Hizmet içi eğitimin İngilizce öğretmenlerinin sınıf içi uygulamalarına birincil düzeyde etkisi

Öğretmen, eğitim kalitesini elde etmek, sağlamak ve sürdürmek için en iyi öğretim araçlarından biridir. Bunun için öğretmenler eğitilmelidir. Eğitimler, mesleki gelişim için hem hizmet öncesi hem de hizmet içi eğitimi içermektedir. Bu çalışma, hizmet içi eğitimin (küme toplantısı) İngilizce öğretmenlerinin sınıf içi uygulamalarına yönelik İngilizce eylem müdahale okullarındaki etkisine odaklanmıştır. Bu araştırma nitel niteliktedir. Araştırmanın rahatlığı ve bu çalışmanın yürütülmesi için, araştırmacı temel olarak katılımcılardan açık uçlu veri topladı. İki küme toplantısı yapıldı ve gözlemlendi. Bu toplantılardan beş öğretmen seçilmiştir ve sonunda bu öğretmenlerin her birinin üç İngilizce dersi gözlenmiştir. Sınıf gözleminden sonra bu öğretmenlerle bireysel olarak görüşülmüştür ve öğrencilerle odak grup görüşmeleri yapılmıştır. Kümelenme toplantıları, öğretmenlerin öğretme ve öğrenme kapasitelerini geliştirmek için mikro öğretim ve etkinliklerin genişletilmesi, gözden geçirilmesi ve yansıtılması için fikirler sunan çok yönlü hedeflere sahipti. Toplantılar, ihtiyaçlarının yaklaşık% 80'ini, özellikle pratik deneyimleri paylaşarak ve bilgiyi yaymak suretiyle sınıf problemlerini çözme konusunda gerçekleştirmiştir. Ankete katılan öğretmenler, küme toplantılarında İngilizce eğitimi vermek, oyun oynamak, öğretmen yardımlarını kullanmak ve zihin haritalaması ile paragraf yazmak gibi birçok yeni şey öğrendiler. Eğitildikten sonra, katılımcılar sınıflarında yeni fikirler ve yöntemler uyguladılar. Şimdi, öğrencilerin hızla öğrenmelerine ve zorluk çekmeden İngilizce konuşmasına yardımcı olan ses dosyaları ve posterler kullanıyorlar. Yanıt veren öğretmenlerin çoğunluğu, ses dosyası kullanırken sınıfta bazı sorunlarla karşı karşıya kalmıştır.

Impact of in-service training on English teachers’ classroom practice at primary level

Teacher is one of the best teaching tools to attain, ensure and sustain the quality of education. For this, teachershave to be trained. The trainings include both pre-service and in-service training for professional development.This study focused on the impact of in-service training (cluster meeting) on English teachers’ classroom practiceat the English in Action intervention schools. This research was qualitative in nature. For the convenience of theresearch and conducting this study, the researcher mainly collected open-ended data from the respondents. Twocluster meetings were attended and observed. From those meetings, five teachers were selected purposively andfinally three English classes of each of those teachers were observed. After classroom observation those teacherswere interviewed individually and Focus group discussions were conducted with the students. The cluster meetingshad multifaceted objectives which provided them with ideas for warming up, reviewing and reflecting, microteaching and extending activities for improving teaching and learning capacities of teachers. The meetings fulfilledapproximately 80% of their needs, especially in terms of solving classroom problems through sharing practicalexperiences and disseminating knowledge. Respondent teachers learnt many new things in the cluster meetingslike, giving instruction in English, playing games, using teaching aids and writing paragraph by mind mapping.After being trained, respondents applied and implemented new ideas and methods in their classrooms. Now theyuse audio and posters, which help students learn quickly and speak English without difficulty. A majority of therespondent teachers faced some problems in the classroom while using audio.

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