İngilizce öğretmen adaylarının öğretme stillerine yönelik izlenimleri: mesleklerine yönelik öngörüleri

Dünyanın dört bir yanındaki araştırmalara ve kanıtlara dayanan görüş, öğretmenlerin kalitesinin, eğitim sisteminin tüm paydaşlara sağladıklarının gerekliliklerinin ötesine geçtiği yönündedir. Bu anlamda, gelecek vaat eden İngilizceyi bir yabancı dil olarak öğreten öğretmenlerin sayısı, onların yüksek standartlarda öğretim becerileri ve yeterlilikleri sağlayacak olan güncel ve kapsamlı pedagojik bilgi ile donanmalarını gerektirmektedir. Bu nedenle, bu çalışma 34 İngilizce öğretmen adayının pedagojik bilgilerini ortaya koyan öğretme stillerini ve eylem içerisinde bulunduklarında bunları nasıl kullandıklarını araştırmaya odaklanmaktadır. Bu amaçla, veri toplamak için Grasha'nın 5'li likert tipi formatta 40 maddeden oluşan öğretim stili envanteri kullanılmıştır. Veri analizi sürecinde Amasya Üniversitesinde öğrenim gören İngilizce öğretmen adaylarını genel ve özelde eğilimleri olan ve tercih ettikleri öğretim stillerinin belirlenmesine yönelik ele alınan parametrik hesaplamaların yanı sıra betimsel hesaplamalara da yer verilmiştir. Analiz süreci, İngilizce öğretmen adaylarının profesyonelliğini sağlamayı amaçlayan derslerin, fakülte eğitimleri sırasında özenle ve titizlikle ele alınması gerektiğini duyurmaktadır. Ayrıca, İngilizce öğretmen adaylarının öğretme süreçlerindeki öğretme stilleri tercihleri ile gerçek anlamda profesyonelce sergiledikleri ve eylemleriyle bildirdikleri öğretme stilleri arasındaki ilişki öğretmenlerin atanma süreçlerinde karar alıcılar tarafından dikkate alınmalıdır.

The prospective EFL teachers' impressions towards teaching styles: Foresights for their professions

The expanding belief based on many researches and evidences across the world is that the teachers’ quality goesbeyond the requirements of what the educational system provide for the whole stakeholders. In this sense, thepromising quantity of prospective English as a Foreign Language (EFL) deserves to maintain up to date andcomprehensive knowledge of pedagogy which would furnish them with high standard teaching skills andcompetences. Therefore, this study focuses on delving into the teaching styles of 34 prospective EFL teachers,which will present the pedagogical knowledge of their teaching styles and how they will perform them when theyare in action. For this purpose, Grasha's teaching style inventory consisting of 40 items in a 5-point likert-typeformat was used to collect data. The descriptive statistics in addition to the parametric calculations promotinginformation related to the prospective EFL teachers in specific and general to attain the personal teaching stylepreferences of them and a prevailing sight about the disposition of the target prospective EFL teachers of AmasyaUniversity are taken into account in the data analysis process. The analysis process announces that the coursesaimed to provide the prospective EFL teachers with professionalism should be elaborated and handledmeticulously during their faculty education. Furthermore, the association between the teaching style preferencesthat prospective EFL teachers desire to teach and their real teaching style(s) they exhibit and declare professionallyshould be regarded by policy makers in the employment process of teachers.

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