İngilizce Öğretim Görevlileri için Bir Mesleki Gelişim Modeli Olarak Takım Öğretimi: Bir Karma Yöntem Çalışması

Bu karma yöntem çalışması Türkiye’de bir vakıf üniversitesinde çalışan İngilizce öğretim görevlilerinin bir mesleki gelişim modeli olarak takım öğretimi ile ilgili görüşlerini açığa çıkarmayı hedeflemektedir. Çalışma 2017-2018 akademik yılında 39 öğretim görevlisinin katılımıyla gerçekleştirilmiştir. Veriler anket ve odak grup görüşmesi yoluyla toplanmıştır. Çalışmanın sonuçları takım öğretiminin başarılı olabilmesi için öğretim görevlileri arasında güven ve saygıya dayalı bir ilişkinin kurulmasının önemli olduğunu ve ders planlama sürecinin modelin en önemli kısmını oluşturduğunu ortaya çıkarmıştır. Takım öğretimi sayesinde öğretim görevlilerinin farklı bakış açıları geliştirdikleri, yeni öğretim yöntemleri deneme fırsatı buldukları ve problem çözme becerilerini geliştirdikleri de araştırmanın bulguları arasındadır. Öğrencilerin takım öğretimi yapılan derslerde daha ilgili oldukları, öğretim görevlilerininse bu derslerin başarılı bir şekilde uygulandığını düşündükleri ortaya çıkmıştır. Öğretim görevlilerinin kişilik özellikleri ve öğretim stillerinde farklılıklar olması, takım öğretimi toplantıları için yeterli zaman bulunamaması modelin uygulanmasında karşılaşılan güçlükler arasında yer almaktadır.

Anahtar Kelimeler:

İngilizce öğretim görevlileri, karma yöntem çalışması, mesleki gelişim, takım öğretimi

A Mixed Method Study on Team Teaching as a Professional Development Model for EFL Lecturers

This mixed method study aims to report how team teaching as a continuing professional development (CPD) practice is viewed by in-service English as a Foreign Language (EFL) lecturers working at a non-profit private university in Turkey. The study took place in the academic year of 2017-2018 with the voluntary participation of 39 lecturers. Data for the study were obtained from a questionnaire and focus group inter-views. Results of the study showed that trust and respect be-tween partners were regarded as essential, and lesson plan-ning constituted the most valuable part of a successful team teaching. The findings also indicated that team teaching ena-bled lecturers to gain different perspectives from each other, providing more opportunities to use new instructional tech-niques as well as improving their problem-solving skills. It was further found that students became more engaged in team-taught lessons and lecturers ended up the process with en-hanced feelings of achievement. With respect to the drawbacks of team teaching, differences in personalities and teaching styles of the lecturers besides lack of time for team teaching meetings were suggested to pose challenges to the participants.

Keywords:

EFL lecturers, mixed-methods study, professional development, team-teaching,

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