ilişkinin geliştirilmesi için çok önemli olduğuna inanılır. Bu yüzden, bu çalışmanın amacı, Türkiye bağlamında dil öğretmen adaylarının öğretmenin kendini açmasının uygunluğu üzerine algılarını incelemek ve pedagojik formasyon programına katılanlar ve katılmayanlar arasında kayda değer bir fark olup olmadığını karşılaştırmaktır. Veriler bir Türk üniversitesinde öğretmenin kendini açmasının uygunluğu ölçeğiyle 140 İDE lisans öğrencisi ve 77 pedagojik formasyon öğrencisinden toplanmıştır. Öğretmen adaylarının kendini açma algısının uygunluğuna göre, bu çalışma ankette kullanılan konular bazında benzerlikler ve farklılıklar sunmaktadır.

ELT formation course program and pre-service teachers’ perceptions of selfdisclosure

Self-disclosure, simply defined, is the intuitive understanding of private feelings, thoughts or experiences betweeninterlocutors. It is revealing information about yourself to others. This revealing is believed crucial in building upa completely personal connection among teachers and students, which might give cause for students’ engagement,class participation and might boost their foreign language learning. The purpose of this study, therefore, is toinvestigate the perception of appropriateness of teacher self-disclosure of the pre-service language teachers inTurkish context and to compare whether there is a significant difference between teachers’ beliefs who attended apedagogical formation course program and who did not. The data was collected from 140 ELL junior students and77 pedagogical formation course students at a Turkish university through the appropriateness of teacher selfdisclosurescale. Compared to the related studies for the appropriateness of pre-service teachers’ perceptions ofself-disclosure, the study presents some important similarities but also differences in terms of common topics,uncommon topics, common purposes, uncommon purposes and consideration of students.

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