Burçak YILMAZ YAKIŞIK, Fatıma Nur FİŞNE, Gonca YANGIN EKŞİ

İngiliz dili eğitimi stajında mesleki eylemlilik anlayışı: Polonya, Portekiz ve Türkiye bağlamlarının karşılaştırılması

Öğretmen eylemliliği, bir öğretmenin öğretme ortamında değişiklik meydana getiren kararları ve eylemleri alma yükümlülüğü ve yeteneğini tanımlayan kavramdır. Staj eğitimi, öğretmen adaylarının hem teorik hem de pratik öğretme deneyimlerini zenginleştirdiği ilk yerdir. Bu nedenle bu eğitim öğretmen adaylarının mesleki eylemliliğini şekillendirmede önemli bir rol oynamaktadır. Staj eğitimine ve farklı eğitim ortamlarına vurgu yapan bu çalışma, Polonya, Portekiz ve Türkiye’deki İngilizce öğretmeni adaylarının stajdaki mesleki eylemlilik anlayışını betimlemeyi amaçlamaktadır. Ek olarak, bu çalışma mesleki eylemlilik açısından üç staj ortamını karşılaştırmaya çalışmaktadır. Temel bulgular, üç ülkede de öğretmen adaylarının mesleki eylemlilik anlayışına sahip olduklarını fakat eylemlilik düzeylerinin değişiklik gösterdiğini belirtmektedir. Eylemliliğin dinamikleri düşünüldüğünde öğretmen adaylarının yansıtmada kendilerini daha fazla eyleme dönük hissettiği söylenebilir. Türkiye ve Polonya staj bağlamları, yansıtma ve olumlu dayanışma öğeleri açısından benzerlik göstermektedir. Buna rağmen, bütünsel bir bakış açısı ile üç ülke de mesleki eylemlilik anlayışında anlamlı olarak farklılaşmaktadır.

Sense of professional agency in ELT practicum: Comparison of Polish, Portuguese, and Turkish contexts

Teacher agency is a concept that defines a teacher’s commitments and capabilities of making decisions and takingactions which result in a change in the community of teaching (Husu & Toom, 2010; Pietarinen, Pyhälto & Soini,2016). Since practicum teaching is the first place where teacher trainees enhance both theoretical and practicalteaching experiences, it plays a crucial role in shaping teacher trainees’ professional agency. Putting emphasis onthe practicum teaching and different instructional backgrounds, this study aims to describe English languageteacher trainees’ sense of professional agency in practicum in Poland, Portugal, and Turkey. In addition, it attemptsto compare three practicum settings in terms of the professional agency. The main findings of the study show thatteacher trainees have a sense of professional agency in three countries but their level of agency varies. Consideringthe dynamics of agency, it can be stated that teacher trainees feel more agentic in reflection. Turkish andPortuguese practicum contexts show similarities in the components of reflection and positive interdependence;however, three countries significantly differ in the sense of professional agency from a holistic perspective.

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