İngilizce öğretmen adaylarının duygu durumları ve öğretme yaklaşımları arasındaki ilişkinin incelenmesi

Öğrenme, bilişsel olduğu kadar duyusal bir süreçtir. İnsanların duygusal varlıklar olduklarına şüphe yoktur ve bu da belirli bir noktaya kadar çevreleriyle olan duygusal ve sosyal ilişkilerini belirlemektedir. Öğretmenler de bunun dışında değildir çünkü öğrenme sürecini kolaylaştırabilirler veya engelleyebilirler. Öğretmenlerin duygu durumları genişleyen bir araştırma alanıdır ve yakın zamanda oldukça fazla ilgi görmüştür. Yapılan çalışmalar, öğretmenlerin duygu durumlarının öneminin altını çizmektedir. Fakat, duygu durumları üzerine pek çok çalışma yapılmasına rağmen, bunların çok azı duygu durumları ile öğretme yaklaşımları arasındaki bağlantıyı irdelemiştir. Buna göre bu çalışma, İngilizce öğretmen adaylarının duygu durumlarını anlamayı ve bunların öğretme yaklaşımları üzerindeki etkisini araştırmayı hedeflemektedir. Katılımcıları seçmek için amaçlı örneklem yöntemi kullanılmıştır. Duygu durumlarını ve öğretme yaklaşımlarını daha iyi anlamak için, öğretmenlik uygulaması sürecinden geçen öğretmen adayları çalışmaya katılımcı olarak seçilmiştir. Çalışma kapsamında iki tane anket kullanılmıştır. Birincisi, Chen (2018) tarafından geliştirilen Öğretmen Duygu Durumu Anketi’dir. Diğeri ise, Trigwell, Prosse ve Ginns (2005) tarafından geliştirilen Öğretme Yaklaşımı Anketi’dir. Çalışmaya toplamda 67 kişi katılmıştır. Bulgular, İngilizce öğretmen adaylarında öne çıkan duygunun “endişe” olduğunu ve bu öğretmen adaylarının en çok tercih ettikleri öğretmen yönteminin aktarıma dayalı öğretim yaklaşımı olduğunu ortaya koymaktadır. Ayrıca, bulgulara göre “üzüntü” duygusu “aktarıma dayalı öğretim yaklaşımı” ile yakından ilgilidir.

An investigation of the relation between pre-service EFL teachers’ emotions and their approaches to teaching

Learning is as much an emotional process as a cognitive one. There is no doubt that human beings are emotionalbeings, which, to a large extent, determines their cognitive and social relations with their environments. Teachersare no exceptions as they can both enhance or inhibit student learning. Teacher emotion is a burgeoning area ofresearch and has received considerable attention lately. Studies underline the role of teacher emotions in theirpractices. Nevertheless, although there is an abundance of research on emotions, very few studies focused on therole of emotions on beliefs about teaching approaches. Therefore, the present study aims at measuring pre-serviceEFL teachers’ emotions and their impact on their beliefs about teaching approaches. Purposeful sampling wasutilized in the study. Pre-service teachers who have gone through the process of practicum were selected to gainbetter insights into their emotions and approaches to teaching. Two questionnaires were used within the scope ofthe study. The first is Teacher Emotion Inventory, developed by Chen (2018). The second instrument is theApproach to Teaching Inventory, developed by Trigwell, Prosser, and Ginns (2005). A total of 67 EFL teachersparticipated in the study. Results indicate that the most common emotion among pre-service EFL teachers is “fear”and the most preferred teaching approach is “knowledge transmission approach.” In addition, the findings alsoshow that “sadnesss” is highly related to “knowledge transmission approach”.© 2020 JLLS and the Authors - Published by JLLS.

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