Öğretmenlik uygulaması derslerinin hizmet öncesi İngilizce öğretmenlerinin kaygılarına etkileri

Bu çalışma, yöntem dersleriyle elde edilen kuramsal bilginin ve öğretmenlik uygulama süreci boyunca gerçek bir öğrenme deneyimi yaşamanın, İngilizce öğretmen adaylarının öğretmenlikle ilgili muhtemel kaygılarında herhangi bir değişikliğe neden olup olmadığını araştırmayı amaçlamaktadır. Çalışma, eğer varsa, bu değişiklikleri tanımlamaya çalışmaktadır. Araştırmanın amaçlarına ulaşmak için öğretmen adaylarının, öğretmenlik konusundaki kaygılarından yola çıkılarak geliştirilen bir ölçekle veriler toplanmıştır ve on haftalık bir sure boyunca öğretmenlik uygulaması ile ilgili kaygı notları tutulmuştur. Çalışmaya daha fazla derinlik kazandırmak için, veriler öğretmen adaylarının öyküsel anlatımları ile zenginleştirilmiştir. Sonuçlar, öğretmenlik mesleğinin başında ve sonunda öğretmen adaylarının kaygıları arasında anlamlı bir fark olduğunu göstermektedir. Öğretmenlik uygulama derslerinin, gerçek bir ortamda öğretmen adaylarına farkındalık kazandırmada bir temel oluşturduğu anlaşılmaktadır. Birebir yaşayarak elde edilen bu deneyimin yanında, bulgular, aynı zamanda öğretmen adaylarının bilgi tabanının da kaygılarının doğasındaki değişimi tetiklemede etkili bir rol oynadığını göstermektedir.

The effects of teaching practicum on EFL pre-service teachers’ concerns

This study aims to find out whether accumulating theoretical knowledge through methodology courses andexperiencing real teaching practice during practicum may lead to any changes in EFL student-teachers’ probableconcerns about teaching. The study further attempts to define these changes, if any. To reach the aims of thestudy, data were collected by means of a scale developed on the basis of the student-teachers’ concerns aboutteaching and teaching practice concerns sheets (TPCS), which they kept for a period of ten weeks. In order tobring more depth to the study, the data were triangulated by the student-teachers’ narrative reflections. Resultsindicate a significant difference between student-teacher concerns at the beginning and the end of teachingpractice. It appears that practicum provides student-teachers with a base for awareness on teaching related issuesin real contexts. In addition to this hands-on experience, the findings also demonstrate that the knowledge baseof student-teachers played an influential role in triggering the change in the nature of their concerns.

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